Chalkbeat

Esta historia es un reporte realizado en colaboración con Open Campus.

CAÑON CITY, COLORADO – Una tarde a finales de noviembre, frente al salón de clases lleno de estudiantes, David Carrillo se paró en un pequeño podio y les hizo preguntas a 17 estudiantes sobre terminología macroeconómica.

Durante el curso de dos horas, Carrillo, el profesor adjunto en la Universidad Estatal de Adams (Adams State, por su abreviatura en inglés), mantuvo sus manos en sus bolsillos mientras les enseñaba a los estudiantes con uniformes verdes, algunos de color brillante y otros que el tiempo había desgastado. La sesión fue rápida, solo con tiempo suficiente para que los estudiantes contestaran las preguntas o le hicieran preguntas a él. Una de las lecciones del día: operaciones bancarias.

“Los bancos monitorean todas sus transacciones en su hoja de balance, pero usan un tipo de herramienta contable específica para monitorear todo esto. ¿Cuál es la herramienta contable?” Carrillo preguntó a los estudiantes.

Como sus estudiantes en las Instalaciones Correccionales del Territorio de Colorado, Carrillo, de 49 años de edad, también tiene un uniforme verde. Ocupa un puesto extremadamente inusual en la prisión: es un profesor encarcelado que enseña un programa universitario.

David Carrillo.

Una nueva iniciativa en Adams State—una de las primeras de su tipo en el país—se enfoca en emplear como profesores a personas encarceladas con títulos universitarios, en lugar de traer educadores de afuera. El programa ofrecido a través de la universidad con sede en Alamosa ofrece a las personas encarceladas con títulos universitarios experiencia y capacitación a la vez que ayuda a abordar la falta de personal que puede afectar negativamente a los programas educativos en prisiones.

Carrillo sabe por experiencia propia el poder de la educación—supuestamente nunca iba a salir de la prisión. Pero en diciembre, el gobernador de Colorado Jared Polis otorgó un perdón a Carrillo por el papel que desempeñó en un asesinato en 1993. Carrillo saldrá en libertad este mes después de 29 años en gran parte debido a su labor estudiando y encontrando una manera productiva de pasar su condena.

Carrillo, cuyo nuevo apodo en la prisión es “Profesor”, quiere que sus estudiantes tengan las mismas oportunidades que los ayudarán a reiniciar sus vidas.

“Poder ayudar a estos hombres para que se den cuenta de que son capaces de hacer mucho más—esa es la recompensa final”, dijo Carrillo, quien obtuvo su maestría a través de Adams State en 2021.

Una idea casi nunca vista en la prisión

El programa de Adams State empezó con una propuesta inusual de Leigh Burrows, directora adjunta de programas para prisiones en el Departamento de Correccionales de Colorado. En 2022, contactó a la universidad y preguntó: ¿Estarían dispuestos a contratar a un profesor encarcelado para que enseñe en su programa de negocios en las Instalaciones Correccionales del Territorio de Colorado?

Al personal de Adams State le encantó la idea, con la condición de que al instructor le pagaran lo mismo que a los otros profesores adjuntos que dan clases en su campus principal en Alamosa. La idea—contratar a un profesor encarcelado para que enseñe a estudiantes encarcelados y pagarle un salario como afuera—casi nunca se ha visto en entornos correccionales.

“Mucha gente pensó que estábamos locos”, Burrows dijo.

La mayoría de las personas en prisiones de Colorado solo ganan 80 centavos al día, así que tardarían 17 años en ganar los $3,600 que Carrillo recibe por una sola clase. Salarios más altos ayudan a las personas encarceladas para que ahorren y cubran necesidades básicas cuando salen en libertad. La pobreza con frecuencia puede impulsar decisiones que causan que regresen a la cárcel.

Los estudiantes miran la información impresa para la clase de Introducción a la Macroeconomía.

Un par de otros estados están experimentando con contratar a profesores encarcelados. En Maine, Colby College contrató a un profesor encarcelado para que enseñe un curso de antropología por Zoom sobre el encarcelamiento masivo a estudiantes universitarios que no están encarcelado. Y representantes de otros departamentos estatales de correccionales han expresado interés en el programa de Colorado, Burrows dijo.

Actualmente, seis universidades enseñan cursos en prisiones de Colorado, incluidas tres instituciones públicas que inscriben a un total de 311 estudiantes en programas universitarios. Y los programas universitarios en prisiones están preparándose para crecer en los próximos años, especialmente porque en julio los estudiantes encarcelados empezaron a cumplir requisitos para obtener la Beca Pell—la asistencia federal financiera para estudiantes con bajos ingresos—por primera vez en casi 30 años.

Pero los programas educativos en las prisiones enfrentan una serie de desafíos: las universidades a veces tienen dificultades para contratar profesores calificados, y las instalaciones correccionales cada vez tienen menos personal. Después de varios años de falta continua de personal, alrededor del 13 por ciento de los puestos para agentes correccionales en Colorado están vacantes, según una vocera del departamento de correccionales de Colorado.

La idea de Burrows de usar el talento que existe detrás de las rejas ayuda a mitigar esos problemas. Los profesores encarcelados ya están en el lugar, lo cual elimina la necesidad de que el personal correccional tenga que acompañar a profesores externos. También crea oportunidades que permiten que los estudiantes ya graduados como Carrillo pongan sus conocimientos y habilidades profesionales en práctica—y ganen un salario digno al hacerlo.

Los estudiantes encarcelados también se benefician al tener profesores que entienden sus experiencias.

Clinton Hall, uno de los estudiantes de Carrillo, dijo que la oportunidad de tomar clases de él es mejor que estudiar con otros profesores que nunca han estado encarcelados. Hall y Carrillo viven en el mismo grupo de celdas, y es fácil encontrar al “Profesor” cuando necesita ayuda.

“En cualquier momento que tengo una pregunta o necesito aclarar algo sobre mi trabajo, o solo quiero profundizar un poco más, puedo ir caminando [a verlo]”, Hall dijo.

También le gusta que Carrillo entiende si sus estudiantes enfrentan desafíos específicos por estar encarcelados. Si hay un cierre obligatorio, por ejemplo, Carrillo trabaja con el personal de la prisión para tratar de reprogramar la clase o compartir la tarea con los estudiantes.

Desde el centro izquierda, Clint Hall y Evelyn Roldán, miran hacia arriba y escuchan a David Carrillo, profesor adjunto de la Universidad Estatal Adams, durante la clase de Introducción a la Macroeconomía.

Además, se ha comprobado que estudiar adentro de la cárcel reduce la reincidencia. Para 2019, alrededor de un tercio de las personas que salían de prisiones en Colorado regresaban en los tres primeros años.

En el caso de Carrillo, los beneficios de estudiar también desempeñaron un papel clave para que saliera de la prisión. Polis dijo que el camino de Carrillo para obtener su título y trabajar como profesor contribuyeron a su decisión de perdonarlo.

“Es evidente que pusiste una tremenda [cantidad de] trabajo mientras estabas encarcelado para cambiar tu perspectiva y alcanzar tus metas educativas”, Polis escribió en un carta para Carrillo.

La experiencia de Carrillo también destaca la importancia de las oportunidades profesionales para las personas encarceladas, dijo Lauren Hughes, directora del programa para prisiones en Adams State.

“David cuarteó las barreras y continuará trabajando para romperlas todas a fin de que más personas regresen a casa a través de las oportunidades educativas y laborales”, dijo. “Es una persona a la vez, como crear un movimiento lentamente, y conforme vamos expandiendo esto a más personas sé que seguiremos observando este tipo de resultado”.

Burrows dijo que su meta es contratar a dos profesores más para finales de 2024, empezando este verano cuando una mujer encarcelada con un título de abogacía enseñe un curso de leyes empresariales en el programa de licenciatura de Adams State en las Instalaciones de Correccionales para Mujeres de Denver.

Una segunda oportunidad después del aislamiento

En 1994, a los 20 años de edad, Carrillo recibió una condena de cadena perpetua sin oportunidad de salir en libertad condicional por su complicidad en un asesinato. El año anterior, estuvo presente cuando mataron a alguien. Las leyes de Colorado lo consideraron igual de culpable que el otro adolescente, su hermano, quien jaló el gatillo.

“Entré y salí del sistema desde que era niño”, dijo. “Soy generacional a esto”.

Casi una década después, en 2002, Carrillo se encontró aislado en una celda casi del tamaño de un espacio para estacionar un automóvil. Había pasado años involucrado con pandillas en la prisión. Sentado solo, decidió que necesitaba un cambio que tenía que empezar con él mismo.

“Mi perspectiva fue muy angosta por mucho, mucho tiempo”, dijo.

Aunque el Carrillo de 20 años nunca se hubiera imaginado a sí mismo al frente de un salón de clases, la transición de estudiante a profesor no fue difícil. Ya había liderado varios programas de autoayuda, y recibido bastante apoyo, incluidas clases del Colegio Comunitario Red Rocks para obtener su certificado de educación para adultos.

Carrillo dijo que la educación le ayudó a cambiar su visión de la vida. Ha encontrado una pasión por aprender y enseñar a otros.

Adams State espera poder emplear a más estudiantes graduados en sus propios programas en el futuro, dijo Hughes, la directora de programas para prisiones. Actualmente, Hughes dijo que alrededor de 100 personas en prisiones del país están trabajando para obtener su maestría a través de Adams State como Carrillo.

El programa con materiales impresos por correspondencia para la maestría de 36 créditos cuesta $350 por crédito, para un total de $12,600, además de los libros. Y, no hay fondos estatales ni federales para ayudar con un título de posgrado, así que los estudiantes tienen que pagarlo directamente.

El otoño pasado, Adams State recibió un subsidio de $150,000 de la Fundación Mellon que se usará para contratar a un coordinador de programas, desarrollar un plan de estudios para la capacitación de profesores encarcelados, y crear un nuevo programa de posgrado en humanidades.

Hughes, quien estuvo encarcelada en el pasado, dijo que pudo asistir gratis a la universidad cuando estaba en la cárcel gracias a un programa de estudios en la prisión respaldado con fondos privados en Nueva Jersey. Muchas personas encarceladas no tienen los recursos ni el apoyo de su familia para financiar sus propios estudios, y ella espera recaudar fondos para ofrecer más apoyo a los estudiantes.

El estado también quiere ayudar a más personas encarceladas para que obtengan su diploma de high school y así puedan tomar cursos universitarios como los que Carrillo enseña. Pero Colorado está enfrentando una falta continua de maestros en sus 19 prisiones estatales alrededor del estado.

En diciembre, había 31 puestos vacantes de 140 puestos para maestros en el estado, Burrows dijo. Algunos de esos maestros se jubilaron, otros renunciaron porque los obligaron a trabajar en puestos de guardia cuando las instalaciones no tenían suficientes agentes correccionales, y las instalaciones han seguido enfrentando desafíos para contratar a personal desde la pandemia.

El Departamento Correccional de Colorado quiere ampliar el uso de profesores encarcelados más allá de los muros del Centro Correccional Territorial de Colorado.

Por eso Burrows también está trabajando para establecer una ruta que capacite a maestros pares que puedan ayudar a las personas a estudiar para el examen de equivalencia de high school por sí solos y luego cursar estudios universitarios. Como resultado, “varias personas han obtenido su GED que de otra forma no lo hubieran obtenido debido a la duración de su condena”, dijo. Tradicionalmente, mientras más años tenga un persona para completar su condena, más abajo figura en la lista para tomar clases para el GED.

Burrows dijo que recientemente publicó un anuncio en el sistema televisivo del departamento diciendo que estarán buscando a personas que tengan de todo, desde un título asociado hasta una maestría, para que ayuden con servicios de tutoría de pares y enseñen. El anuncio produjo mucho interés.

“Ahora no puedo ir a una instalación sin que alguien se me acerque y me pregunte lo que necesitan hacer”, dijo.

Cuando tus estudiantes son tus compañeros de vivienda

Al principio, Burrows escuchó inquietudes en el departamento de correccionales de que contratar a Carrillo y permitirle supervisar a otros prisioneros podría crear una dinámica de poder que daría lugar a la explotación. Pero eso no ha sido un problema.

“En la casa de celdas, mis amigos siguen bromeando conmigo como siempre”, Carrillo dijo. “Igual me lanzan críticas”.

Carrillo dijo que no le importa que sus estudiantes tengan acceso a él las 24 horas. De hecho, hay un estudiante del cual Carrillo no podría deshacerse aunque quisiera: su compañero de celda Sean Mueller.

Los dos han vivido juntos por más de 13 años. Hasta cuando Mueller enfrentó desafíos con sus propios estudios, observó cómo Carrillo obtuvo su certificado de asistente legal, luego un título asociado, una licenciatura y finalmente una maestría.

Mueller dijo que pensar a corto plazo, el orgullo y la avaricia hicieron que terminara en la cárcel. Ahora, está pensando a largo plazo, en parte gracias a la influencia de Carrillo.

La clase de Carrillo ayudará a que Mueller de un paso más para obtener un título asociado y su libertad. El año pasado, los legisladores en Colorado aprobaron una ley que reduce el tiempo de condena de aquellos prisioneros que cometieron un delito no violento si obtienen un título universitario.

Carrillo dijo que le encantaría seguir enseñando.

Mueller será uno de los primeros en el estado en poder aprovechar la nueva ley después de obtener su título, dijo.

Mueller probablemente no sea el último. Hall, quien vive en el mismo grupo de celdas que Carrillo, dijo que la clase de Carrillo está “aumentando en popularidad y potencia”.

“Tenemos a hombres que preguntan: ‘¿Cómo te metiste a esta clase?’” Hall dijo.

Antes de que Carrillo recibiera la noticia de su libertad condicional el 31 de enero, dijo que le gustaría mantener su trabajo como profesor en la prisión aunque lo dejaran en libertad.

“No esperaba esto”, dijo. “En su momento estaba guiando a hombres a este lugar. Ahora estoy haciendo todo lo posible por guiar a hombres para que salgan”.

Chalkbeat Colorado se asocia con Open Campus en para cubrir de la educación superior.

Jason Gonzales es un reportero que cubre la educación superior y la legislatura de Colorado. Comunícate con Jason por correo electrónico a jgonzales@chalkbeat.org.

Charlotte West es una reportera que cubre el futuro de la educación postsecundaria en prisiones para Open Campus. Comunícate con Charlotte por correo electrónico a charlotte@opencampusmedia.org y suscríbete a su boletín de noticias, College Inside.

Traducido por Alejandra X. Castañeda

Colorado becomes one of the first to employ an incarcerated professor

2024-01-04T12:00:00+00:00

This story was reported in partnership with Open Campus.

Sign up for our free monthly newsletter Beyond High School to get the latest news about college and career paths for Colorado’s high school grads.

CAÑON CITY, COLORADO — On a late-November afternoon, at the head of a cramped classroom, David Carrillo stood at a small podium and quizzed 17 students on macroeconomic terminology.

For the two-hour class, Carrillo, the adjunct professor teaching for Adams State University, mostly kept his hands in his pockets as he lectured students in green uniforms, some bright and others faded with time. His lecture came rapid-fire, allowing just enough time for students to answer questions or let them ask a question of him. One of the lessons on that day: banking.

“Banks keep track of all of their transactions on their balance sheet, but they use a specific type of accounting tool to keep track of all this. What’s that accounting tool?” Carrillo asked his class.

Like his students at the Colorado Territorial Correctional Facility, Carrillo, 49, also wears green. He holds a position that is extremely rare in prison: He’s an incarcerated professor teaching in a prison bachelor’s degree program.

Gov. Jared Polis granted David Carrillo clemency in December. He will get out of prison later this month.

A new initiative at Adams State — one of the first of its kind in the country — focuses on employing incarcerated people with graduate degrees as college professors, rather than bringing in instructors from the outside. The program offered through the Alamosa-based university gives incarcerated graduates experience and training while helping to alleviate the staff shortages that can hinder prison education programs.

Carrillo knows firsthand the power of education — he was never supposed to get out of prison. But in December, Colorado Gov. Jared Polis granted Carrillo clemency for his role in a 1993 murder. Carrillo will walk free later this month after 29 years thanks in large part to his work to educate himself and find a productive way to do his time.

Carrillo, whose new prison nickname is “Professor,” wants his students to have the same opportunities that will help them restart their lives.

“To be able to help these guys realize that they are capable of doing so much more — that’s a reward right there,” said Carrillo, who earned his MBA from Adams State in 2021.

An idea almost unheard of in prison

The Adams State program began with an unusual proposal from Leigh Burrows, associate director of prison programs for the Colorado Department of Corrections. In 2022, she approached the university and asked: Would they be willing to hire an incarcerated professor to teach in their business bachelor’s program at Colorado Territorial?

Adams State staff jumped at the opportunity, on the condition that the instructor be paid the same as adjunct professors teaching on its main Alamosa campus. The idea — hiring an incarcerated professor to teach incarcerated students and paying him outside wages — is almost unheard of in correctional settings.

“A lot of people thought we were insane,” Burrows said.

Most people in Colorado prisons only make 80 cents a day, so it would take them around 17 years to earn the $3,600 that Carrillo gets for a single class. Higher wages help incarcerated individuals build savings to help cover their basic needs when they are released. Poverty can often be a driver of decisions that land people back in prison.

College programs in prison are expected to grow, so hiring incarcerated professors is one way to expand the state's roster of instructors who can teach inside.

A few other states are experimenting with hiring incarcerated faculty. In Maine, for instance, Colby College has hired an incarcerated instructor to teach an anthropology course on mass incarceration to outside undergraduates via Zoom. And officials from other state corrections departments have expressed interest in Colorado’s program, Burrows said.

Six colleges currently teach in Colorado’s prisons, including three public institutions that enroll a total of 311 students in degree programs. And college programs in prison are poised to grow over the next few years, especially since in July incarcerated students became eligible for Pell Grants – the federal financial aid for low-income students – for the first time in nearly 30 years.

But prison education programs face a number of challenges: Colleges sometimes struggle to recruit qualified faculty and correctional facilities are increasingly short-staffed. After several years of ongoing shortages, about 13% of Colorado’s correctional officer positions were vacant, according to a Colorado corrections department spokeswoman.

Burrows’ idea of utilizing the talent that exists behind bars helps mitigate those issues. Incarcerated faculty are already on site, eliminating the need for correctional staff to escort outside professors. It also creates opportunities that allow incarcerated graduates such as Carrillo to put their professional knowledge and skills into practice — and earn a living wage while doing so.

Incarcerated students benefit, too, by having professors that understand their backgrounds.

Clinton Hall, one of Carrillo’s students, said the opportunity to take a class from him is better than learning from other professors who have never been incarcerated. Hall and Carrillo live in the same pod, and it’s easy to find “Professor” when he needs help.

“Anytime I got a question or I need some clarification on my work, or I just want to kind of dig in a little bit more, I can walk over,” Hall said.

He also likes that Carrillo understands if students encounter challenges unique to being incarcerated. If there’s a lockdown, for example, Carrillo works with prison staff to try and reschedule the class or get the assignment out to students.

From center left, Clinton Hall and Evelyn Roldan, look up and listen to Carrillo as he teaches. Hall said Carrillo understands the daily challenges of prison.

And, education inside is proven to reduce recidivism. As of 2019, around one-third of people getting out of Colorado prisons went back within three years.

In Carrillo’s case, the benefits of education also played a key role in getting out of prison. Polis said that Carrillo’s journey to educate himself and work as a professor contributed to the clemency decision.

“It is evident that you have put in tremendous work while incarcerated to change your mindset and pursue educational goals,” Polis wrote in a letter to Carrillo.

Carrillo’s experience also highlights the importance of professional opportunities for people inside, said Lauren Hughes, the director of Adams State’s prison education program.

“David cracked the barriers and we will continue working towards breaking them all down to get more people home through education and employment opportunities,” she said. “It’s a one-person-at-a-time, slow movement-building kind of work, and as we expand this to more individuals I know we will keep seeing this kind of result.”

Burrows said her goal is to hire two additional instructors by the end of 2024, beginning this summer with having an incarcerated woman with a law degree teach business law in the Adams State’s bachelor’s program at Denver Women’s Correctional Facility.

A second chance after solitary confinement

In 1994, at the age of 20, Carrillo received a life without parole sentence for his complicity in a murder. The year before, he was present when someone was killed. Colorado law at the time considered him just as guilty as the other teenager – his brother – who pulled the trigger.

“I’ve been in and out of the system since I was a kid,” he said. “I’m generational to this.”

Carrillo said education helped change his view on life. He's found a passion for learning and teaching others.

Almost a decade later, in 2002, Carrillo found himself in a solitary confinement cell barely the size of a parking space. He had spent years involved in prison gangs. As he sat alone, he decided he needed a change that had to start with him.

“My worldview was very narrow for a very, very long time,” he said.

Although the 20-year-old Carrillo never would have imagined himself at the front of a classroom, the transition from student to professor wasn’t hard. He had already led several self-help programs, and received plenty of support, including classes from Red Rocks Community College to get his adult education certificate.

Adams State hopes to eventually employ more graduates of their own programs in the future, said Hughes, the prison education director. Currently, Hughes said around 100 people in prisons across the country are working towards their MBA through Adams State like Carrillo did.

The 36-credit print-based MBA correspondence program costs $350 per credit for a total of $12,600, plus textbooks. And, there is no state or federal funding to assist with a graduate degree, so students have to pay out of pocket.

Last fall, Adams State received a $150,000 grant from the Mellon Foundation that will be used to hire a program coordinator, develop a training curriculum for the incarcerated instructors, and create a new graduate program in the humanities.

Hughes, who is herself formerly incarcerated, said she was able to attend college for free while she was inside because of a privately funded prison education program in New Jersey. Many incarcerated people don’t have the resources or family support to fund their own education, and she’s hoping to do fundraising to be able to offer more support to their students.

The state also wants to help more incarcerated individuals earn high school equivalency diplomas so they can take college classes like the ones Carrillo teaches. But Colorado is facing an ongoing teacher shortage across its 19 state-run prisons.

As of December, there were 31 vacancies out of 148 teaching positions around the state, Burrows said. Some of those teachers retired, others have quit because they were conscripted to work custody positions when facilities were short on correctional officers, and facilities have faced ongoing recruitment challenges since the pandemic.

The Colorado Department of Corrections wants to expand using incarcerated professors beyond the walls of the Colorado Territorial Correctional Facility.

So Burrows is also working to build a pipeline to train peer teachers who could help people study for the high school equivalency exam on their own and then go on to college. As a result, “we’ve had a number of individuals get GEDs who would not have gotten them otherwise because of their sentence length,” she said. Traditionally, the more years a person has left to serve, the lower they are on the list to take GED classes.

Burrows said she recently put out an ad on the department’s television system announcing that they are going to be looking for individuals with everything from an associate to master’s degrees to assist with peer tutoring and teaching. It’s generated a lot of interest.

“Now I can’t go into a facility now without having someone come up to me and ask what they need to do,” she said.

When your students are your roommates

Initially, Burrows heard concerns within the corrections department that hiring Carrillo and allowing him to supervise other prisoners could create a power dynamic that allows for exploitation. But that hasn’t turned out to be a problem.

“Back at the cell house, my friends, they still joke with me as always,” Carrillo said. “They’ll still throw potshots.”

Carrilllo said he doesn’t mind that his students have access to him 24/7. In fact, there’s one student Carrillo couldn’t get away from even if he wanted to: his cellmate Sean Mueller.

The two have lived together for over 13 years. Even as Mueller struggled with his own education, he watched as Carrillo earned a paralegal certificate, then an associate degree, a bachelor’s and finally his master’s.

Mueller said a short-term mindset, pride, and greed got him into prison. Now, he’s thinking about the long-term in part thanks to the influence of Carrillo.

Carrillo’s class will help Mueller get one step closer to an associate degree and his release. Last year, Colorado legislators approved a law that deducts time off a sentence for prisoners who committed a nonviolent offense if they earn a college degree.

Carrillo said he would love to continue teaching.

Mueller will be one of the first in the state to be able to take advantage of the new law after he earns his degree, he said.

Mueller will likely not be the last. Hall, Carrillo’s podmate, said Carrillo’s class is “gaining popularity and momentum.”

“We’ve got guys who are asking, ‘How do I get into this class?’,” Hall said.

Before Carrillo received the news that he’ll parole on Jan. 31, he said he’d like to keep his job teaching at the prison if he ever got out.

“I didn’t expect this,” he said. “Once I was leading guys into this place. Now, I’m doing my best to lead guys out.”

Chalkbeat Colorado partners with Open Campus on higher education coverage.

Jason Gonzales is a reporter covering higher education and the Colorado legislature. Contact Jason at jgonzales@chalkbeat.org.

Charlotte West is a reporter covering the future of postsecondary education in prison for Open Campus. Contact Charlotte at charlotte@opencampusmedia.org and subscribe to her newsletter, College Inside.

Science scores, low tuition, ‘full education funding’ highlighted in Polis’ annual speech

2024-01-12T01:04:49+00:00

Sign up for our free monthly newsletter Beyond High School to get the latest news about college and career paths for Colorado’s high school grads.

In his annual State of the State speech Thursday, Gov. Jared Polis thanked lawmakers for agreeing to end a longstanding Colorado practice of withholding money from K-12 schools to balance the state budget. His words were met with a standing ovation.

“This has been a long time coming,” Polis said, “and we are thrilled to fulfill our commitment to voters and enter a new era of full education funding in Colorado.”

Since 2009, the state has withheld more than $10 billion from Colorado schools through a mechanism known as the budget stabilization factor. Last year, lawmakers passed a provision within the state’s education funding bill to eliminate the withholding.

While the provision isn’t binding, Polis, along with both Democratic and Republican leaders, have said they wanted to keep that promise.

Polis said in his speech that this year’s promise to fund schools without taking away money would mean better teacher pay, more learning opportunities for students, increased training for teachers, and better resources in classrooms.

State lawmakers on the powerful Joint Budget Committee, which helps craft the state budget, echoed Polis. State Sen. Barbara Kirkmeyer, a Weld County Republican, said she and fellow JBC members plan to make sure that education is funded responsibly and sustainably.

“We’re not going to go back to where we are balancing our budget on the backs of students,” Kirkmeyer said in an interview. “It’s not going to happen. Not in my time.”

What else did Polis say about education in his speech? Here are some highlights.

What Polis means by ‘greater efficiency’ in higher education

What Polis said: “We are working with higher education institutions to keep tuition low through innovation and greater efficiency.”

What that means: Higher education budgets are again a topic of concern this year among lawmakers after the governor’s November budget proposal, especially because Colorado students pay more to go to an in-state public university than the national average.

Polis’ budget set aside $39.7 million more for college and university budgets and financial aid. Another $3 million would be used to support the college attendance of youth who have experienced homelessness.

Joint Budget Committee members have said they want to give more state money to colleges and universities on top of what Polis has proposed, especially because school leaders have said they’ll have difficulty keeping tuition rates at the mandated 2% increase for in-state students and 6% increase for out-of-state students next year.

While Polis’ priorities help shape the budget, ultimately the General Assembly adopts a budget in March or April that is actually written by the six legislators on the Joint Budget Committee.

During a news conference after his State of the State address, Polis said “greater efficiency” would include analyzing administrative costs at schools and ensuring state money goes toward teaching students.

Kirkmeyer said she’s disappointed in the amount of money Polis earmarked.

“The reality is if we don’t cover basic core costs at our institutions of higher education,” Kirkmeyer said. “Then the tuition has to go up. And I’m with him on let’s keep the tuition down. But let’s not, as one of our university presidents said, bleed out higher education, because that’s what he is doing.”

Colorado Senate President Stephen Fenberg, a Boulder Democrat, said Democrats have been supportive of higher education and ensuring they can be strong to train the workforce.

“But we also do agree that we need to take a hard look,” he said. “There are limited resources. And so yes, we do need to partner with our institutions and make sure that they are providing services and degrees in a manner that’s efficient and that’s worth the investment.”

Science instruction gets a boost

What Polis said: “Last year we also passed bipartisan legislation to help more students and educators access the resources they need to improve math achievement … Now we need to expand out of school opportunities to boost science achievement too.”

What that means: The state has focused on boosting resources to improve reading and math instruction in recent years.

Not all students statewide take the test, but 2023 statewide science results show about a third of students in fifth and eighth grade met or exceeded standards. About a quarter of all students in 11th grade met or exceeded standards on the test.

Last year, Colorado set aside $28 million to increase math resources statewide, including for after-school programs and tutoring.

This year, the governor updated his budget proposal in January to include $8 million to support science education.

About $3 million will go to schools to improve curriculum and training for educators. Another $5 million would fund out-of-school academic support for Colorado students.

Colorado House Speaker Julie McCluskie, a Dillon Democrat, said as someone who graduated college with a chemistry degree, she’s very supportive of the focus.

“We’ve got to make sure we’re nurturing young minds in the sciences to be sure they’re ready for those careers,” she said

Polis promises to expand workforce training

What Polis said: “Right now there are about two job openings for every unemployed Coloradan. We want every person in Colorado to be able to build a good life and a good career on their own terms, and we are creating many different ways to do that.”

What that means: Polis and lawmakers made an investment last year in expanding free training programs across the state in certain fields such as health care, firefighting, law enforcement, and education.

The goal from the state is to train more Coloradans for in-demand jobs. Some of those industries, however, don’t pay as high, and the state’s free training program is meant to help subsidize that education so students aren’t saddled with debt by choosing those careers.

Polis said during his speech that the program has already served over 3,500 students. Polis has his eyes on expanding other opportunities, too, such as apprenticeships that help students learn on the job.

“We want to go even further, increasing the number of state government apprenticeships by 50% and supporting the creation of 100 new apprenticeship opportunities in the private sector — both by June 30 of this year,” he said.

Polis’ November budget proposal included $2 million in grant funding and $30 million in tax credits to expand apprenticeship programs. And he wants $2 million more in Opportunity Now grants, as well as $30 million in tax credits to support the state program. The program helps develop public-private partnerships focused on workforce development.

Five things to know about how Colorado leaders propose to reshape workforce education

2024-01-16T22:42:57+00:00

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Apprenticeships. Courses that count for both high school and college credit. The opportunity to earn an associate’s degree alongside a high school diploma.

Over the years, Colorado has created these programs and more to help prepare students for college and careers. However, a new report commissioned by state lawmakers shows that the programs aren’t offered consistently at schools across the state, that they haven’t worked with one another, and that not enough families know about them.

The report offers 13 recommendations to streamline a fragmented system. Lawmakers are expected to take up a few of the recommendations during this year’s session, and the report should guide further conversations about connecting students to the workforce.

The report came out of a bill co-sponsored by state Rep. Jennifer Bacon, a Denver Democrat, in 2022. The bill created a task force — nicknamed the 1215 task force, after the bill number — to develop recommendations to improve what the state has offered.

“What we found in the 1215 task force was that we actually have five or six different programs that have their own structures and systems, and the institutional barriers are getting in the way of doing better by way of supporting students,” Bacon said.

State Sen. Rachel Zenzinger, an Arvada Democrat, said adopting the task force’s recommendations would mean more accountability for the work that’s happening statewide and would help decision makers understand what is and isn’t working for students.

“This is the moment we pull it all together and have a conversation,” Zenzinger said.

Below are five things to know about the report, including why it was commissioned, what it concluded, and the roadmap it provides for state leaders.

Colorado aims to further the ‘Big Blur’

Colorado has acute worker shortages, and most jobs require some form of college.

The 1215 task force’s report is meant to help the state do better at carrying out what policymakers call the “Big Blur” — that is, making the end of high school and the beginning of college seamless. Colorado is among the first in the country to take up this work.

Under these programs, students get skills in high school that make it easier for them to learn a career field in college. And when they graduate, they could get a job in that field, or what they learned during high school and college would make them more employable. Ideally, employers would help with that training.

A fifth-year of high school, dual enrollment, and apprenticeship programs all fit under the “blur.”

So do programs such as two-year and four-year college partnerships to earn an associate’s and then a bachelor’s degree, and high school efforts that partner with businesses to help students learn skills in specific fields such as cybersecurity or welding.

Bringing everything under one roof

Zenzinger said Colorado has numerous workforce programs, but no comprehensive direction for them.

The 1215 Report calls for fixing that. It recommends that state lawmakers change statutes to bring these programs “under one umbrella to reduce administrative burden” and make the system more accessible for school districts and students.

State House Speaker Julie McCluskie, a Dillon Democrat who also sponsored the 2022 bill, said this is likely to be one of the first changes lawmakers make.

Twelve state-supported programs would come under common administration, including the fifth-year high school programs, dual enrollment for high schools students to enroll in community college, and the state’s teacher recruitment program.

Such a step would also attract employers to participate in programs such as apprenticeship, or help regions of the state focus on specific workforce needs, the report says.

Better communicate with students

To participate in “Big Blur” programs, students need to know and learn about them. But the state doesn’t make that easy.

The 12 programs are spread out among various pages on the Colorado Department of Education’s website. And career and technical education is administered through the Colorado Department of Higher Education, which has a separate website.

The report calls for a new strategy to make Coloradans aware of what’s available and to have that in one place, so that students and residents can find out what works for them. The state would also do a better job communicating the benefits of these programs to high school students and adults.

“The most valuable career navigation offerings are tailored to individuals’ interests and talents, are available in multiple languages, and include fully accessible interactive tools and services,” the report says.

One statewide report and more accountability

What’s working the best for the state?

Although the state tracks data on how the programs serve students, it’s difficult to look at how well these programs collectively are achieving their goals. To that end, the report recommends that the state begin to set certain measurable goals for all of the programs.

The state should also begin to evaluate how these programs have helped Colorado over the long term and develop a public-facing dashboard to report on their performance, the report says. Along with the 12 programs, the dashboard would also likely include information about career education programs administered by the state’s community college system.

The information could lead lawmakers to end or increase funding for some of the programs, Zenzinger said.

What the report says about funding and equity

Each of the programs under study is funded through a different source. Some operate as grant programs with a timeline for the program to end.

The report calls on lawmakers to create a dedicated revenue stream for workforce training programs that would increase each year with inflation and take into account how well different groups of students are able to learn. The report also recommends money to cover costs of expanding these programs.

The weighted funding would help ensure that residents from different backgrounds get access to these opportunities, including students of color and those who have fewer financial resources.

The report says the state should consider incentives to high schools that reduce gaps between certain populations, and support for students who have the toughest time getting workforce opportunities while in school.

Five tips on filling out the new Better FAFSA

2024-01-09T01:28:43+00:00

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The rollout of the new Free Application for Federal Student Aid has been anything but smooth.

Technology issues have frustrated families since the federal government’s Dec. 31 soft launch of the FAFSA, which is usually available in October.

The Better FAFSA, as the new form is known, has been redesigned to include fewer questions. The federal government intends it to be faster for students to fill out, leading to higher completion rates.

But there have been technical difficulties.

“The form is simpler,” said MorraLee Keller, senior director of strategic programming at the National College Attainment Network, a nonprofit focused on increasing college access and attainment, especially among students of color and those from low-income backgrounds. “I think the user experience of getting into the form is maybe the tougher hurdle.”

Issues have included the new application only being available for limited hours. Families and students have gotten stuck waiting for screens to load and have reported difficulty submitting the form. It’s left families anxious after months of waiting for the form, because the FAFSA is a crucial part of the college-going process. Filling out the FAFSA opens up student aid, scholarships, and grants. The potential financial help gives families an idea of which college or university they can afford.

After the rocky launch, counselors from inside and outside of Colorado provided tips on successfully filling out the Better FAFSA.

What you need to know about the Better FAFSA

The federal government said in a Monday news release it’s addressed issues that have made the experience difficult. It will continue to make technical updates as needed.

The new Better FAFSA comes after years of advocates calling for a simplified FAFSA to cut down the number of questions on the form. This year, the federal government made it happen by cutting the number of questions from over a hundred to under 20 for most people. Fewer questions should mean an easier form that takes less time to complete.

The federal government also says more students will be eligible for federal student aid because of expanded income eligibility. The federal government announced on Monday the form is now accessible 24 hours a day.

The government says the form should take about an hour, but make sure you aren’t in a rush. Clear your schedules for a few hours, just in case.

Families and students can also return to the form if they run into issues by saving their progress.

Should families wait to fill out the form?

This depends on who you ask.

While the U.S. Department of Education has said families have plenty of time, Keller said families should do it as soon as possible. About half of all families who fill out the FAFSA typically do so from October to December, and the delay means less time with counselors who can help with the logistics.

Although colleges won’t get students’ FAFSA information until February, many students need the FAFSA for other scholarships and free financial aid opportunities.

“You need to attempt to get your FAFSA completed as quickly as possible,” Keller said.

Families should ready their documents

Despite the rocky start, the federal government announced over one million students have filled out the form since its launch. Families and students who plan to fill out the form should be ready.

Families should gather student and parent Social Security or A-numbers and financial documents such as bank and savings accounts or investment information.

Need help? Check with a counselor.

Many schools will begin holding FAFSA nights in the coming weeks. If you’re in the Denver area, Natasha Garfield, Denver Scholarship Foundation’s director of scholarships, said the foundation will be holding several information sessions.

The FAFSA events are a chance for families and students to connect with counselors o who can give advice and answer questions.

Garfield said parents and students shouldn’t hesitate to reach out to counselors even if they don’t go to an event.

Counselors across the state are paying attention to communication from the federal government about glitches in the system.

Families can also reach out to the Federal Student Aid helpdesk to troubleshoot problems, Garfield said.

When will families hear from schools?

The federal government will send the information to schools in February, Keller said.

Families should receive information from schools about potential financial aid information by late February or in March as long as nothing gets delayed, Keller said.

“Students will have their information hopefully by this spring to be able to make their decisions for next year,” she said.

Presos de Colorado podrían ser liberados temprano si asisten a la universidad

2023-02-23T12:00:00+00:00

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Las personas encarceladas por delitos no violentos en Colorado podrían obtener una reducción de su sentencia si obtienen un grado o diploma universitario.

Los que apoyan el Proyecto de Ley 1037, que el Comité Judicial de la Cámara aprobó por 11 -2 votos, dicen que ayudará a los presos de Colorado a encontrar nuevas oportunidades, reducirá la probabilidad de que reincidan después de ser liberados, y también le ahorrará dinero al estado.

El proyecto de ley les ofrecería incentivos a los presos del estado para que aprovechen subvenciones (grants) federales que tendrán disponibles a partir de este próximo verano. El gobierno federal también ha ampliado el número de universidades que pueden educar a estudiantes encarcelados, lo que abre la puerta a más oportunidades.

El Representante estatal Matthew Martínez, demócrata de Monte Vista que auspicia el proyecto de ley, le dijo al Comité Judicial que la ayuda financiera elimina la mayor barrera a la que se enfrentan los estudiantes encarcelados que quieren ir a la universidad.

“Estamos consiguiendo que vuelvan a la normalidad y realmente marcando una diferencia en sus vidas”, afirma Martínez, que anteriormente dirigió el programa de educación penitenciaria de la Adams State University. La senadora estatal Julie Gonzales, demócrata de Denver, también apoya el proyecto de ley.

Bikram Mishra, que testificó ante el comité, dijo que durante sus 10 años en un centro penitenciario de Colorado su familia le ayudó a pagar sus estudios universitarios. Eso le cambió la vida, dijo, y quiere que otras personas en prisión tengan acceso a la universidad.

“Queremos ayudar a las personas a mejorar y estamos tratando de asegurar que estén listas para la sociedad,” dijo Mishra.

Si se convierte en ley, Colorado les permitiría a los estudiantes condenados por delitos no violentos reducir seis meses de su sentencia a cárcel si obtienen un diploma o certificado universitario. Esta ley también les permitiría descontar un año de su sentencia si se gradúan con un título de dos años (asociado), cuatro años (BS/BA) o maestría.

Algunos legisladores republicanos y demócratas, sin embargo, abogaron durante la audiencia por aumentar la cantidad de tiempo que los estudiantes encarcelados obtendrán a fin de ser liberados temprano. A algunos les preocupa que un año menos de sentencia no fuera suficiente para atraer a los estudiantes a los programas universitarios y que, en su lugar, buscaran programas de corta duración.

El proyecto de ley dividiría el dinero que el estado ahorraría liberando a los estudiantes encarcelados temprano entre las instituciones de enseñanza superior y el Departamento Correccional de Colorado.

Los representantes republicanos Matt Soper de Delta y Stephanie Luck de Penrose votaron en contra del proyecto de ley, en parte porque quieren que el Departamento de Correcciones de Colorado se quede con mayor parte de los ahorros.

Pero todos los miembros del comité, incluso los que querían ver cambios, dijeron que apoyan la idea de motivar a las personas encarceladas a obtener una educación. Ellos dijeron que el testimonio de los presos que se convirtieron en graduados de universidad les hizo apoyar el proyecto de ley.

Martínez dijo que los datos muestran que los graduados tienen menos probabilidades de reincidir, especialmente si obtienen un diploma de cuatro años o una maestría. Eso también significa menos costos para la sociedad, dijo. En 2018, Colorado tuvo una de las peores tasas de reincidencia del país — La mitad de todas las las personas previamente encarceladas regresaron a la cárcel en los primeros de tres años. Los estudios nacionales, sin embargo, muestran que las personas encarceladas reinciden menos si tienen acceso a una educación.

Christie Donner, directora ejecutiva de la Colorado Criminal Justice Reform Coalition, dijo que permitir que las personas encarceladas puedan aprender mientras están en la cárcel va más allá de los ahorros para el estado. El proyecto de ley representa el inicio de más conversaciones para asegurar que las personas encarceladas vean un futuro para sí mismas, dijo ella.

“La educación te ayuda a verte a ti mismo de otra manera”, dijo Donner, “Cambias tus ambiciones, tus esperanzas, tus sueños, y todas esas cosas buenas. Es realmente profundo. Y es mucho mejor que trabajar haciendo placas de matrícula para autos o barrer el suelo o trabajar en la cocina. La gente puede encontrar una vida totalmente nueva”.

Jason Gonzales es reportero que cubre temas de educación superior y la legislatura de Colorado. Chalkbeat Colorado colabora con Open Campus para cubrir temas de enseñanza superior. Para comunicarte con Jason, envíale un mensaje a jgonzales@chalkbeat.org.

Muchos estudiantes en Colorado van a la universidad mientras crían a sus hijos. Con frecuencia se sienten como extraños en la escuela.

2023-09-13T18:16:01+00:00

Deysi Parga Macias enfrentó un dilema el otoño pasado durante la primera semana de clases en la Universidad de Colorado en Boulder (conocida como CU Boulder).

No podía encontrar cuidados infantiles para su hijo, Ramiro, y sus abuelos, quienes supuestamente lo iban a cuidar, estaban enfermos.

Macias, en ese entonces de 19 años de edad, entró en pánico. Su laboratorio de bioquímica solo permitía cuatro ausencias antes de reprobar la clase—pero faltar a solo una de las clases la haría sentirse como un fracaso. Desesperada, le envió un mensaje electrónico a su profesor antes de la clase preguntándole si podía traer a su hijo, quien en ese momento tenía un año y medio.

“Dije: ‘Lo siento, y sé que esto no es profesional’”, Macias dijo.

Ese día, los estudiantes del laboratorio iban a recolectar muestras en el arroyo de Boulder y analizar los resultados. Por suerte, su profesor aceptó que Ramiro viniera ya que era un entorno más seguro que en el laboratorio. Mientras Macias trabajaba, Ramiro jugó con rocas, tirándolas al agua.

“Pensó que era solo un día más [jugando] afuera”, dijo.

Deysi Macias lleva a su hijo al automóvil para dejarlo en la casa de sus abuelos.

Macias, quien ahora tiene 20 años y está estudiando su tercer año en CU Boulder, hace todo lo posible por mantener separadas su vida de madre y sus clases universitarias, aun cuando les menciona a sus profesores durante los primeros días de clase que tiene un hijo.

Usualmente no ve otros niños pequeños en CU Boulder. Muchos estudiantes no se identifican con la vida que ella tiene.

Es una experiencia aisladora.

“Cada vez que les digo a mis profesores que soy madre y que estoy estudiando una carrera me dicen: ‘Eres mi primera [madre-estudiante]’”, dijo.

¿Cuántos padres-estudiantes hay en los colegios y universidades de Colorado?

Muchos colegios comunitarios y universidades públicas en Colorado no saben cuántos estudiantes son padres en sus instituciones.

Datos censales de la Encuesta sobre la Comunidad Estadounidense 2021 analizados por la oficina demográfica de Colorado sugieren que los padres constituyen un poco menos de un tercio de los estudiantes universitarios de grado (undergraduate, en inglés) en todos los colegios comunitarios y universidades del estado.

Esas cifras son similares a los datos nacionales reunidos por el Instituto para la Investigación de Políticas sobre la Mujer en 2016: alrededor del 22 por ciento de todos los estudiantes de grado eran padres. El instituto encontró que el 42 por ciento de todos los estudiantes en colegios comunitarios y solo el 17 por ciento de los estudiantes en universidades públicas de cuatro años eran padres.

Colorado, como muchos estados, no requieren que los colegios y las universidades mantengan estas cifras. Algunas universidades, incluida la Universidad Estatal de Colorado (CSU, por sus siglas en inglés) en Fort Collins, han usado encuestas voluntarias para tener una mejor idea. Pero sigue siendo un cálculo aproximado.

“No sabemos si tenemos 50 padres-estudiantes o 5,000”, dijo Lisa Chandler, subdirectora de servicios para estudiantes adultos y veteranos en CSU Fort Collins.

A algunos administradores les preocupa que preguntarles a los estudiantes si tienen hijos pueda ser una violación de reglas federales diseñadas para prevenir la discriminación. Defensores dicen que la falta de datos concretos puede limitar los servicios y esfuerzos de alcance para que los estudiantes reciban ayuda durante su carrera universitaria, especialmente porque este es un grupo que no tiene mucho tiempo para buscar ayuda.

La fotografía de Ramiro aparece en el gorro de graduación de high school de Macias en su hogar en Arvada, Colorado.

Los padres-estudiantes mantienen calificaciones promedio más altas, pero tienen una probabilidad 10 veces menor de graduarse, según el instituto de investigaciones de políticas sobre la mujer. También tienen mayor probabilidad de ser estudiantes negros y con bajos ingresos, asumir más deudas de préstamos estudiantiles y enfrentar desafíos para encontrar vivienda.

Para los padres-estudiantes es importante triunfar porque quieren ganar salarios más altos que les permitan mantener a sus familias. Y Colorado tiene el objetivo de que más de sus residentes—especialmente aquellos de comunidades diversas—obtengan la capacitación postsecundaria que necesitan para conseguir trabajos que paguen bien. Macias, por ejemplo, estudia bioquímica y quiere ser médica.

En años recientes, los colegios comunitarios de Colorado, con más padres-estudiantes, han proporcionado recursos alimenticios y conectado a estudiantes con vivienda, cuidados infantiles y apoyo financiero. Mientras tanto, las universidades de cuatro años ofrecen menos servicios.

Los cuidados infantiles son la prioridad para muchos de los padres-estudiantes

Antes que Macias se inscribiera, investigó qué escuelas ofrecían más ayuda para padres-estudiantes. CU Boulder le dio becas, y Macias logró reunir suficiente dinero para pagar por sus estudios universitarios. También planeó usar la vivienda para estudiantes de posgrado y familias en la universidad con el objetivo de tener más espacio para ella y Ramiro, vivir en el campus, conocer amigos y ser independiente.

Hubo mucho que no se esperaba como la primera estudiante en su familia en asistir a la universidad y como madre primeriza.

El alquiler en la vivienda para familias terminó siendo más de lo que podía pagar. Tuvo momentos difíciles durante su primer año para pagar por los muebles y otros artículos para el hogar—hasta cosas tan pequeñas como una cortina de baño y artículos de aseo personal. Macias calcula que un mentor de high school gastó alrededor de $1,000 para ayudarla a amueblar su apartamento. Su mamá le cocinaba y también traía comida y otros productos para la vida diaria. Su hermana ayudaba a cuidar de Ramiro cuando Macias tenía clases.

Macias trata de encontrar ropa para vestir a su hijo en su hogar en Arvada, Colorado.

Macias ahora está viviendo con la abuela paterna de su hijo. La ubica a pocos minutos de parientes que la ayudan a cuidar de Ramiro porque dijo que no puede pagar por la guardería en CU Boulder. También hace que sea más fácil cuando ella y el papá de Ramiro comparten la crianza del niño.

En Colorado, los cuidados de un niño pequeño que ya camina pueden costar en promedio cerca de $1,360 al mes en un centro y alrededor de $960 en un hogar que funciona como guardería, según el libro de datos Kids Count 2023 de la Fundación Annie E. Casey.

Los estudiantes de CU Boulder pagan según la edad de su hijo y la frecuencia con que asisten a la guardería. Un estudiante puede pagar hasta alrededor de $1,900 al mes por la atención cinco días a la semana para un bebé. El horario diurno no abarca las clases nocturnas ni las sesiones para estudiar.

La universidad realizó una encuesta entre estudiantes de grado en 2021 para entender mejor cómo ayudarlos a todos. Solo un tercio de todos los estudiantes contestaron la encuesta, y alrededor del 3 por ciento de los participantes dijeron que eran responsables de cuidar a niños u otros adultos, según dijo la universidad.

Otros servicios para padres en el campus incluyen un centro de salud y bienestar y apoyo para la salud mental, espacios para que los estudiantes cansados duerman una siesta y salas separadas para la lactancia.

Macias dijo que ya no usa la mayor parte de los servicios que CU Boulder ofrece. Los cuidados infantiles siguen siendo su mayor desafío. En un mundo perfecto, dijo que la escuela proporcionaría cuidados gratis, porque los estudiantes universitarios no tienen mucho dinero.

La estudiante universitaria de bioquímica trabaja en una clase virtual, “Recursos de habilidades académicas”, en una sala de estudios en el Edificio Duane de Laboratorios Físicos en la Universidad de Colorado en Boulder.

Los colegios comunitarios ofrecen más apoyo integrado

Las instituciones que atienden a estudiantes mayores suelen pensar más sobre las necesidades de los padres. Aurora Community College envió encuestas voluntarias a estudiantes y aprendió que cerca del 35 por ciento tienen responsabilidades como padres, dijo Reyna Anaya, directora principal de asuntos estudiantiles y decana de éxito estudiantil.

Las encuestas ayudaron a que la escuela desarrollara más ayuda. La escuela tiene estaciones con refrigerios para niños, un mercado gratis para que padres obtengan comida y áreas con juguetes. Hay consejeros disponibles para dar apoyo.

El campus de Colorado Mountain College (CMC) en Rifle organiza Viernes Familiares donde los estudiantes e integrantes de la comunidad pueden traer a niños al campus para aprender mientras sus padres toman clases, dijo Tinker Duclo, vicepresidenta y decana del campus en CMC Rifle.

Pero las instituciones universitarias de cuatro años también están haciendo más para ofrecer servicios a padres en sus instalaciones. Por ejemplo, la Universidad Estatal de Colorado en Fort Collins cuenta con una guardería sin necesidad de hacer cita en su biblioteca que se paga con las cuotas de los estudiantes. Y como muchas otras escuelas, CSU ofrece fondos federales para subvencionar los cuidados infantiles.

El cambio de un colegio comunitario a una universidad

Zeke Dominguez, 41, está nervioso de transferirse a la Universidad Estatal de Colorado de Front Range Community College el próximo año. Como un padre soltero de una niña autista de 11 años, su segundo intento de cursar estudios universitarios le ha proporcionado mucho de lo que necesita como padre, pero no sabe bien qué pasará en una institución más grande.

Dominguez estudió ciberseguridad en 2012 en la Universidad de Phoenix, una institución con fines de lucro. Su hija nació alrededor de esa época. Pasó meses en el hospital, y Dominguez tomó una pausa de sus estudios por un semestre pero se sintió abrumado cuando regresó a estudiar. Tuvo que salirse de la escuela.

“No tenía ningún sistema de apoyo”, dijo. “No era para nada como lo que tengo ahora”.

Los colegios comunitarios han aumentado sus servicios en años recientes para los padres-estudiantes.

Front Range reúne a los padres-estudiantes para que se apoyen entre ellos. Dominguez también se conectó con el programa TRIO de la escuela, un programa federal para guiar a los estudiantes desfavorecidos que se usa en muchos colegios comunitarios y universidades. Aunque el programa no es solo para padres-estudiantes, lo ha conectado con tutores y ayudado a aprender cómo abogar a favor de sus necesidades como padre, por ejemplo al comunicarse con profesores o decanos para que no tenga que abandonar clases cuando se retrasa.

La escuela también ofrece subsidios federales para los cuidados infantiles, dijo, y si Dominguez tiene algún problema, el personal de Front Range trata de ayudarlo a conectarse con recursos comunitarios.

Es importante para Dominguez completar sus estudios. Quiere obtener un título en bellas artes que le permita la flexibilidad de trabajar y cuidar a su hija. Las demandas de su trabajo anterior como chef no fueron compatibles con sus responsabilidades de padre.

Planea ampliar su trabajo en fotografía—solía tomar fotos de comida cuando era chef. También quiere explorar sus opciones profesionales, como al vender los cuadros que pinta.

Mientras se prepara para CSU Fort Collins, le preocupa perderse en una institución tan grande.

“Realmente somos un fantasma”, dijo. “No nos ven”.

Estudiantes caminan por el campus de la Universidad de Colorado en Boulder el 30 de agosto de 2023.

El creciente enfoque de la educación superior en los padres-estudiantes

En otros lugares, algunos estados han logrado dar seguimiento a los padres-estudiantes. Oregón e Illinois obligan a los colegios comunitarios y universidades a recolectar datos sobre padres-estudiantes para ayudarlos a que reciban lo que necesitan, según dijo Nicole Lynn Lewis, fundadora y directora ejecutiva de Generation Hope. Esta agencia sin fines de lucro aboga a favor de políticas que apoyen a los padres-estudiantes y respalda a las escuelas en sus esfuerzos.

Las instituciones también quieren aumentar el apoyo que ofrecen. La Universidad Estatal de Norfolk, una universidad históricamente negra en Virginia, ha estado trabajando con Generation Hope este último año para aumentar sus servicios, como salas de lactancia y grupos de padres. La escuela ofrece cuidados infantiles por las tardes/noches. Los líderes de la universidad también están desarrollando pautas sobre la presencia de niños en el campus y cómo los profesores y el personal administrativo pueden ayudar a los padres-estudiantes.

Los padres-estudiantes quieren sentir que forman una mayor parte de la vida en el campus y que los tomen en consideración, dijo Andrea Neal, vicerrectora adjunta de la Oficina de Participación Académica en la Universidad Estatal de Norfolk. Pequeñas cosas como espacios para estacionarse o acceso fácil a pañales en el campus los hacen sentirse incluidos, dijo.

Universidades más grandes como la Universidad Estatal de Ohio también están tratando de encontrar maneras de atender a los padres-estudiantes.

Traci Lewis, directora del Programa de Experiencia Universitaria Integral para el Éxito de los Padres-Estudiantes, dijo que la Universidad Estatal de Ohio hace que los padres y sus hijos sean parte de la vida universitaria. La escuela organiza una semana de bienvenida para padres-estudiantes con casas inflables (también conocidas como brincolines) para sus hijos, ofrece cuidados infantiles durante reuniones de clubes, y permitirá que los estudiantes caminen con sus hijos en el desfile de homecoming este año.

Los padres-estudiantes en la Universidad Estatal de Ohio reciben una guía integral con recursos de apoyo, pero la universidad también proporciona consejeros que ofrecen ayuda más personalizada. Además, la escuela ofrece asistencia financiera de emergencia.

Los padres-estudiantes necesitan abogar por sí mismos

Macias se siente agotada, pero raramente deja que eso detenga su actitud positiva.

Ha encontrado maneras de sentirse como una parte mayor del campus. Quiere ser un ejemplo para otros estudiantes de primera generación y otras estudiantes latinas en las ciencias. Ha encontrado amigos que la apoyan. Se ha unido a clubs como la Organización de Colorado para Oportunidades y Derechos Reproductivos de la [Mujer] Latina.

Se toma los días difíciles con calma porque está decidida a terminar sus estudios.

Macias, izq., escucha mientras America Ramirez, directora de programas en la Organización de Colorado para Oportunidades y Derechos Reproductivos de la [Mujer] Latina (COLOR, por sus siglas en inglés), habla durante la “Feria para involucrarse” en el campus.

“La vida no espera a que tú estes bien”, Macias dijo.

Macias trabaja en la Oficina de Alcance y Participación Preuniversitaria de CU Boulder y ofrece visitas guiadas a estudiantes de high school. El programa también organiza visitas con una noche de estadía.

Ha conocido a cientos de estudiantes, dice. Pero durante el verano, una joven la contactó para que leyera el ensayo que había preparado para ingresar a la universidad.

La adolescente, quien estaba por iniciar su penúltimo año de high school, había escrito que estaba embarazada. Quería estudiar ciencias igual que Macias. Documentó sus temores de decirle a su familia sobre el embarazo y de nunca entrar a la universidad.

Lagrimas corrieron por las mejillas de Macias mientras permanecía sentada frente a la estudiante. Las dificultades de la joven eran las suyas. Finalmente no se sintió tan fuera de lugar.

“Le dije que se mantuviera enfocada y siguiera avanzando. Que terminara con fuerza, con tanta fuerza como pudiera porque habrá mucha ayuda”, dijo. “Desafortunadamente, no van a venir y encontrarte como madre. Tienes que encontrar la ayuda tú misma”.

Jason Gonzales es un reportero que cubre la educación superior y la legislatura de Colorado. Chalkbeat Colorado se asocia con Open Campus para cubrir la educación superior. Comunícate con Jason enviándole un mensaje electrónico a jgonzales@chalkbeat.org.

Colorado cuenta con grandes brechas de quién termina la universidad. ¿Puede un esfuerzo pospandémico cambiar esta tendencia?

2022-09-15T11:59:00+00:00

Reginaldo Haro-Flores sabía que terminar la universidad iba a ser una batalla cuesta arriba.

Ya que fue el primero en su familia en asistir a la universidad, enfrentó desafíos para pagar la colegiatura, comprar libros y otros materiales y balancear un trabajo mientras seguía ayudando a mantener a sus padres, quienes cuestionaban el valor de una educación universitaria.

Haro-Flores se inscribió en la Universidad del Norte de Colorado (UNC, por sus siglas en inglés) en 2016, junto con una creciente cantidad de coloradenses latinos que se encaminaron a la universidad en la última década. Pero como muchos en su generación, Haro-Flores nunca completó sus estudios, lo cual contribuyó a una brecha persistente en la graduación universitaria.

Aunque un grupo más diverso de estudiantes se inscribió en la universidad, las brechas étnicas y raciales de Colorado entre los estudiantes con licenciaturas y estudios de posgrado casi no cambió entre 2010 y 2020, según datos del Censo.

Las brechas son aún mayores entre las personas que están cursando estudios superiores. En 2020, casi el 60 por ciento de los residentes blancos tenía algún tipo de certificación universitaria, incluidos certificados industriales. Pero solo el 38 por ciento de los residentes negros y 25 por ciento de los residentes latinos lo tenían.

Aunque otros estados también muestran brechas, el Estado Centenario cuenta con algunas de las mayores en el país entre los estudiantes negros y latinos y sus compañeros blancos.

La diferencia probablemente aumentará cuando el impacto total de la pandemia se entienda claramente debido a que estudiantes se salieron de la escuela o eligieron no seguir asistiendo a la universidad. Un mercado laboral próspero también ha causado que las personas se cuestionen si vale la pena endeudarse a largo plazo por un título universitario.

Haro-Flores nunca pensó que su experiencia imitaría estas tendencias estatales. En 2018, enfrentando dificultades para pagar la colegiatura, dejó de asistir a la universidad. El estatus migratorio de sus padres significaba que tenía pocas opciones para obtener asistencia financiera. Se volvió a inscribir en UNC en 2019, pero la pandemia lo obligó a salirse otra vez. No le gustaban las clases virtuales y quería encontrar un trabajo de tiempo completo para ayudar a sus padres, quienes habían perdido sus trabajos temporales en bodegas y viveros por recortes de personal.

Durante cierto tiempo, Colorado ha querido cambiar su estrategia de importar una gran cantidad de trabajadores con estudios universitarios para producirlos aquí mismo. Parte de su estrategia este año incluye invertir $49 millones de fondos de asistencia federal por la pandemia con el objetivo de ayudar a los residentes que nunca completaron sus estudios para que regresen a la universidad y se gradúen.

La necesidad es urgente, ya que la demanda de más trabajadores con capacitación universitaria, junto con el creciente costo de vida en Colorado, han complicado los esfuerzos de los empleadores para contratar y retener empleados.

El exsenador estatal Mike Johnston dijo que el estado ha dependido por mucho tiempo de atraer talento de otros lugares.

“Le hemos sacado provecho a esta estrategia lo más posible”, Johnston dijo. Johnston es presidente y director ejecutivo de Gary Ventures, una organización filantrópica dedicada a promover una mejor preparación escolar, el éxito entre los jóvenes y la movilidad económica.

“Ahora vamos a tener que equipar a nuestros propios jóvenes con las habilidades que necesitan para ingresar a los trabajos que tenemos, que les darán el ingreso que necesitan para pagar por la vivienda que tenemos”, dijo.

Reginaldo Haro-Flores levanta la mano durante una clase sobre administración deportiva este mes en la Universidad del Norte de Colorado en Greeley.

Los antiguos desafíos chocan con los nuevos

Chalkbeat Colorado examinó las tendencias de la asistencia a la universidad como parte de Chasing Progress, un proyecto de Colorado News Collaborative sobre la equidad social, económica y en salud de los coloradenses negros y latinos.

Las bajas tasas de asistencia a la universidad en Colorado tienen antecedentes profundos y causas complicadas. En general, solo la mitad de todos los graduados de high school se inscriben en la universidad. Los estudiantes negros y latinos que se gradúan de high school, quienes con frecuencia asisten a escuelas con menos recursos y reciben menos apoyo, asisten en porcentajes mucho menores. Cuando sí van a la universidad, muchos no completan sus estudios. Y, por años, el estado no ha invertido suficientes fondos en la educación superior, lo que significa que las universidades tienen menos dinero para apoyar a los estudiantes hasta que se gradúan.

Datos censales publicados este año muestran que en 2020 el 48 por ciento de los residentes blancos tenían una licenciatura o estudios de posgrado. Ese porcentaje es 21 puntos porcentuales mayor que el porcentaje de adultos negros y 31 puntos porcentuales mayor que el de los latinos.

Datos estatales muestran que esas desigualdades aumentan cuando se comparan otros tipos de estudios superiores, como los certificados industriales y títulos asociados.

Colorado está buscando apoyar a 700,000 residentes con estudios universitarios parciales pero sin un título para que regresen a la universidad.

La pandemia todavía presenta desafíos. A nivel nacional, la tasa de inscripciones en universidades se redujo en casi 1 millón de estudiantes desde que COVID empezó.

El estado necesitará convencer a más residentes de que los estudios universitarios importan, aunque trabajos de nivel básico ahora ofrecen salarios más altos que nunca.

Más gente se cuestiona si un título universitario vale la pena y el riesgo de endeudarse mucho para pagarlo, dijo Iris Palmer, subdirectora de colegios comunitarios en New America. Este instituto de investigaciones aboga a favor del acceso equitativo a la educación.

“Eso está empezando a degradar lo que la gente piensa sobre la educación superior”, dijo.

El estado busca equipar al 66 por ciento de los residentes con un certificado universitario o superior para 2025, pero la combinación de problemas hace que este objetivo parezca más difícil de alcanzar que nunca.

Sin acceso a trabajos que paguen más, se está dejando atrás a la mayoría de los residentes negros, hispanos e indoamericanos de Colorado, dijo Courtney Brown, vicepresidenta de impacto y planeación con Lumina Foundation. La fundación promueve el acceso más equitativo a la enseñanza superior y ha ayudado a estados para que fijen metas. (Lumina proporciona respaldo financiero a Chalkbeat. Haz clic aquí para ver una lista de otras entidades que nos respaldan y lee nuestra norma de ética.)

Reginaldo Haro-Flores se despide de Alexis Vallejos-Diaz después de una sesión de mentoría en la biblioteca de la Universidad del Norte de Colorado.

Cómo hacer que los estudiantes terminen lo que empezaron

Líderes en Colorado están dando pasos para crear más oportunidades.

El estado ha estado animando a las escuelas de high school para que agreguen cursos de nivel universitario que ayuden a sus estudiantes a obtener certificados. Creó una beca en 2014 para ofrecer asistencia con la colegiatura y otros recursos para estudiantes que los necesitan.

En los últimos dos años, el estado nombró a un director estatal de equidad para que se enfoque en reducir las brechas persistentes y reunir a los legisladores y líderes comunitarios en la creación de un plan que aproveche fondos de asistencia por la pandemia para conectar a estudiantes universitarios con oportunidades laborales.

Aunque esos programas han tenido éxito, el estado sigue quedándose corto, dijo Angie Paccione, directora ejecutiva del Departamento de Educación Superior de Colorado.

Por eso el estado agregó más programas. Parecen prometedores, Palmer dijo. Por ejemplo, 30 universidades y colegios comunitarios adoptaron el programa Termina lo que Empezaste, el cual se diseñó con base en una exitosa iniciativa del Colegio Comunitario de Pueblo. El estado busca beneficiar a más de 9,000 estudiantes para 2026.

El programa proporciona ayuda financiera para que los estudiantes regresen a la escuela y asesoría para crear planes individuales, además de maneras de cumplir con los planes y encontrar un trabajo después de que terminen sus estudios. Los asesores también ayudan a los estudiantes para que encuentren ayuda en el colegio o universidad, o fuera de ellos, que ofrezca apoyo para poner comida sobre la mesa o cuidar a sus hijos.

Aunque el dinero es un enorme incentivo, es crucial ayudar a los estudiantes para que crean que pueden terminar la universidad, dijo Richie Ince, director del programa de Pueblo: Regreso para Ganar. Él y su equipo se comunican con cada estudiante cada dos semanas para aconsejarlo, animarlo o conectarlo con recursos.

“Creo que somos muy exitosos debido a ese toque personal y solo porque estamos pendientes de ellos, realmente desde el momento en que regresan hasta el momento en que terminan”, Ince dijo.

El programa de Termina lo que Empezaste hizo que Haro-Flores, ahora de 24 años, regresara a la escuela. Se enteró del programa a través de uno de sus exconsejeros de high school. La asistencia financiera y asesoría que ha recibido casi parecen demasiadas buenas para ser verdad, dijo.

No hubiera regresado a la escuela por tercera vez sin el programa y sus fondos, dijo. Los coordinadores de Termina lo que Empezaste en UNC le dijeron que lo ayudarían con lo que necesitara. Así ha sido, Haro-Flores dijo. Ahora se siente seguro de que podrá terminar su licenciatura en ciencias del deporte.

“Este es el momento”, dijo.

Espera graduarse en 2024 y trabajar en la industria del deporte o en administración.

La ayuda que Reginaldo Haro-Flores ha recibido a través del programa Termina lo que Empezaste en UNC lo ha motivado a terminar su licenciatura en ciencias del deporte.

¿Puede mantener Colorado este esfuerzo?

Quienes abogan a favor de la educación superior dicen que Colorado también debe terminar lo que empezó al promover que los estudiantes terminen la universidad. El estado, el cual subfinancia seriamente la educación superior en comparación con otros estados, según demuestran estudios, debe seguir invirtiendo más dinero para mantener el buen camino.

A Paccione, la directora ejecutiva de educación superior del estado, le gusta decirles a los legisladores que “inviertan en los estudiantes ahora o páguenles después”.

“Si no inviertes en los estudiantes ahora, estos son los mismos estudiantes que terminarán en nuestro sistema público de seguridad social”, dijo. Estudios confirman esto.

Estudios también demuestran que vale la pena que un estudiante invierta en una educación universitaria. Michael Itzkowitz, quien trabaja para el centro intelectual de izquierda Third Way, dijo que los datos en años recientes permiten que las escuelas destaquen qué tan buenos son sus programas para que los estudiantes obtengan un trabajo y cuánto valen la pena. Cerca del 86 por ciento de todos los programas universitarios públicos producen, en cinco años, una ganancia en lo que los estudiantes gastan en su educación, dijo.

Y también hay beneficios sociales. Alfred Tatum, vicepresidente de asuntos académicos en la Universidad Estatal Metropolitana de Denver (MSU Denver, por sus siglas en inglés), dijo que la universidad ayuda a los estudiantes a conectarse con servicios de salud, participar más cívicamente y contribuir más a los impuestos estatales. En lugar del objetivo general de educar a la población en general, los líderes estatales deben tomar en cuenta cómo las personas que se gradúan de la universidad mejoran sus comunidades, dijo.

Pero comunicar esos beneficios a los estudiantes puede ser difícil cuando a algunos les preocupa el costo.

Durante las últimas dos décadas, la carga de pagar por la educación universitaria en Colorado se ha transferido más a los estudiantes y sus familias. Los ingresos de la colegiatura financian el 74 por ciento de los presupuestos universitarios para títulos de cuatro años y el 38 por ciento de los presupuestos de los títulos de dos años. Esos porcentajes son más altos, en promedio, que en la mayoría de los estados.

Janine Davidson, presidenta de MSU Denver, y John Marshall, presidente de Colorado Mesa University, dijeron que los legisladores deben invertir adecuadamente en las universidades para que puedan reducir los costos de sus estudiantes y mejorar los servicios de apoyo para aquellos estudiantes que necesitan más ayuda para terminar la universidad.

Sin una fuente constante de ingresos, a los administradores y al personal de las universidades les preocupa que los esfuerzos de Colorado se debiliten cuando los fondos federales únicos se acaben.

Esperan que las historias de éxito, como la de Darryl Sharpton, destaquen la importancia de seguir invirtiendo.

Sharpton, de 46 años, ha intentado varias veces en tres estados terminar la universidad. Ahora piensa que finalmente lo logrará. En el Colegio Comunitario de Aurora, ha encontrado más apoyo que nunca.

Está estudiando para obtener su título en ciencias de la computación. La educación superior le ha permitido desarrollar una perspectiva diferente, sobre su propio potencial y lo que vale.

“Quiero [tener] una carrera, no solo un trabajo”, Sharpton dijo, quien anteriormente trabajó entregando productos farmacéuticos.

“Hay tanta gente que quiere que triunfes”, dijo. “Mi escuela realmente me está cuidando ahora”.

Tina Griego, una periodista de Colorado News Collaborative, contribuyó a este reportaje.

Jason Gonzales es un reportero que cubre la enseñanza superior y la legislatura de Colorado. Chalkbeat Colorado se asocia con Open Campus para su cobertura sobre la educación superior. Comunícate con Jason a jgonzales@chalkbeat.org.

En Colorado, una ciudad rural espera que su universidad comunitaria les ayude a sobrevivir el fin de la era del carbón

2021-02-24T21:59:06+00:00

Hasta en la oscuridad de la noche, el pueblo de Craig está cubierto por el denso humo de la planta de carbón.

Por generaciones, el carbón ha sido una presencia constante en este pueblo al noroeste de Colorado. Pero para el 2030, las calderas de Craig Station se apagarán cuando Colorado cambie a energía renovable.

El carbón no solo fue combustible para el estado de Colorado, sino que también para la economía de Craig. El cierre de la planta dejará sin trabajo a 600 trabajadores y costará un montón de empleos de apoyo.

Los líderes de Craig, que está a unas 40 millas al oeste de Steamboat Springs, ven una pequeña ventana de oportunidad para fomentar una nueva base económica, ofrecerles empleos de reemplazo a los residentes, y asegurar que la ciudad sobreviva.

La planta de carbón Craig Station fue construida a fines de la década de 1970.

Ellos tienen la esperanza de que la universidad comunitaria Colorado Northwestern Community College tenga un rol clave reeducando a los trabajadores desplazados y fomentando una base laboral diversa. Los líderes de la institución han adoptado el optimismo de la ciudad. Pero los límites en fondos para la universidad amenazan esa visión de impulso.

Los líderes de la ciudad y de la universidad están apostándole a un futuro que podría no suceder. Pero mantienen la esperanza aunque las probabilidades sean desalentadoras.

Ya han empezado los cambios en la universidad comunitaria, donde talleres de costura y cursos de CPR una vez atrajeron a los estudiantes. Ahora la institución quiere ofrecer capacitación y cursos como paleontología, ciberseguridad y enfermería para atraer tanto a estudiantes jóvenes como a adultos a mitad de su carrera que están buscando un futuro alejado del pasado de Craig.

Hasta ahora, algunos trabajadores del carbón se han matriculado con la esperanza de tener nuevas oportunidades. Pero agregar programas nuevos y reclutar más estudiantes requiere dinero y socios comerciales que ahora no existen, y no hay un plan claro todavía para llenar esas brechas.

Si la universidad y la ciudad no logran sus metas, Craig podría terminar como esqueleto de lo que antes era. Y como pueden testificar muchos que entienden la vida en esta área, el final de este estallido puede incluir la amenaza de que desaparezca completamente.

“Había un pueblo donde me crie, no lejos de Livingston, Montana,” dijo Kathy Powell-Case, la decana de educación profesional y técnica del colegio universitario. “Era un pueblo de mineros. Ya no existe. Y yo pienso, ¿se estará convirtiendo esto en algo como que hay edificios aquí y allá y nada más? Eso es lo que me pregunto.”

Una economía nueva y diversa en Craig

Por décadas, el carbón ha ayudado a definir a Craig.

Los residentes dependían de eso para ganarse la vida. Los empleos pueden empezar en unos $60,000 anuales y no se requiere una educación universitaria. Todo el mundo conoce a alguien que ha trabajado en la planta o en las minas de carbón. Eso va a terminar pronto.

Los residentes han dependido del carbón para ganarse la vida. Por toda la comunidad hay letreros de apoyo para la industria de carbón, mientras que los líderes locales esperan que la energía renovable sea parte del futuro de la ciudad.

La Tri-State Generation and Transmission Association Inc. anunció a principios de 2020 que irá cerrando Craig Station en fases para cumplir la visión del estado de reducir las emisiones de carbón, que la primera unidad cerrará para el 2025 y que la planta cerrará por completo en el 2030. La planta abrió sus puertas en 1979.

Craig Station y las dos minas de carbón cercanas que la suplen emplean casi un 10% de la fuerza laboral del Condado de Moffat. Las compañías también representan un 44% del total en impuestos sobre la propiedad pagados en el condado.

Peter Brixius, Administrador de la Ciudad de Craig puede ver el precipicio económico que se avecina.

Cuando él fue contratado en 2018, dijo que pensaba que la ciudad de 9,000 residentes necesitaba diversidad. Craig, que es una ciudad de tamaño grande para el noroeste de Colorado, es la cabeza del Condado de Moffat y un oasis moderno. Tiene los únicos dos supermercados en el condado - un Wal-Mart y un City Market.

Dos autopistas estatales intersectan en Craig, aunque hay más probabilidad de detenerse porque un venado está cruzando la calle que por el tráfico.

El Noroeste de Colorado es un área famosa por la caza, y los residentes de Craig comparten sus aceras y patios con los venados de la región.

La mayoría del año, el turismo pasa la ciudad por alto. Pero en la autodenominada “capital de la caza de alce en el mundo,” cada otoño la temporada de caza causa un revuelo momentáneo.

Sin carbón, por otro lado, el futuro parece incierto.

El Gob. Jared Polis ha dicho que las comunidades rurales no estarán solas cuando el estado cambie a fuentes de energía renovable.

Craig es una de las 11 comunidades de Colorado cuya base de impuestos y trabajos mermará para el 2030 cuando se deje de usar carbón. La Oficina de Transición Justa del estado creó un plan que pide que los gobiernos federal y estatal apoyen a las comunidades rurales de Colorado a redefinir su futuro y a reclutar inversiones comerciales.

Sin embargo, el plan no cuenta con financiamiento, y no está claro de dónde provendrán las nuevas inversiones, especialmente ahora que la pandemia de COVID-19 está afectando a las comunidades y gastando los impuestos en todos los niveles.

Planes para una nueva economía

No esperando por ayuda externa, Brixius y otros funcionarios de la ciudad están definiendo cómo transicionar su economía. La ciudad contrató a una compañía que se especializa en planificación de ciudades a largo plazo.

“Afortunadamente, esto no va a ser una situación en la que estamos abiertos un día y cerrados el próximo,” Brixius dijo. La ciudad no va a poder reponer los impuestos que recibe de la planta y las minas de una sola vez. “El programa es en fases — necesitamos que sea así porque de otro modo no podremos aguantar el golpe.”

Los funcionarios tienen la esperanza de crear una ciudad más atractiva para el turismo. El monumento nacional al dinosaurio está a pocas millas en auto al oeste, y Craig tiene sus propios tesoros paleontológicos, que incluyen un programa y una exhibición en la universidad comunitaria. La ciudad está embelleciendo los varios bloques del centro y muy pronto tendrá un área recreativa renovada en el Río Yampa — uno de los últimos ríos de flujo libre en Colorado.

Además del turismo, el plan incluye adoptar la energía renovable, por ejemplo las fincas solares, agregando cosas atractivas como un centro recreativo, mejorando el tránsito público en la región, y buscando usos alternativos para el carbón. Los funcionarios también le ven potencial a extraer otros minerales preciosos para uso en electrónica y manufactura.

Craig también expandirá la señal de Internet de alta velocidad este año. De hecho, ya las conexiones de banda ancha han abierto la posibilidad de trabajo remoto para personas que siempre han vivido en Craig y ha aumentado la esperanza de que compañías de tecnología consideren ubicarse allí.

La ciudad puede presumir de su buen costo de vida: Las casas son más baratas que en las montañas Front Range de Colorado y que en Steamboat Springs. Y la cercanía de Craig a la naturaleza también podría atraer nuevos residentes.

Sentado en su oficina, el Administrador de la Ciudad Peter Brixius discute su futuro económico mientras se aleja de la industria de carbón.

“No estamos caminando por ahí con las cabezas bajo la arena diciendo ‘Tranquilos, que todo va a funcionar bien,’” dijo el Alcalde Jarrod Ogden . “Nosotros nos vamos a encargar de que así sea.”

El plan también busca promover y expandir los programas en el Colorado Northwestern Community College. Pero industrias como la solar todavía no están en la región. Y agregar programas universitarios requiere dinero, y es posible que no se materialicen los nuevos trabajos en industrias nuevas.

Un rol grande para un pequeño campus satélite

Justin Duzik, de 42 años, ha trabajado en maquinaria pesada de las minas y en la planta eléctrica toda su carrera laboral. Pero no va a jubilarse antes de que cierre la planta.

“Con la incertidumbre que se avecina, la empresa Tri-State tiene un programa en el que ellos pagan para que uno vaya a la universidad,” Duzik said. “Yo recientemente empecé a aprovecharlo porque no se sabe cómo va a ser el futuro.”

Duzik representa una de las primeras olas de trabajadores que están en camino a la universidad para volverse a capacitar. Duzik va a obtener dos grados universitarios, un diploma asociado en tecnología aplicada y otro en administración de empresas.

Tiene esperanza de trabajar en energía solar si esa industria llega a Craig, o ayudar con maquinaria en los ranchos, o unirse a uno de los negocios que quizás se traslade a esa área — porque no se quiere ir.

Estudiantes de enfermería del Colorado Northwestern Community College Jade Prophet, a la izquierda, y Cami Gardetto trabajan en el laboratorio de simulaciones de la universidad.

Duzik creció en Craig y ha pasado la mayor parte de su vida ahí. Está casado y tiene tres hijos varones.

“Me encantan los espacios abiertos”, Duzik dijo. “No todos prefieren el ritmo acelerado de una ciudad, y este lugar te da oportunidad de relajarte, de disfrutar el campo abierto y no tener que estar en tráfico.”

Él tiene la esperanza de que la universidad atraerá a otras personas. “Eso es algo que pudiera realmente ayudar a nuestra comunidad, recibir esa educación,” dijo Duzik, “y quizás algunas de estas otras compañías o empresas nuevas o algo así vendrán a nuestro área, porque aquí tenemos una tremendamente capacitada fuerza laboral.”

Las universidades comunitarias siempre han moldeado el área donde prestan servicios, dijo Cecilia Orphan, profesora asistente de estudios superiores de la University of Denver.

“Su misión es realmente alinearse con las necesidades de su comunidad, sean las que sean,” ella dijo.

Esas instituciones podrían ofrecer programas similares a su misión de reeducar a los soldados después de la II Guerra Mundial, o podrían educar a estudiantes para que continúen sus estudios en una institución de cuatro años.

Para que Craig sobreviva, la universidad necesita involucrarse más en el futuro de la ciudad, dijo Sasha Nelson, directora de capacitación para trabajadores y programación comunitaria de la institución.

Nelson adornó orgullosamente su oficina con un edredón morado y blanco que ella misma diseñó y cosió. A ella le apasionan las clases de enriquecimiento que siguen siendo muy populares, como la de costura de colchas y edredones (quilting).

Pero a Nelson le quedó muy claro que las clases de enriquecimiento no van a fomentar la nueva economía de Craig. Como la anterior asistente del jefe de redacción del periódico Craig Daily Press, Nelson dijo que siempre ha observado lo frágil que puede ser el futuro de la ciudad.

Los cambios que Nelson ha ayudado a traer les ofrecen a los residentes un un grupo de cursos a prácticos a corto plazo en temas como programación de computadoras y salud que les ayudarán a adquirir destrezas nuevas.

Opciones en expansión

Y para quienes necesiten capacitación nueva, la escuela ha expandido sus opciones.

Este año la universidad agregó un programa de ciberseguridad con un grant de $500,000 de la Oficina del Fiscal General de Colorado. El estado considera que los empleos en tecnología son una industria en crecimiento que las comunidades del estado pueden aprovechar.

Pero agregar programas cuesta mucho dinero. Se espera que el programa de ciberseguridad cueste unos $175,000 anuales, y mientras más equipos y pericia requiera un programa, más cuesta iniciarlo. Una posible expansión a un programa de capacitación para pilotos, ubicado en el campus Rangely de la universidad, podría costar tanto como $1.5 millones.

La Conservadora de Paleontología del Colorado Northwestern Community College Liz Johnson describe el trabajo que los estudiantes están llevando a cabo para recuperar huesos de dinosaurios en el campus de la universidad en Craig. La universidad se convirtió en un Depósito de Fósiles Federal de la Oficina de Administración de Tierras en Colorado después de que un instructor encontrara huesos de un hadrosaurio en 2014.

Las universidades comunitarias reciben la mayor parte de sus fondos del estado, el cual asigna dinero para los programas existentes, no para iniciativas nuevas. El campus de Craig tiene un presupuesto de operaciones de solo $6.2 millones que incluye costos como ayuda financiera, administración y seguros, según el estado.

El Vicepresidente de Servicios a los Estudiantes John Anderson dijo que lanzar programas nuevos requiere comprar equipos, desarrollar cursos, y contratar instructores calificados. En palabras sencillas, dijo, “se requiere dinero para asegurar que tenemos todo eso”.

La universidad no tiene un modelo para empezar un programa desde cero y sin respaldo financiero. Hace dos años creó un programa de paleontología, que continúa operando con fondos que provienen estrictamente de la matrícula.

Este programa de paleontología, uno de los pocos programas en EEUU que brinda capacitación práctica sobre excavaciones para buscar dinosaurios — y uno de los pocos lugares en el mundo en el que uno puede sentir las frías y suaves escamas de la piel de un hadrosauro fosilizado — graduará sus primeros tres estudiantes este año. No obstante, para expandir el programa la universidad probablemente tendrá que hacerlo por sí sola.

No quiere terminar como los dinosaurios

En cierto modo, Craig tiene la esperanza de que su pasado será la clave de su futuro.

Los dinosauros podrían ser una fuente de trabajos y turismo, y también el aura del Lejano Oeste de una región en la que se dice que Butch Cassidy y la Pandilla Salvaje solían pasear por sus estepas y barrancas.

El Museo del Noroeste de Colorado ha comisionado una pintura en acuarela de 16x10 pies y se espera que sea la más grande del mundo, por lo que asegura estar en el Guinness World Records. La pintura de Israel Holloway, que está casi terminada, incluye un vaquero a caballo casi a tamaño real.

Paul Knowles, a la derecha (Director Asistente del Museo del Noroeste de Colorado), con el artista local Israel Holloway en el museo de Craig. Con el declive en la industria de carbón local, y en un esfuerzo por ayudar a poner a Craig de manera positiva en el mapa, el museo comisionó a Holloway para crear la pintura de acuarela más grande del mundo. La pintura está protegida con un toldo de plástico hasta el momento de revelarla.

Estos proyectos tienen el potencial de atraer visitantes y dólares, y la universidad comunitaria puede capacitar a los trabajadores para una nueva industria turística. Craig sobrevivirá si puede identificar el factor de impulso de su próximo auge económico y se prepara para ello, dijo Dan Davidson, director del museo.

“Todos los auges y declives con el paso de los años han sido el producto de un recurso natural,” dijo Davidson, cuya familia se mudó al Noroeste de Colorado como granjeros. “Ninguno de esos se ha manejado. “Ninguno de esos ha sido manufactura. “Ninguno de esos ha sido turismo.”

Vic Updike, un comerciante exitoso de la ciudad, dice que entiende la urgencia de crear un flujo sostenible de empleos en Craig.

Updike había anticipado trabajar en fincas en Craig, igual que su papá. Un declive en la economía local en los años 80 lo hizo imposible. Para crear una mejor vida en su ciudad, Updike primero tuvo que irse. Estudió calefacción, ventilación y aire acondicionado en el Denver Institute of Technology.

Más tarde regresó a Craig y compró la empresa Masterworks Mechanical, que ya tenía 30 años de operaciones.

Vic expandió su negocio hasta Steamboat Springs y Baggs, Wyoming. Mientras más dinero llegue de afuera, mejor, él dijo.

“Yo no soy especial y no soy tan inteligente,” dijo Updike. “Pero les digo esto porque cuando si uno está buscando quién reemplace la planta, no va a encontrar otra planta de electricidad. Lo que necesitamos es otros 15 negocios como Masterworks, quizás no haciendo exactamente lo mismo que nosotros, pero vendiendo lo que hacemos en Craig para que los dólares de Denver, o de donde sea, lleguen acá.”

Su compañía trabaja con la universidad comunitaria cada dos años para ofrecer capacitación avanzada a los trabajadores. Él dice que cada dos semanas también ofrece sesiones para empleados nuevos, muchos de ellos sin experiencia.

Craig tendrá que adaptarse para sobrevivir, dijo Updike. Eso es lo que la gente de la ciudad siempre ha hecho durante épocas difíciles. Updike cree que los líderes de la ciudad, la universidad, y la gente misma van a dar un paso al frente. Pero la determinación no importará si los dólares no llegan.

“Hay una razón por la que los dinosaurios ya no están caminando por ahí,” añadió Updike. “Cuando la dieta cambió, ellos no pudieron cambiar y por eso se extinguieron.”

Este artículo es el segundo en una serie de dos, producidos como parte del Higher Education Media Fellowship at the Institute for Citizens & Scholars. El Fellowship respalda artículos nuevos sobre temas relacionados con carreras postsecundarias y educación técnica.

Milly Suazo ha traducido este reportaje.

Después de superar obstáculos, esta universitaria está luchando por la reforma migratoria

2023-03-02T23:03:30+00:00

Edna Chávez sabe lo que es escapar sola de su país como adolescente. Sabe lo que es hacer el arriesgado y solitario viaje hacia el norte, cruzar ilegalmente la frontera y ser retenida como menor no acompañada en albergues y centros de detención.

Pero esta estudiante de 21 años se considera una de las pocas afortunadas, porque más tarde fue adoptada.

Ese apoyo le permitió continuar sus estudios y la encaminó hacia la residencia legal permanente.

Chávez ha conocido a muchos estudiantes con historias similares, pero que no tienen ninguna vía de acceso a la ciudadanía, con educación y oportunidades laborales limitadas, y que han tenido que soportar discriminación. Chávez quiere hacer algo al respecto.

“Tenemos que hacer un cambio radical en nuestra comunidad, no podemos seguir escondiéndonos”, dijo Chávez. “Es momento que alguien haga algo. Ese alguien tiene que ser yo.”

Chávez está planeando una manifestación el 11 de marzo en el Capitolio del estado, y la ha llamado Estudiantes Por Una Reforma Migratoria.

La manifestación fue idea suya, pero ha conseguido el apoyo de grupos de defensa de los inmigrantes que le están ayudando a coordinarla. Si suficientes estudiantes necesitan transporte al Capitolio, ella buscará la manera de proporcionarlo.

También está pidiendo que los estudiantes escriban cartas y firmen una petición pidiéndole al Congreso que renueve las disposiciones de la Ley de Inmigración de 1929. El propósito de esta ley era ofrecer una vía para obtener estatus legal para los inmigrantes que han estado muchos años en el país. Sin embargo, las fechas de entrada al país requeridas no se han actualizado recientemente, por lo que la mayoría de los inmigrantes ya no califican. En actualizaciones anteriores, la ley les otorgo amnistía a algunos inmigrantes durante la administración del presidente Reagan.

Actualizar la ley les daría a muchos más inmigrantes una vía para obtener estatus legal y a muchos más jóvenes un camino para continuar su educación.

“Lo que realmente quiero es que todos los estudiantes lleguen a demostrar que unidos somos mejores”, dijo Chávez. “La unión hace la fuerza”.

Chávez está llena de esperanza porque ya ha superado muchas barreras.

Chávez dice que en su país natal, Guatemala, estaba luchando contra hombres que intentaban obligarla a prostituirse. Se sentía en peligro, y a los 17 años decidió un día huir a Estados Unidos sin decírselo a sus padres.

Temía que su papá, que la maltrataba, no la iba a ayudar. De hecho, todavía su relación con él es tensa en la actualidad.

Después de un largo y peligroso viaje, Chávez estuvo confinada durante meses en centros de detención y luego en un albergue para menores no acompañados. Cuando cumplió 18 años, la sacaron del albergue para jóvenes y la enviaron de nuevo a un centro de detención. Luego, un defensor de inmigrantes encontró una familia que estaba dispuesta a apadrinarla. Después de mudarse con ellos, la adoptaron formalmente.

Cuando Chávez se mudó a Denver a los 18 años, se matriculó en GALS, una escuela chárter en la ciudad.

En Guatemala la habían obligado a abandonar la escuela después de segundo grado. Cuando empezó la escuela en Estados Unidos, no hablaba inglés. Un año después de matricularse en la secundaria, las escuelas cerraron debido a la pandemia. Eso significó que, encime de todo lo demás, también tuvo que aprender tecnología para poder continuar estudiando en línea a fin de obtener su diploma.

Consiguió graduarse la pasada primavera, antes de lo previsto.

“Básicamente no sabía nada,” dijo Chávez. “Tuve un montón de retos, se puede decir así, pero nada me impidió lograr lo que yo me había propuesto lograr.”

Chávez solicitó admisión en varias universidades y fue aceptada en todas menos una. El único rechazo no la desanimó porque, después de visitar el campus de la Colorado State University en Fort Collins, supo que allí quería ir.

“Me sentí que era de ese lugar”, dijo ella.

Empezó la universidad con algunos créditos que había obtenido en la secundaria. Ahora está estudiando matemáticas con especialización en ciencias actuariales.

Para ella, tener éxito significa tener una buena educación y luego poder aportar a su comunidad.

Pero ella no está esperando para aportar. Dice que ha descubierto una pasión por ayudar a los demás. Su mamá en Guatemala le dice que es como si fuera una persona nueva.

Chávez le dice que es cierto, porque así es. Tener tiempo para estudiar, en vez de trabajar todo el día, le ha permitido ver el mundo con otros ojos, dijo ella.

“Me he sentido más segura. Me he sentido más valiosa como mujer. Me he sentido realmente afortunada de estar en un país que me ofrece seguridad”, dijo Chávez.

Y para ella es importante ayudar a los demás a disfrutar al máximo el lugar donde se sienten protegidos.

“Lo estoy haciendo por el amor que le tengo a la comunidad”, dijo Chávez. “Lo hago de todo corazón.”

Yesenia Robles es reportera de Chalkbeat Colorado y cubre asuntos relacionados con los distritos escolares K-12 y la educación multilingüe. Para comunicarte con Yesenia, envíale un mensaje a yrobles@chalkbeat.org.

Pensó que la universidad estaba fuera de su alcance. Aquí te contamos cómo lo logró.

2023-02-14T17:00:00+00:00

La madre de Sabastian Ortega lloró cuando él le dijo que había sido aceptado en la Colorado School of Mines. Él pensó, mientras hablaban por teléfono, que ella estaba llorando de alegría. No lo estaba.

En cambio, a su mamá le preocupaba que la familia pudiera pagar sus estudios: sin ayuda económica del estado, solo la inscripción es $20,600 anuales para estudiantes residentes. Y vivir en el campus puede costar unos $40,000.

“Me afectó mucho”, dijo Ortega. “Acabé llorando cuando colgué la llamada, porque me preguntaba: “¿Cómo voy a pagar por esto?” Se preguntaba después de la llamada: “¿Qué voy a hacer?”

Gracias a un consejero de la secundaria, Ortega solicitó numerosas becas y finalmente consiguió una beca completa para asistir a la Colorado School of Mines, una escuela de ciencias e ingeniería ubicada en Golden. Pero Ortega, de 21 años y ahora estudiante de tercer año, es uno de los pocos habitantes de Colorado con bajos ingresos que ha podido asistir a la universidad pública más selectiva de Colorado.

Entre las universidades públicas, la Mines tiene la sexta tasa de inscripción más baja de estudiantes con beca Pell del país según un análisis de Education Reform Now. En 2020, más de una cuarta parte de todos los estudiantes universitarios de primer año de Colorado recibieron becas Pell, pero en la Mines, solamente un 13.4% tenía esas becas.

Para calificar para una beca Pell, los estudiantes tienen que demostrar necesidad financiera. Entre los beneficiarios del programa Pell, los datos federales muestran que cerca de un 93% son de familias que ganan $60,000 o menos al año.

La proporción de estudiantes que reciben becas Pell en una universidad se ha convertido en un indicador indirecto de cuántos estudiantes de bajos ingresos asisten a una institución. La cantidad de estudiantes con becas Pell es importante porque muestra el grado en que esa institución está ayudando a estudiantes de todas las clases sociales a encontrar oportunidades.

Cómo pagar por la universidad

¿Necesitas más información sobre ayuda financiera? La Solicitud Gratuita de Ayuda Federal para Estudiantes, conocida como FAFSA por su nombre en inglés, ayuda a los estudiantes a obtener dinero gratis para pagar la universidad. La FAFSA te dirá si tienes derecho a una beca Pell, por ejemplo.

Aquí te mostramos por qué debes llenar la FAFSA — aunque todavía no sepas con certeza si vas a ir a la universidad.

Para obtener más información sobre la ayuda financiera en la Colorado School of Mines, los estudiantes o los padres pueden llamar a la oficina de ayuda financiera al 303-273-3301 o al número sin cargos 1-888-446-9489. También puedes enviar un correo electrónico a finaid@mines.edu.

Y habla con tu consejero de universidad en la secundaria. Él o ella te puede ayudar a encontrar más apoyo y a entender cuáles son tus opciones.

Los líderes de la universidad quieren que la Mines sea más representativa de la composición económica y demográfica del estado. Muchos de sus esfuerzos para conseguirlo — por ejemplo, presionando para que las escuelas K-12 ofrezcan más clases avanzadas de matemáticas y ciencias, estableciendo un programa federal para ayudar a los estudiantes a asistir a la Mines y animando a los estudiantes de pocos ingresos a unirse como comunidad — están todavía en sus inicios. Los administradores dijeron que hubo conversaciones durante años sobre lo que había que hacer, pero que fueron lentos en actuar.

Una lista de metas que la universidad espera lograr en 2024 y más allá incluye llegar a ser “accesible y atractiva para estudiantes calificados de todos los orígenes.” La cantidad de becas Pell ilustra lo lejos que está la escuela de lograr esa meta, y los administradores reconocen que hay trabajo por hacer para conectar a los estudiantes de bajos ingresos con una educación que ofrece una de las inversiones con más retorno económico del país.

El presidente Paul Johnson, que ha dirigido la universidad desde 2015, ha enviado un mensaje a los administradores para “redoblar los esfuerzos para resolver esto”, dijo Sheena Martínez, vicepresidenta adjunta de vida estudiantil para equidad y participación. El puesto de Martínez es nuevo y tiene por objeto elaborar estrategias para ayudar a los estudiantes de minorías raciales y a los que de bajos ingresos. Ella dijo que universidad la escuela está construyendo los cimientos que ayudarán a los estudiantes en los años venideros.

“Estamos trabajando para ser de elite, pero no elitistas”, dijo Martínez. “Y si hablas con estudiantes que provienen de áreas poco representadas, te dirán que históricamente no han visto a la Mines como un lugar disponible para ellos”.

Sabastian Ortega ganó una beca completa para asistir a Colorado School of Mines.

La preparación para una escuela como la Mines empieza desde temprano

Ortega empezó a interesarse por la ciencia, la tecnología, la ingeniería y las matemáticas (STEM) en la escuela intermedia. La secundaria Odyssey Early College and Career Options de Colorado Springs le preparó bien, dice. Cuando se graduó, ya tenía suficientes créditos para un título asociado de universidad.

Su experiencia en la secundaria no es la que tienen todos los estudiantes, dijo.

“La cuestión es que, si no tomas ninguna clase universitaria durante la secundaria, ya estás atrasado”, dijo Ortega.

Los líderes de la Mines saben que esto es un problema. La Mines requiere que los estudiantes tengan conocimientos previos en clases avanzadas como trigonometría, precálculo y química.

Muchos estudiantes de Colorado nunca toman esas clases, y los administradores de la Mines se están comunicando cada vez más con las escuelas secundarias para animarlas a incluir clases rigurosas y que otorguen créditos universitarios en matemáticas o ciencias, dijo Lori Kester, vicerrectora asociada de manejo de inscripción.

“Estamos tratando de comunicarnos con los orientadores de las escuelas secundarias y asegurar que encaminen bien a los estudiantes desde temprano para que puedan ser admitidos en la Mines”, dijo Kester. “Eso es realmente crítico para nuestro éxito”.

Los líderes de la Mines han creado algunas oportunidades para preparar a los estudiantes de pocos ingresos y lograr que se interesen por la universidad. Pero tienen limitaciones.

Programas como The Challenge Program preparan a los futuros estudiantes con clases de matemáticas y ciencias y seminarios sobre el manejo del tiempo y el estrés. La universidad ofrece programas de tutoría en la escuela intermedia DSST: College View Middle School, en el suroeste de Denver y donde casi todos los estudiantes proceden de familias de minorías raciales, y envía a estudiantes de la Mines a trabajar como voluntarios en escuelas de todo el estado.

La universidad también cuenta con un programa de verano que les permite a estudiantes de undécimo y duodécimo grado de minorías raciales, de primera generación o de bajos ingresos vivir y aprender en el campus.

Las iniciativas más recientes incluyen el programa Upward Bound Math Science Program en la escuela Alameda International Jr./Sr. High School. Se trata de un programa financiado con fondos federales en el que muchas universidades de todo el país han participado por décadas para ayudar a los estudiantes en desventaja.

Incluso cuando las escuelas empujan a los estudiantes hacia los programas STEM, es difícil conseguir que ellos persistan en ese campo, dijo Analise González-Fine, directora de iniciativas universitarias de la red de escuelas chárter DSST. La escuela se enfoca en desarrollar las destrezas en el campo STEM, pero muchos estudiantes quizás nunca terminen en una universidad como la Mines, dijo ella.

Alrededor de un 55% de la clase graduanda de 2022 de la escuela tenía intenciones de ir a una universidad STEM. Y un 25% de los estudiantes de familias de pocos ingresos dijeron que irían a una universidad STEM, dijo González-Fine.

Sabastian Ortega trabaja durante una clase sobre los procedimientos estándar de operación para los parámetros de calidad del agua. Él sabía que quería estudiar en la Colorado School of Mines y convertirse en ingeniero medioambiental, pero el alto costo de asistir a la universidad era un problema.

Ortega estuvo a punto de tomar un camino diferente — como tantos otros

Cuando llegó el momento de solicitar admisión a las universidades, Ortega no tenía otra opción — solamente solicitó admisión a la Colorado School of Mines. Él sabía que quería ser ingeniero medioambiental especializado en recursos de agua.

Participó en los programas de la Mines, por ejemplo, el Challenge. No obstante, las finanzas no funcionaron. Consideró unirse a la Guardia Nacional o dejar la universidad por un año para trabajar y ahorrar.

“Sentía que era la única forma de pagar la universidad”, dijo Ortega.

El costo de asistir a la Mines es sin duda el mayor factor decisivo para los estudiantes que quieren asistir a esa universidad, dijo Ortega.

Jill Robertson, directora de ayuda financiera, dijo que la universidad tiene programas de grants para los residentes de Colorado basadas en mérito (no en necesidad económica). La institución también ha redoblado sus esfuerzos para encontrar donantes que ofrezcan becas y ayudas para esos estudiantes.

La universidad también se ha asociado con las universidades comunitarias del estado, donde los estudiantes pueden obtener créditos para un diploma de la Mines pero sin tener que pagar la matrícula de la Mines.

Robertson dijo que la universidad ha tratado de limitar los aumentos en la matrícula anual para que coincidan con la tasa de inflación. Sin embargo, el estado gastado menos en educación superior en las últimas tres décadas, y por lo tanto todas las universidades del estado han aumentado sus precios de matrícula.

Hace diez años la universidad les cobraba alrededor de un cuarto menos por semestre a los residentes del estado. Los aumentos han perjudicado aún más a los estudiantes de bajos ingresos del estado, especialmente cuando las becas Pell solamente pagan hasta unos $6,900 al año, mucho menos que el costo anual para asistir. Por otro lado, las ayudas estatales solamente cubren una parte del costo para los residentes.

“Realmente tratamos de mantener el costo en un nivel razonable”, dijo Robertson. “Pero educar ingenieros realmente buenos es caro.”

Sabastian Ortega hace una pregunta durante una clase de ingeniería civil y medioambiental en la Colorado School of Mines. Él ha visto cómo sus amigos de orígenes similares a los suyos abandonaron la universidad en mayor proporción que sus otros compañeros.

No basta con admitir estudiantes. También necesitan apoyo.

La mayoría de los estudiantes de la Mines se gradúan en seis años, alrededor de un 83%, según datos federales. Pero en ese mismo plazo, la cifra de estudiantes de bajos ingresos que se gradúan de la Mines es menos, cerca de un 75%. Y la Mines no es la única universidad en la que eso ocurre. Las tasas de graduación de los estudiantes con becas Pell son más bajas en las universidades de todo el estado.

Ortega dijo que vio cómo amigos con antecedentes similares abandonaban los estudios en mayor proporción que sus amigos con mejor nivel económico. Muchos no podían equilibrar sus trabajos con la pesada carga de estudios, dijo. Los estudiantes de minorías raciales que quedan son mayormente estudiantes internacionales.

“Uno de mis amigos, su papá es dueño de una empresa petrolera”, dijo Ortega. “Por eso es difícil establecer una conexión cuando se trata de esa parte de su vida”.

La universidad ha empezado a reunir a estudiantes de primer año de orígenes similares para que puedan formar una comunidad que entienda sus luchas, dijo Martínez. La esperanza es que los estudiantes tengan un grupo de compañeros que les ayude en el camino.

Ortega dijo que ha visto que la escuela también se enfoca más en su Programa Multicultural de Ingeniería, que comenzó en 1989. Desde que él empezó en la Mines, ha visto más eventos y más administradores que aparecen para hablar de servicios financieros, de tutoría o de consejería, dijo.

“Creo que por fin se han dado cuenta de que tienen realmente que ayudar a estos estudiantes”, dijo Ortega. “Creo que se han dado cuenta de que para ayudar de verdad a estos estudiantes, tienen que lograr que ellos por fin sientan que pertenecen aquí”.

Ortega también intenta poner de su parte. Trabaja en la oficina de ayuda financiera varias veces a la semana. Su objetivo es que los futuros estudiantes de entornos como el suyo sepan que tienen un sitio en la Mines.

No quiere que ninguna mamá se preocupe o llore por el costo de la universidad, porque hay opciones. También intenta decirles a los estudiantes y padres que Mines ayudará a los estudiantes a conseguir trabajos que les darán dinero y contribuirán a cambiar el mundo.

“Es algo que me hubiera gustado que mi mamá tuviera”, dijo Ortega, “que alguien le dijera ‘todo va a salir bien’”.

Jason Gonzales es reportero que cubre temas de educación superior y la legislatura de Colorado. Chalkbeat Colorado colabora con Open Campus en periodismo sobre el tema de educación superior. Para comunicarte con Jason, escríbele a jgonzales@chalkbeat.org.

La tasa de graduación entre los varones hispanos de Colorado no compara con la de sus compañeros. Las universidades de Colorado pueden hacer más para sacarlos adelante.

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Las diferencias son sorprendentes.

Cada año, por ejemplo, miles de estudiantes de la Universidad de Colorado en Boulder inician el camino para obtener un diploma universitario de cuatro años. Seis años después, cerca del 69% lo ha conseguido.

¿Pero qué tal con los varones hispanos? Solo el 58% se graduó.

La historia es la misma en la universidad Colorado State, donde se gradúa el 70% de todos los estudiantes, pero solamente un 58% de los varones hispanos.

Y en la Metropolitan State University of Denver (MSU Denver), las cifras son devastadoras. De cada cinco varones hispanos que empezaron sus estudios universitarios en 2013, solamente uno obtuvo un diploma de cuatro años.

Las cifras en bruto nos muestran la realidad. En 2013, 249 varones hispanos se matricularon en MSU Denver con la meta de obtener un diploma de cuatro años. Para el 2019, solo 46 de ellos lo lograron. Y 203 de ellos no.

La gran diferencia en la obtención de diplomas de universidades en Colorado por parte de los varones hispanos no ha mejorado mucho en la última década, incluso con el aumento en la matrícula de estudiantes hispanos en las universidades.

El porcentaje de varones hispanos que van a la universidad es el más bajo de todos los grupos de estudiantes en Colorado, y todos los factores que hacen más difícil llegar al campus — falta de presupuesto, obligaciones familiares, rutas poco definidas y falta de mentores — les persiguen en la universidad.

“Estamos en un punto en el que una parte valiosa de nuestra comunidad está en un agujero negro”, dijo Nathan Cadena, director de operaciones de la Denver Scholarship Foundation, una organización que ayuda a los estudiantes de Denver a matricularse y graduarse de la universidad. “Y da miedo. Tenemos que hacer algo al respecto”.

La falta de acción amenaza los sueños de los estudiantes jóvenes — y la prosperidad económica del estado. Los líderes de Colorado quieren que un 66% de los residentes tengan un diploma de universidad o un certificado universitario para 2025. Pero a pesar de ser la segunda población más grande del estado, solamente una cuarta parte de los hispanos tiene más que un diploma de secundaria. Los varones hispanos, incluso más que las mujeres hispanas, enfrentan mayores barreras para obtener una educación.

Estos resultados no son inevitables. Alrededor del país, algunas instituciones han eliminado estas brechas casi por completo desarrollando sistemas que ayudan a los estudiantes antes de que tropiecen, recompensando a los profesores por hacer más para conectarse con los estudiantes y creando comunidades que acogen a los estudiantes en el campus. Los esfuerzos comienzan con un mensaje claro de los líderes: que este trabajo es una prioridad y no una idea que se les ocurrió después.

5:51 a.m: Luis Hernández, a la derecha, mira las noticias mientras su mamá, Mariela Hernández, limpia la cocina antes de que ambos se vayan a trabajar a una fábrica de cartuchos de tinta y tóner. Su mamá y Luis trabajan en el primer turno del día para que él pueda ir a la Universidad Estatal Metropolitana de Denver.

Las instituciones University of Colorado-Denver, MSU Denver, Adams State University, y Colorado State University of Pueblo han sido designadas como instituciones de servicio a los hispanos, lo cual significa que al menos una cuarta parte del estudiantado está compuesta por estudiantes hispanos.

Sin embargo, Wil Del Pilar, vicepresidente de política universitaria en The Education Trust, dijo que el hecho de matricular más estudiantes hispanos no significa que las universidades estén haciendo lo correcto con ellos, especialmente cuando son tan pocos los que llegan a graduarse.

“Yo diría que la mayoría de las instituciones, incluso en Colorado, no están sirviendo a los hispanos, sino que están matriculando a los hispanos”, dijo Pilar. “No están atendiendo las necesidades de esos estudiantes porque no están invirtiendo en los servicios necesarios para asegurar que lleguen a graduarse”

Los estudiantes hispanos se pasan por alto

Tras dos años terribles en la Colorado State University, Carlos Fernández-Pérez estaba dispuesto a tirar la toalla y abandonar Fort Collins antes de su tercer año. La universidad había sido un reto duro a pesar de que él había obtenido buenas notas en la secundaria. Luego, el cambio a clases virtuales del año pasado por la pandemia de COVID estuvo a punto de descarrilarlo.

Se mudó a su casa en Denver y se las arregló para tomar clases en línea, trabajar a tiempo parcial en DoorDash y cuidar a su hermanita menor de 4 años. Fue demasiado, y pensó que tendría que dejar la universidad.

“Iba a tomarme un descanso”, dijo Fernández-Pérez.

Los estudiantes que hacen una pausa en sus estudios universitarios a menudo no regresan. Por eso, cuando Fernández-Pérez no volvió a solicitar su beca de la Latin American Educational Foundation, Jim Chávez, director ejecutivo de la organización, se preocupó. Se puso al teléfono y convenció a Fernández-Pérez de que siguiera estudiando.

Nadie en CSU le tendió la mano como lo hizo Chávez, dijo Fernández-Pérez.

Fernández-Pérez dejó sus estudios en CSU y entonces se matriculó en MSU Denver. Eso le permitió lograr un mejor balance entre los estudios y la familia. La matrícula también era menos costosa.

El apoyo de Chávez y de la fundación de becas le ayudó a superar una época difícil y de transición.

“Es importante que los estudiantes sepan que alguien realmente se preocupa”, dijo Chávez, “alguien que dedica tiempo y quiere que el estudiante tenga éxito y está ayudando a asegurar que persiste y continúa estudiando.”

El porcentaje bajo de graduación entre varones hispanos es un problema de todo el estado

En MSU Denver, Fernández-Pérez siente que ha encontrado un mejor espacio para él. La institución es un 30% hispana — el doble de la proporción de Colorado State o University of Colorado Boulder — y se enorgullece de atender a estudiantes no tradicionales cuyas vidas son a veces complicadas.

Aun así, las opciones de los estudiantes en las instituciones son un tema importante. Fernández-Pérez dejó una universidad que tiene una de las tasas de graduación más altas para los varones hispanos y se matriculó en la institución que tiene uno de los porcentajes más bajos. En 2019, un 58% de los varones hispanos en Colorado State se graduaron en seis años, en comparación con solo el 18% en Metro.

Estadísticamente, ese traslado pudo haber puesto en riesgo la educación de Fernández-Pérez.

En ambas instituciones — y en casi todas las universidades de cuatro años de Colorado, grandes o pequeñas, selectivas o de acceso abierto — existe una brecha de aproximadamente 10 puntos en la tasa de graduación de los varones hispanos y la tasa de todos los estudiantes.

Los líderes de educación superior dicen que están trabajando para reducir la brecha. Colorado State ha aumentado sus servicios de apoyo y alcance a los estudiantes de secundaria en un intento por convertirse en la próxima Institución de Servicio a los Hispanos en el estado, lo cual significa que está matriculando al menos un 25% de estudiantes hispanos.

La universidad ha empezado a pensar más en cómo conseguir que los estudiantes se gradúen, dijo Mary Pedersen, directora académica de la universidad.

Los funcionarios de la universidad ofrecen servicios de tutoría adicional y apoyo diario, como por ejemplo comidas y ayuda financiera.

CSU Pueblo, Colorado Mesa University y Adams State University también tienen programas que ayudan a los estudiantes.

CSU Pueblo recientemente abrió un centro para conectar a los estudiantes con recursos. La universidad capacita a los profesores sobre cómo ayudar a los estudiantes y ofrece programas de mentoría por profesores y estudiantes.

MSU Denver ha ampliado sus iniciativas y ofrece ayuda financiera, orientación académica y mentorías. Las tasas de graduación de todos los estudiantes aumentaron y se duplicaron para los varones hispanos en una década, del 9% al 18%. Pero la tasa sigue estando muy por debajo de la de otras universidades.

Luis es un estudiante de primer año en MSU Denver, y espera convertirse en dentista después de graduarse de universidad. Trabaja tres días a la semana mientras asiste a clases a tiempo completo.

Reconociendo la función que desempeñan los campus como MSU en la educación de los estudiantes en desventaja, Colorado ha modificado la forma de enviarles dinero a esas instituciones. Pero dado que Colorado financia la educación superior con una de las tasas más bajas de la nación, ese cambio aún no cubre las necesidades (dicen los funcionarios de la universidad), especialmente en las instituciones más pequeñas que reciben menos fondos por estudiante que CU Boulder y CSU.

Los programas limitados generalmente atienden a cientos de estudiantes, no a las decenas de miles que podrían beneficiarse.

¿Qué pasaría si el tipo de apoyo individual que ayudó a Fernández-Pérez a recuperar el rumbo existiera para todos los estudiantes? ¿Y si estuviese disponible dentro de la universidad? Fuera de Colorado, algunas instituciones han demostrado que pueden cambiar la trayectoria de los estudiantes muchísimo prestándole atención a los pequeños detalles.

Georgia State lleva cuenta del éxito de los estudiantes

Al igual que MSU Denver, Georgia State es una universidad urbana — en Atlanta — que atiende en su mayoría a estudiantes de color, entre los cuales muchos son los primeros de sus familias en ir a la universidad y corren el riesgo de no graduarse nunca.

Para llegar a un mayor número de estudiantes que necesitan apoyo, la escuela usa un sistema de análisis predictivo para determinar si un estudiante podría estar enfrentando problemas y ha ampliado drásticamente la cantidad de reuniones de orientación con los estudiantes. La escuela gradúa cerca de la mitad de sus estudiantes, y durante una década ha reducido la brecha en las tasas entre los grupos raciales.

Georgia State invierte unos $2.5 millones anualmente en este esfuerzo, pero los funcionarios han encontrado que la universidad gana mucho más en matrículas reteniendo a los estudiantes que de otro modo hubiesen abandonado los estudios.

El personal universitario se comunica con los estudiantes cuando sus sistemas tecnológicos muestran que podrían estar teniendo problemas, ya sea porque las calificaciones están bajando o si no se han inscrito en una clase, dijo Timothy Renick, director del National Institute for Student Success at Georgia State.

La universidad también brinda apoyo financiero de manera proactiva, dijo Renick. Antes de que ocurra una dificultad económica, la escuela depositará dinero en la cuenta del estudiante para que no se preocupe por las finanzas, dijo.

“Nuestra filosofía es que el apoyo a los estudiantes sea la norma y no la excepción”, dijo Renick.

UC Riverside desafía el status quo

En las principales universidades públicas de Colorado, Colorado State University y University of Colorado Boulder, las tasas de graduación son más altas para todos los estudiantes que en las instituciones menos selectivas, incluso para los varones hispanos. Los estudiantes de todos los orígenes llegan más preparados y a menudo tienen menos obligaciones familiares y más estabilidad financiera. Las universidades también gastan más por estudiante en su educación.

Un conjunto de investigaciones también sugiere que asistir a una universidad más competitiva está asociado con una mayor probabilidad de graduarse.

Pero a diferencia de en algunas de las universidades públicas menos competitivas del estado, en CU Boulder y Colorado State las tasas de graduación de los varones hispanos se han mantenido estables durante la última década, aunque han aumentado levemente para los demás estudiantes.

Las universidades con admisión selectiva, como University of California, Riverside, son un ejemplo de cómo mejorar las tasas de graduación.

Sus funcionarios trataron de cambiar la cultura del campus para ayudar a todos los estudiantes a sentirse más conectados con la universidad. Kim Wilcox, Presidente de UC Riverside, dijo que la primera prioridad de todo el personal debe ser ayudar a los estudiantes.

“Una universidad está formada por personas con mucho talento, pero muy competitivas”, dijo Wilcox. “Si se destaca a alguien que hizo algo realmente bueno, todos los demás querrán hacer lo mismo para obtener el mismo reconocimiento.

“Como líder, hay que destacar el éxito. Y cuando los tienes, tienes que amplificarlos.”

La universidad gradúa un 77% de sus estudiantes y solamente tiene pequeñas brechas en las tasas de graduación entre ciertos grupos, como los estudiantes hispanos.

Wilcox dijo que los estudiantes de primer año a menudo toman clases en su primer año con los mejores profesores de la institución. La universidad también ofrece muchos clubes y actividades extracurriculares en las que los estudiantes pueden encontrar pequeñas comunidades que los harán sentir bienvenidos y cómodos.

Wilcox dijo que los programas pequeños por sí solos no pueden aumentar el éxito de los estudiantes.

“Hay que trabajar según la escala”, dijo. “La escala en una universidad pública grande no tiene nada que ver con ningún programa. Casi la mitad de la institución somos latinos — eso es 13,000 estudiantes — ¿cómo vas a crear un programa para 13,000 estudiantes?

“Se llama universidad.”

Los mentores hispanos lideran el camino

Muchos de los que están presionando para aumentar las tasas de graduación son hombres hispanos. Inevitablemente, el trabajo se siente personal. Sin embargo, son muy pocos. Es una de las razones por las que los retos que enfrentan los varones hispanos en los campus siguen siendo tan amplios y persistentes, dijo Pilar, de The Education Trust.

“Es difícil crear el ímpetu necesario para que la gente quiera enfocarse en esta población porque estamos muy poco representados”, dijo Pilar.

Ante la escasez de financiamiento y la inercia institucional, los hispanos que se han graduado de universidad han desarrollado redes a fin de abrirles puertas a los estudiantes de hoy y ayudarlos cuando tengan dificultades. Ellos aconsejan a los estudiantes sobre retos, como por ejemplo irse lejos de casa, lograr un equilibrio entre trabajo y estudios, o cómo encontrar una comunidad de amigos.

Alonso Chávez Gasca, de 24 años, dijo que al principio se sintió desconectado cuando se matriculó en Colorado State University. Pero rápidamente se unió a una fraternidad latina, encontró mentores, trabajó en el campus ayudando a otros estudiantes, y después de graduarse se convirtió en mentor con INSPiRE, una organización con sede en Denver que ayuda a los estudiantes a realizar sus sueños de ir a la universidad.

“Para mí, los mentores hacen que la graduación se sienta asequible y alcanzable”, dijo Chávez Gasca. “Y soy mentor porque me veo a mí mismo en esos muchachos. Sus historias son mi historia. Ayudarles a ellos me ayuda a reabastecer a mi comunidad, y les da a los estudiantes la inspiración de que gente como yo se puede graduarse y tener éxito”

¿Qué impide que los varones hispanos vayan a la universidad?

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¿Qué barreras enfrentan los varones hispanos al entrar a la universidad y graduarse?

Esa es la pregunta que los líderes de la Denver Scholarship Foundation le hicieron a varones hispanos. Ellos contestaron con una lista que incluye falta de fondos, información, apoyo y atención individual, además de responsabilidades familiares.

Nada de esto fue sorprendente. Sin embargo, a los líderes de la fundación les llamó la atención el fuerte sentido de obligación que los estudiantes sienten por su comunidad y familia, y cómo éste bloquea la ambición individual.

“No es fácil para los jóvenes latinos,” dijo Nate Cadena Jefe de Operaciones de la fundación. “Hay ciertos roles, ciertas expectativas, ciertas normas culturales... que no necesariamente invitan al individualismo, especialmente si eso los aleja de su familia extendida o comunidad. Hay un lenguaje no hablado de su cultura — su comunidad — que no necesariamente alienta el individualismo ni la exploración.”

La fundación, que ayuda a os estudiantes del área de Denver a navegar la universidad, ha enviado aproximadamente un 82% de sus becados a la universidad. Por otro lado, aumentar los porcentajes de asistencia a la universidad y graduación de los varones hispanos ha demostrado ser difícil. Por ejemplo, el porcentaje de mujeres hispanas que han recibido ayuda de la fundación y llegado a la universidad es el doble de los varones.

Para entender mejor el problema, los líderes de la Denver Scholarship Foundation encuestaron a hombres hispanos con una variedad de experiencias en tema de universidad. La fundación habló con gente que nunca ha asistido a la universidad, con quienes dejaron de asistir, y con los que se graduaron.

“Ellos mencionaron que es importante sentir que les están hablando de manera individual,” dijo Cadena, “De sus respuestas se puede extraer muchísima información. Pero gran parte reforzó lo que ya pensábamos y sabíamos”.

La lucha por lograr que los varones hispanos vayan a la universidad es un importante tema para el estado.

Aproximadamente dos de cada cinco varones hispanos que se gradúan de una secundaria de Colorado irán a la universidad. Una vez en la universidad, la mayoría no se gradúa. En las universidades públicas de Colorado con programas de cuatro años, solo se gradúa un 41% de los hombres hispanos. En las universidades comunitarias más pequeñas, se gradúa menos de una tercera parte.

Estas cifras determinan las grandes brechas en Colorado de quién tiene una educación universitaria y quién no. Aproximadamente un 61% de todos los residentes de Colorado tienen una credencial universitaria, en comparación con solo una cuarta parte de los residentes hispanos.

Cadena dijo que es necesario resolver ese problema, especialmente porque 1 de cada 5 residentes de Colorado se identifica como hispano.

Cadena agregó que lograr que más varones hispanos vayan a la universidad es un asunto de oportunidad y libertad para ellos individualmente y para sus familias. Esto rompe los ciclos de pobreza generacional. Se han hecho estudios que demuestran que las personas con educación universitaria tienen mejor acceso a atención médica. Los residentes que tienen un grado universitario también tienen un mayor potencial de ingresos y más habilidad para hacer lo que quieren en su vida.

“Si permitimos que esto continúe, es como si nos resignáramos a ello. Estamos diciendo que eso está bien”, dijo Cadena. “Eso es inaceptable”.

La fundación encontró que los estudiantes que nunca fueron a la universidad escucharon en algún momento de su niñez que no tendrían dinero suficiente para eso. Nadie les dijo que un buen desempeño académico les podía ayudar. El informe compilado por la fundación dijo que muchos de los encuestados sintieron que ir a la universidad no era algo que ellos podían lograr.

Los que nunca terminaron su carrera con frecuencia tomaron decisiones basadas en malos consejos recibidos desde la niñez, según el informe. Algunos fueron a universidades lejos del hogar, nunca se conectaron a la comunidad universitaria, y no recibieron la información, o los servicios de salud mental necesarios para terminar la carrera.

Los varones hispanos que sí se graduaron reportaron haber contado con apoyo de la familia. O que decidieron continuar la universidad a pesar de los costos, y tuvieron profesores o mentores que vieron su potencial. Esos estudiantes tuvieron el beneficio de haber sido alentados desde temprana edad.

Cadena dijo que los encuestados sabían que la universidad les daría acceso a una mejor vida.

Los que fueron a la universidad hablaron de expandir su red de colaboración y sus prospectos de empleo. Los que nunca asistieron a la universidad dijeron que harán lo posible para que sus hijos vayan para así tener más oportunidades. Ese grupo predominantemente se convirtió en empresarios con trabajos de esfuerzo intenso, pero a un costo para su salud y su tiempo.

Cadena dijo que el hecho de que todos los grupos reconocen el valor de una educación universitaria amerita que se les ofrezca ayuda personalizada a los estudiantes. También dijo que la encuesta indicó la posibilidad de sacar a las personas de sus normas.

“Hubo un reconocimiento de que la universidad rompe ciclos,” dijo Cadena, “y rompe ciclos generacionales.”

La universidad es cara. Llenar la FAFSA te puede ayudar con los gastos.

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El mes de octubre marca el inicio de la temporada para solicitar ayuda financiera y uno de los períodos más importantes para determinar si un estudiante de secundaria irá a la universidad.

La Solicitud Gratuita de Ayuda Federal para Estudiantes (Free Application for Federal Student Aid, o FAFSA), cuyo plazo de solicitud comenzó el 1 de octubre, ayuda a los estudiantes a calificar para obtener grants y préstamos federales o becas para pagar por la universidad. Llenar la FAFSA ayuda a los estudiantes a darse cuenta de que la universidad es una opción, dijo la directora ejecutiva del Departamento de Educación Superior de Colorado, Angie Paccione.

Alrededor de un 85% de los estudiantes que van a la universidad llenan la FAFSA, dijo.

“Sabemos que, si vas a ir a la universidad, completas esa FAFSA porque quieres asegurarte de obtener todo el dinero que puedas”, dijo Paccione. “Al mismo tiempo, los estudiantes que la llenan se dan cuenta de a qué escuelas pueden ir porque saben cuánto dinero van a tener disponible”.

El shock del precio de la matrícula es una de las principales razones por las que los estudiantes que quieren ir a la universidad acaban por no hacerlo. Sin embargo, para los estudiantes provenientes de familias de ingresos medios y bajos, el costo real de matrícula resulta ser mucho menor después de aplicar la ayuda financiera.

Llenar la FAFSA ayuda a los estudiantes y a las familias a tener una idea realista de lo que podría costar la universidad. Además, ayuda a los estudiantes y a las familias a decidir de manera informada si podrán afrontar ese gasto.

Los estudiantes y las familias tienen hasta el 30 de junio para presentar la FAFSA a fin de recibir ayuda para el próximo año universitario. Mientras más temprano los estudiantes y las familias envíen la solicitud, más fácil será resolver cualquier problema que pueda surgir.

A menos que un estudiante califique como independiente, los que tienen 24 años o menos probablemente tendrán que llenar el formulario con la información de su familia. También hay opciones para los estudiantes que no tienen la información de su familia o que son indocumentados.

Colorado ha luchado durante años para que los estudiantes llenen el complicado formulario. El año pasado, solo un 46% de los estudiantes que se graduaron de secundaria en el estado completaron la FAFSA, un porcentaje muy por debajo del promedio nacional del 57.5%.

El estado se ha enfocado más en aumentar esas cifras educando sobre el tema de ayuda financiera y requiriendo que las escuelas les notifiquen a los padres y a los estudiantes las ventajas de llenar la FAFSA. Esto es parte de un plan a largo plazo para que el porcentaje de estudiantes que completan la FAFSA en Colorado aumente a un 80%. Un grupo de trabajo también ha pedido que el formulario se convierta en un requisito para graduarse de la secundaria.

A continuación, los expertos en ayuda financiera ofrecen varios consejos para llenar el formulario.

Empieza el proceso ahora, aunque no sepas si vas a calificar.

Joe Donlay, Director de Ayuda Financiera de la Universidad Estatal de Colorado, aconseja que las familias y los estudiantes no esperen para llenar la solicitud.

El proceso de llenar el formulario puede llevar tiempo, ser abrumador, y a veces, parecer invasivo. El formulario pide una serie de datos financieros, como documentos de impuestos y los saldos en cuentas bancarias de cheques y de ahorro. El gobierno federal también podría darle seguimiento, y esto incluye pedir documentos adicionales.

Al final, el proceso puede valer la pena, porque abre a los estudiantes a una variedad de dinero para ir a la universidad, dijo Donlay.

Él aconseja que las familias llenen el formulario aunque sientan incertidumbre. Aunque el gobierno federal no les conceda dinero a los estudiantes y sus familias, alguien más podría hacerlo.

Sin la FAFSA, es posible que los estudiantes no tengan acceso a dinero gratuito, como grants o becas para ir a la universidad. Además, dijo Donlay, algunos podrían también calificar para préstamos de poco o ningún interés para pagar por la universidad.

“La FAFSA es realmente la clave”, dijo Donlay.

Donlay dijo que, para empezar, los estudiantes y las familias deben visitar FAFSA.gov. El sitio web federal explica con detalles cómo iniciar el proceso.

Las familias y los estudiantes cuentan con ayuda.

Sin embargo, no deberían pensar que tienen que enfrentar el proceso por su cuenta.

Ellos pueden preguntarles a los orientadores de secundaria qué documentos deben tener a la mano. Los padres y los estudiantes también deben estar atentos a eventos nocturnos de ayuda financiera organizados por las escuelas secundarias; en estos eventos podrán obtener ayuda adicional o hacer preguntas. Y pueden hacer listas de verificación para mantenerse organizados.

Los orientadores y los expertos en ayuda financiera también pueden facilitar el proceso hablando con las familias sobre la importancia de la FAFSA, poniéndoles en contacto con talleres y dándoles seguimiento.

Diana Madriz, directora asistente de acceso a la universidad en la Denver Scholarship Foundation, dijo que cuando trabaja con familias, para hacer el proceso lo más fácil posible suele preguntar sobre la vida en el hogar y lo que se aplica y no se aplica a los estudiantes.

Por ejemplo, si un estudiante o sus padres no son ciudadanos estadounidenses, es probable que necesiten ayuda para llenar los formularios de ayuda financiera y que deban consultar a un experto.

Sin embargo, la ciudadanía o el estatus legal de los padres no afectan que un estudiante obtenga ayuda financiera. El formulario no hace esa pregunta sobre los padres.

Madriz dirige a los estudiantes que no están aquí legalmente a la Solicitud de Ayuda Financiera del Estado de Colorado (Colorado Application for State Financial Aid, CAFSA). Esos estudiantes no son elegibles para la FAFSA porque ésta requiere contar con estatus legal en Estados Unidos, pero ellos de todos modos podrían obtener alguna ayuda a través de la CAFSA.

Al final, Madriz dijo que una gran parte de llenar el formulario es aliviar los temores y las preocupaciones y contestar muchas preguntas sobre las circunstancias individuales.

“Hemos tenido situaciones en las que creo que las familias sienten temor a compartir información”, dijo Madriz. “Pienso que es importante que nunca hablemos en términos absolutos, porque las cosas cambian todo el tiempo. Pero creo que podemos compartir lo que sabemos con las familias”.

Los orientadores tampoco deben tener miedo de hacer preguntas o pedir ayuda

Cuando se trata de finanzas, la situación de cada familia es diferente.

Cendy De la Torre, gerente de eventos de Denver Scholarship, dijo que los orientadores pueden hacer preguntas de manera cuidadosa a fin de fomentar la confianza de las familias o los estudiantes que podrían mostrarse reacios a llenar el formulario.

Ella agregó que preguntar sobre la situación legal, o si los miembros de la familia están distanciados, puede ser un tema difícil. Por eso, dijo que fomentar confianza es un elemento esencial para ayudar a las familias o a los estudiantes a llenar la solicitud. Su consejo es que los orientadores hablen en términos hipotéticos en lugar de hacer preguntas directas, permitiendo que los estudiantes y las familias sean quienes tomen la iniciativa de hablar sobre sus circunstancias.

Añadió también que los educadores y orientadores no son los únicos que ayudan a las familias. “Somos muchos los que pasamos por esos mismos retos”, agregó.

Madriz y De la Torre dijeron que a menudo se encuentran con numerosas situaciones en las que no saben a ciencia cierta cómo ayudar a una familia con el formulario.

Donlay y los departamentos de ayuda financiera de las universidades de todo el estado están dispuestos a ayudar. Él dijo que los funcionarios de ayuda financiera de las universidades pueden recomendar cambios en las palabras usadas en el formulario o en las preguntas financieras específicas en relación con la familia. Los orientadores no deben dudar en trabajar con las universidades, dijo.

“Siempre animamos al estudiante o a la familia a comunicarse con la oficina de ayuda financiera. Así nosotros podemos ayudar a determinar cuál podría ser la respuesta o la solución según esas circunstancias particulares”, dijo.

Los orientadores y las familias no deben sentirse desanimados si no consiguen resolver un problema.

Natasha Garfield, directora de becas de DSF, dijo que hasta los funcionarios de ayuda financiera, que han hecho este trabajo durante años y han capacitado a otros, a veces se encuentran con situaciones que parecen no tener solución. Sea cual sea la situación, las familias y los estudiantes pueden estar seguros de que la ayuda está ahí, aunque no haya una solución clara.

“Siempre son cosas que tenemos que superar y dar el todo para solucionarlas”, dijo.

Jason Gonzales es reportero que cubre temas de educación superior y la legislatura de Colorado. Chalkbeat Colorado trabaja con Open Campus en la cobertura de temas de educación superior. Para comunicarte con Jason, envíale un mensaje a jgonzales@chalkbeat.org.

DACA abrió puertas de educación para algunos, pero muchos estudiantes todavía enfrentan obstáculos

2022-08-08T11:02:00+00:00

Cuando Flor Camarena estaba a punto de graduarse de secundaria en Denver, hubo un momento en que no sabía si podría ir a la universidad.

Sin embargo, sus orientadores académicos (a quienes les había confiado que no era residente legal) la ayudaron a encontrar universidades que la apoyaran y programas que le dieran esperanza de conseguir asistencia financiera.

Este otoño comenzará a estudiar en Metropolitan State University of Denver. Como ya tiene algunos créditos universitarios, empezará el programa como estudiante de segundo año. No tener residencia legal en este país, en el que ha vivido desde que era bebé, está teniendo un impacto en sus opciones y prospectos educativos.

Camarena ha solicitado ser parte del programa DACA (Deferred Action for Childhood Arrivals), que la protegería de ser deportada y le daría permiso para trabajar y solicitar ayuda financiera, pero ella no sabe si su solicitud va a ser procesada.

En vez de estudiar justicia criminal para ser detective, como siempre quiso, Camarena tendrá que estudiar una carrera en administración de empresas.

“Empecé a pensar en que DACA quizás se elimine, y a considerar cuál sería el efecto”, dijo. “Si estudio, tendré mi diploma y certificado, pero luego no voy a poder trabajar en el ámbito policial. No voy a conseguir un buen empleo debido a mi estatus legal. Aunque me den el programa DACA, de todos modos no voy a ser residente legal y eso me impedirá trabajar como detective. No veo la manera de que eso sea posible.”

No obstante, ella está aprovechando la oportunidad al máximo. Espera que con un diploma en administración de empresas pueda ayudar a sus padres a hacer crecer su restaurante.

“Al principio estaba bien decepcionada”, dijo Camarena. “Empecé a pensar que si tuviese un estatus legal distinto, podría ser alguien mucho más importante — quizás hasta tener una mejor profesión.”

Flor Camarena ha solicitado ser parte del programa DACA (Deferred Action for Childhood Arrivals), que la protegería de ser deportada y le daría permiso para trabajar y solicitar ayuda financiera.

Su mamá estaba triste. Su papá estaba orgulloso de que ella pensara en el negocio familiar y que estuviera siendo práctica.

FWD.us, un grupo político que defiende a los inmigrantes, calcula que en las escuelas K-12 de Estados Unidos hay unos 600,000 estudiantes sin estatus legal, como Camarena, y eso incluye unos 8,000 en Colorado.

Este pasado junio, los defensores celebraron el 10mo aniversario de la creación de DACA y el impacto que ha tenido para muchos. DACA es un programa que ofrece permisos de trabajo y alivio temporero del riesgo de deportación para personas que llegaron ilegalmente al país cuando eran menores de edad.

Antes de la creación de DACA, los menores de edad sin estatus legal describen haber enfrentado barreras desmoralizantes en la escuela secundaria. Los estudiantes perdían motivación al darse cuenta de que nunca podrían ir a la universidad por no tener acceso a ayuda financiara y no calificar para pagar matrícula como residente. Otras oportunidades, entre ellas internados y oficios que requieren certificaciones profesionales, también estaban fuera de su alcance.

Cuando los esfuerzos de la legislatura para ayudar a estos estudiantes no estaban progresando, el presidente Barack Obama creó el programa DACA mediante una orden ejecutiva.

Algunos de los beneficiados en ese momento ahora son padres. El impacto del estatus migratorio va más allá de los que los que se benefician del programa DACA. Se calcula que en Colorado hay unos 20,000 ciudadanos estadounidenses que viven con recipientes del programa DACA.

Tanto maestros como defensores de estos estudiantes tienen anécdotas de cómo la creación de DACA ayudó a motivar a algunos estudiantes, a darles esperanza por el futuro, y a optar por estudiar. Uno de los requisitos para solicitar es estar estudiando o tener un diploma de secundaria o GED.

Los investigadores publicaron un estudio en 2019 basado en los hallazgos del National UnDACAmented Research Project de la Universidad de Harvard, un proyecto que llevó cuenta por muchos años del impacto del programa DACA en cientos de estudiantes. El estudio encontró que, entre los estudiantes que habían abandonado la secundaria, recibir el estatus DACA fue motivación para reanudar sus estudios. Muchos otros completaron estudios universitarios y comenzaron carreras profesionales.

Marissa Molina, directora en Colorado de la organización FWD.us, fue una vez recipiente del programa DACA. Estaba en la universidad (y sus padres pagaban la matrícula a precio de alguien que no es residente del estado) justo antes de que DACA comenzara.

“Como sentía el peso de esa matrícula tan cara, estaba pensando abandonar la universidad”, dijo Molina. “No le veía sentido a continuar porque no había manera de poder usar lo que estaba aprendiendo. En mi caso, DACA fue realmente transformador”.

FWD, un grupo político que defiende a los inmigrantes, calcula que en las escuelas K-12 de Estados Unidos hay unos 600,000 estudiantes sin estatus legal.

A diferencia de la mayoría, Molina pudo encontrar otra manera de ajustar su estatus legal.

DACA les da estatus temporero a los estudiantes cada dos años, pero no ofrece una manera para conseguir residencia permanente o ciudadanía.

Desde que el entonces presidente Trump intentara eliminar DACA por primera vez en 2017, el gobierno solamente ha procesado solicitudes nuevas durante ventanas limitadas de tiempo. Camarena solicitó durante una de esas oportunidades el año pasado, pero su solicitud todavía no ha sido procesada.

Aunque la decisión del Tribunal Supremo fue en contra de Trump en 2020 y restauró el programa DACA, otro caso legal nuevamente detuvo el procesamiento de solicitudes nuevas.

Esta ocasión, un grupo de estados dirigido por Texas alega que DACA tenía deficiencias desde que empezó, que fue creado sin pasar por los debidos procedimientos legales y administrativos, y que les está haciendo daño a sus estados. Un juez federal estuvo de acuerdo. La administración del presidente Biden ha apelado el caso y los argumentos ya se escucharon el mes pasado.

Se espera que el tribunal tome la decisión este otoño, pero los defensores no tienen mucha esperanza. Por eso, como alternativa están presionando al Congreso para que apruebe leyes que amplíen y establezcan una ruta nueva a conseguir estatus legal para quienes vinieron al país como niños.

Como las reglas originales de DACA no han cambiado — incluida la de haber llegado a Estados Unidos antes del 2007 — la organización FWD.us calcula que la mayoría de los estudiantes indocumentados en las escuelas de Estados Unidos ahora no serían elegibles para el programa DACA aunque se estuviesen procesando solicitudes nuevas. Este año, los estudiantes de duodécimo grado nacieron entre 2004 y 2005, y si la elegibilidad no se extiende, muy pronto ningún estudiante de secundaria podrá calificar.

Aunque el programa está en riesgo, Molina cree que los estudiantes, aunque no tengan estatus legal, ahora tienen más expectativas que ella cuando estaba creciendo.

“Ahora hay estudiantes que no conocen un mundo sin DACA”, dijo Molina. “Nosotros vivimos en un mundo diferente. Particularmente en Colorado. Nuestro estado realmente ha entendido este problema y ha tratado de hacerlo mejor y apoyar a los estudiantes. Tenemos acceso a ayuda financiera como residentes del estado. Hemos continuado escuchando mensajes positivos y a nuestro gobernador hablando acerca de DACA. Quizás sea más difícil que un estudiante se imagine un mundo sin eso”.

Los maestros y orientadores también han aprendido mucho en la última década, dijo Molina, y tienen más acceso a recursos para ayudar a los estudiantes.

“Tu estatus legal no impide que te gradúes”, dijo Camarena. “Mis orientadores se aseguraron de que yo supiera que era posible. Siempre me hicieron sentir protegida”.

Cuando Camarena no estaba segura de poder ir a la universidad y pagar por la matrícula, sus orientadores también fueron los que la ayudaron a encontrar una manera de hacerlo.

“También pienso que, como hay más historias de gente que se graduó y ha emprendido carreras, la comunidad está enterada de la situación”, dijo Molina. “Hoy en día es mucho más difícil que te digan que no puedes ir a la universidad”.

Todo lo que quiere Flor Camarena es tener las mismas oportunidades que tienen sus compañeros — la habilidad de hacer internados, prácticas, y programas de estudio y trabajo.

Aunque Camarena ha tenido algunas decepciones, poder obtener una educación es una expectativa y por eso ella continúa siendo optimista. Sin embargo, eso no significa que los obstáculos hayan desaparecido.

Este verano ella tuvo la oportunidad de hacer servicio a la comunidad con el programa Immigrant Services Program de la Metropolitan State University en Denver. Aunque no califica para programas de estudio y trabajo, sí va a recibir un estipendio a través de otro programa de asistencia. Y si el programa DACA no la ayuda, no está segura de poder continuar teniendo suficientes alternativas de ayuda financiara para completar sus estudios universitarios.

Dice que todo lo que quiere es tener las mismas oportunidades que tienen sus compañeros — la habilidad de hacer internados, prácticas, y programas de estudio y trabajo.

De todos modos, nos dijo que por ahora decidió enfocarse en lo que puede hacer: comenzar el semestre de otoño y continuar sus planes de trabajar con el restaurante de sus padres.

“He hablado con gente que me ha inspirado a querer trabajar por mi cuenta, no para otros”, Camarena dijo. “En este punto, lo he puesto todo a un lado y decidí trabajar en lo que tengo”.

Yesenia Robles es reportera para Chalkbeat Colorado y cubre asuntos relacionados con los distritos escolares K-12 y la educación multilingüe. Para comunicarte con Yesenia, envíale un mensaje a yrobles@chalkbeat.org.

Dos hermanos hispanos querían ir a la universidad en Colorado. Aquí te contamos por qué solamente uno lo logró.

2021-12-02T23:47:15+00:00

See the full poll results, including regional breakdowns, here.

La alarma de Jimy y Luis Hernández los despierta antes de que salga el sol.

Los hermanos intentan moverse en silencio por la casa de sus padres en el noreste de Denver para no molestar a sus hermanos.

Luis, de 18 años, podría ver las noticias o ayudar a su mamá a preparar el almuerzo antes de salir hermano a la fábrica de cartuchos de tóner donde trabaja a tiempo parcial para ayudar a pagar la universidad. Está matriculado en la Metropolitan State University (MSU) en Denver.

Jimy, de 21 años, suele no pasar por la cocina porque se apresura a prepararse para su trabajo a tiempo completo pavimentando asfalto en una empresa de construcción. Él quería ir a la universidad, pero no pudo encontrar la manera de lograrlo.

Las rutas opuestas de los hermanos destacan los retos que enfrentan los varones hispanos para poder entrar a la universidad... y también para graduarse.

En Colorado, la mayoría de los graduados de secundaria hispanos siguen un camino más parecido al de Jimy. Menos de la mitad va a la universidad - una tasa inferior a la de los varones negros y las mujeres hispanas.

Jimy Hernández, en el medio, camina por la cocina de su casa de Denver mientras su mamá, Mariela Hernández, prepara burritos de chicharrón para la familia antes de que todos salgan a trabajar.

Pero incluso cuando entran a la universidad, como Luis, las probabilidades siguen estando en su contra. Solamente un 41% de los hombres hispanos que asisten a las universidades públicas de cuatro años de Colorado consiguen graduarse, según datos federales recientes. En los colegios comunitarios, menos de un tercio se gradúa.

Y todo esto resulta en enormes disparidades. Entre los estados, Colorado tiene una de las poblaciones más educadas, pero solo una cuarta parte de los residentes hispanos tiene una credencial universitaria, la cifra más baja de todos los grupos. Esto es en comparación con un 61% de todos los residentes de Colorado.

Esta diferencia supone un alto costo para las finanzas de las familias en un estado en el que 1 de cada 5 personas se identifica como de origen hispano. Además, tiene implicaciones para la prosperidad del estado. Para que Colorado cumpla su propia meta de que un 66% de sus residentes tengan una credencial universitaria, es esencial conseguir que más varones hispanos se matriculen y terminen la universidad.

En Colorado y en todo el país, sin embargo, los varones hispanos uniformemente se han pasado por alto en lo que respecta a la educación superior, dijo Wil Del Pilar, vicepresidente de política de educación superior de Education Trust.

“No creo que se hayan enfocado en eso”, dijo Pilar. “Si uno no está representado en la mesa o no empuja a la gente a pensar en esta población de estudiantes, creo que a menudo se les olvida que existen.”

Obstáculos a la educación superior

Múltiples razones llevan a que los varones hispanos a menudo no puedan recibir una educación universitaria.

Una de las barreras es el dinero. En Colorado, las familias hispanas tienden a tener ingresos menores al promedio del estado. Muchos varones hispanos quizás son los primeros de su familia en ir a la universidad. Ellos no pueden dejarse llevar por la familia para saber cuándo empezar a prepararse, dónde solicitar o cómo conseguir ayuda financiera.

Y a esto se le añaden las expectativas de algunas familias de que ayuden a sostener el hogar o a cuidar de los hermanos.

Si llegan al campus, los varones hispanos podrían descubrir que no hay mucha gente que comparte sus experiencias y entiende sus retos. Menos de uno de cada 10 profesores son hispanos, algo importante para que los estudiantes se sientan bienvenidos y para ayudarles a conectar con mentores que puedan guiarles.

Un camino nuevo hacia la universidad

Desde que eran niños, los hermanos Hernández entendieron que la universidad era una expectativa.

Como inmigrantes del estado mexicano de Zacatecas, sus padres Mariela y Jaime les recalcaron que hay que aprovechar todas las oportunidades en Estados Unidos. La universidad les abriría nuevas carreras en campos que estarían bien pagados y les aseguraría que iban a trabajar duro con sus mentes y no con sus espaldas.

“Mi sueño siempre ha sido que mis hijos tengan una vida mejor que la que yo tuve”, dijo Mariela Hernández. “Quiero que crezcan y hagan lo que les gusta, que no tengan que trabajar tanto como yo. Quiero que tengan una vida bonita.”

Pero la trayectoria de los hermanos Hernández resalta cómo el sistema universitario de Colorado (y del país) produce resultados desiguales, incluso dentro de la misma familia.

Luis ayuda a su mamá, Mariela, a trabajar en una fábrica de cartuchos de tinta y tóner. Ella le ayudó a conseguir el trabajo para pagar sus estudios en la Universidad Estatal Metropolitana de Denver.

Tres años después de graduarse del Denver Center for International Studies en Montbello, Jimy Hernández tiene una rutina diaria que no había anticipado. En la secundaria, Jimy era un estudiante con desempeño mediano pero se esforzaba y disfrutaba de la escuela. Él sentía que la universidad podía estar en su futuro. Consideró entrar en un programa de soldadura o en especializarse en artes culinarias o en convertirse en barbero.

Sus padres estaban involucrados en su educación. Ellos iban a todas las reuniones de padres y maestros y le animaron a triunfar.

Jimy trató de mantenerse involucrado en la escuela y en las actividades extracurriculares. Tomó el examen ACT y completó los cursos usuales de secundaria. Le gustaba especialmente la historia.

Los maestros y los orientadores académicos sugirieron que solicitara admisión a las universidades. Pero esa sugerencia no vino acompañada de asesoramiento práctico individual. Al no tener ayuda, no sabía por dónde empezar.

“Para ser honesto, los orientadores académicos realmente ayudaron más como los estudiantes de honor y todo eso”, dijo Jimy.

Jesse Ramírez, cuya Organización INSPiRE brinda mentoría para ayudar a estudiantes a entrar a la universidad, dijo que ha encontrado que muchos varones hispanos como Jimy simplemente son pasados por alto. Quizás alguien les hable de la universidad, pero rara vez se les proporciona ayuda práctica, dijo Ramírez.

La clave, dijo, es trabajar con los estudiantes y recordarles la universidad como opción constantemente para que no se desanimen. “Nosotros podemos mostrarles que, sea cual sea su pasión, una educación universitaria puede resaltarla”, dijo Ramírez.

Él ha encontrado que también ayuda tener hombres hispanos exitosos como mentores.

Sin nada de eso, Jimy nunca completó la Solicitud Gratuita de Ayuda Federal para Estudiantes (FAFSA), que abre las puertas a becas, y también a préstamos y grants del gobierno federal. Él solicitó algunas becas y recibió $1,000, pero no pudo decidir a qué universidad ir.

No sabía que las universidades comunitarias ofrecen muchos de los programas que le interesaban por una fracción del costo de las instituciones privadas con fines de lucro. Tampoco sabía por qué era importante llenar la FAFSA.

Lincoln College of Technology, la única universidad que trató de reclutarlo (privada y con fines de lucro), estaba económicamente fuera de su alcance. Un asesor le dijo a Jimy que graduarse con un diploma de soldadura le costaría unos $60,000. Esa cantidad de dinero era abrumadora.

Jimy sabía que ir a la universidad le permitiría ganar más dinero más adelante. Los datos federales muestran que los hombres con diploma universitario de cuatro años ganan en promedio casi $1 millón más durante toda su vida laboral que los que solamente se graduaron de secundaria. Y los graduados de una universidad comunitaria también ganan más.

Los hermanos Jimy y Luis se relajan en la mesa después de un largo día de trabajo y estudios.

Pero la realidad de renunciar a un sueldo fijo y asumir una deuda mayor le llevó a optar por trabajar. Fue cambiando de trabajo y finalmente aterrizó en la empresa de pavimentación de asfalto, que le ofrecía un sueldo de $21 por hora con beneficios y la oportunidad de progresar. Y su mamá dijo que está orgullosa de él — y de todos sus hijos — por lo mucho que trabaja.

Jimy se siente orgulloso de que su hermano pequeño esté logrando sus objetivos y sigue alimentando sus propios sueños universitarios. Pero Jimy no sabe por dónde empezar para volver a estudiar o quién podría ayudarle a saber cómo hacerlo.

Él recuerda cuando tuvo que decirles a sus papás que no iba a ir a la universidad. Podía sentir la decepción de ellos.

“Mis papás realmente no podían ayudarme”, dijo. “Luego, mi mamá entendió.”

Cómo Luis encontró un camino

Entonces, ¿cómo Luis consiguió entrar a la universidad, especialmente cuando se encontró con muchas de las mismas barreras que su hermano?

Luis también trabajó duro y trató de mantenerse activo. Fue parte del grupo que preparó el anuario de la escuela y tomó clases de inglés AP, geografía AP, y otras clases de nivel avanzado y universitario.

Fue uno de los pocos afortunados de su secundaria, predominantemente hispana, en ir a la universidad. En el año escolar 2019-20, aproximadamente una cuarta parte de los estudiantes de DCIS Montbello decidió obtener una educación postsecundaria, en comparación con casi la mitad de los graduados de las escuelas públicas de Denver.

Luis, a la derecha, toma notas en su clase de la tarde sobre atención informada por el trauma, donde el tema de la lección del día era la resiliencia. Él ha obtenido apoyo a través del programa Pathways to Possible para estudiantes desfavorecidos. No cree que hubiera podido asistir a la universidad si no fuera por el programa.

Aunque Luis apenas sabía por dónde empezar, el personal del Programa Pathways to Possible de MSU Denver se comunicó con él y le orientó sobre dónde ir, cómo pagar por la universidad, cómo elegir las clases y cómo matricularse en ellas.

Eso marcó la diferencia.

Mariela y Jaime celebraron el día en que Luis empezó la universidad llevando a la familia a cenar a un restaurante mexicano. Mariela sigue hablando de lo orgullosa que está de Luis.

“Es una bendición”, dijo Mariela. “Estoy agradecida con Dios, con mi esposo y conmigo misma por todo el trabajo que hemos hecho para que esté ahí.”

La graduación no es una garantía

Antes de la pandemia, solamente 1 de cada 5 varones hispanos terminaba una carrera universitaria de cuatro años en MSU Denver.

En su defensa, los funcionarios de la MSU de Denver dicen que sus estudiantes empiezan la universidad con más responsabilidades y retos en el trabajo, la escuela, la familia y la vida, y todo eso pueden dificultar el camino hacia la graduación. Dicen que la universidad también recibe en general menos dinero del estado para educar a cada estudiante que otras escuelas.

Michael Benitez, que dirige la oficina de Diversidad, Equidad e Inclusión de MSU Denver, dijo que el precio de la matrícula universitaria siendo menor que el de muchas otras universidades estatales. Eso ayuda a reducir la deuda y la carga de trabajo de los estudiantes, dijo. La universidad también programa las clases para acomodar a los estudiantes que trabajan, dijo Benítez.

Aun así, los varones hispanos se gradúan en tasas más bajas que cualquier grupo, excepto los varones negros, a pesar de que muchos estudiantes se enfrentan a circunstancias de vida similares.

Para impulsar las tasas de graduación y reducir las barreras, la universidad ha creado programas como Pathways. El programa Pathways, financiado con los fondos federales para el alivio del coronavirus, conecta a los estudiantes con orientadores académicos, ofrece orientaciones para estudiantes de primer año y proporciona ayuda financiera.

Luis dijo que el programa marcó una gran diferencia con solo ayudarle a entrar por la puerta. Pero el programa es minúsculo, con solamente 125 estudiantes, su demanda es potencialmente enorme. Es injusto, dijo Luis, que haya tan pocas oportunidades como Pathways, un programa que podría haber ayudado a su hermano.

“Pienso mucho en ello”, dijo. “Es triste que no haya podido ir a la universidad, porque realmente quería ir.”

Luis es un estudiante de primer año en MSU Denver, y espera convertirse en dentista después de graduarse de universidad. Trabaja tres días a la semana mientras asiste a clases a tiempo completo.

Luis se matriculó en otoño en MSU Denver como estudiante de primer año para hacer un sueño realidad: ser dentista. Siempre le gustó que le limpiaran los dientes cuando era niño y cómo se sentía después. Está tomando clases relacionadas con la medicina y espera ir luego a la escuela de odontología. Las clases son duras, dijo, pero su preparación en la secundaria le ayudó.

Para continuar en la universidad, Luis trabaja tres días a la semana. Eso hace que los días sean largos, lo que complica su meta más inmediata: graduarse. Estadísticamente, se enfrenta a un riesgo.

Los varones hispanos de las universidades de Colorado se gradúan a niveles muy inferiores a los de sus compañeros. Entre las universidades estatales de cuatro años, la MSU de Denver tiene la tasa de graduación más baja para los varones hispanos.

Un éxito en Georgia

Una escuela que ha estado a la vanguardia graduando estudiantes de primera generación es la Georgia State University. Esta institución educa mayormente a estudiantes de color que son los primeros de su familia en ir a la universidad o que tienen bajos ingresos. Sus estudiantes hispanos y negros se gradúan al mismo ritmo que los blancos.

Timothy Renick, que dirige el National Institute for Student Success at Georgia State, dijo que la universidad lleva cuenta electrónicamente de los factores de riesgo que cada estudiente enfrenta a diario, y esto incluye no cumplir los plazos de entrega escolares o tener problemas financieros. La universidad toma en cuenta 800 posibles riesgos. Eso significa que si una crisis laboral o de vida interfiere con los estudios, la universidad puede tratar de intervenir.

“En vez de esperar que los estudiantes en cada uno de esos casos diagnostiquen el problema y acudan a nosotros en busca de ayuda, nosotros nos estamos comunicando proactivamente con ellos en un plazo de 24 o 48 horas después de detectar uno de esos problemas”, dijo Renick.

En Colorado, ninguna universidad lleva notas tan detalladas sobre los estudiantes.

Los días de trabajo, Luis y su madre entran a trabajar en la fábrica a las 6:30 am. Él usualmente trabaja hasta la hora de almuerzo y luego se dirige a la casa para hacer la tarea o toma el tren para ir a sus clases. Su gerente le da flexibilidad para trabajar de acuerdo con su horario de clases.

Luis se levanta a las 7 de la mañana hasta los días en que no trabaja.

Luis se pregunta si podrá mantener el intenso horario de trabajo y de estudios a tiempo completo, pero dice que se siente equipado para hacerlo.

Él trata de ayudar en la casa o pasar tiempo con sus hermanos menores. En los raros días que tiene tiempo para sí mismo, dice que le gusta “disfrutar un poco de la vida.” Usualmente eso incluye ver un programa de televisión.

Dice que rara vez se siente demasiado cansado. Se apoya en la fuerza de su familia y en su orientador del programa Pathways. Tomó un seminario de manejo del tiempo, y por eso se siente preparado para controlar su agenda.

Sin embargo, le preocupa si podrá mantener el programa a largo plazo y qué retos podrían desviarle del camino.

Modelo de conducta para una familia extendida

Después de un largo día, los hermanos Hernández a veces pasan el rato juntos en el sofá. Luis suele hacer tarea en su computadora portátil. Jimy podría estar viendo las noticias o navegando en su teléfono.

También pasan tiempo con sus dos hermanos menores, Alejandro, de 13 años, y Brian, de 14. Los hermanos Hernández mayores tienen las mismas expectativas universitarias de sus padres para sus hermanos menores.

“Siempre les digo que se queden en la escuela y que hagan algo por sí mismos”, dijo Jimy.

Y Luis espera poder ser un ejemplo a seguir para sus hermanos, así como para otros varones hispanos que aspiran a obtener algún día un título universitario.

“Tengo mucha presión por ser el primero en ir a la universidad”, dijo. “Pero mis primos y hermanos me admiran y ven lo que estoy haciendo. Quiero ser una inspiración para ellos.”

Is college worth it? A Colorado report aims to answer that question.

2023-12-15T21:04:24+00:00

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Is college worth it? It can be, but students need to have better information about what a college education can lead to.

According to a recent Colorado report, residents who complete college fare much better than their counterparts. In fact, those who finish a bachelor’s degree greatly outearn residents with only a high school diploma by several hundred dollars a week.

The annual 2023 Higher Education Return on Investment Report commissioned by lawmakers provides a high-level look at how Colorado students fare if they get a college certificate, associate degree, or bachelor’s degree. This year’s report shows the debt held by college graduates has dropped and in-demand jobs are expected to grow, but there are still pay gaps for college-educated residents.

The data shows white and Asian American graduates earn more than Black and Hispanic graduates.

The information in the report is crucial to help students make a decision about whether they should go to college, advocates said. They also say the state can go a step further by displaying more information that students can use, including which college programs benefit them the most.

TeRay Esquibel, Ednium: The Alumni Collective executive director, said the report helps build a collective understanding of what students can expect if they go to college. In recent years, students, especially those who are from low-income backgrounds, have questioned more and more whether to go to college due to high tuition and debt.

Esquibel said even more data can not only help students decide if they want to go, but decide which college to enroll in. His organization provides Denver Public Schools graduates resources to prepare themselves for college and careers.

He said he hears from students who want to understand whether they’re going to be able to take care of their family or give back to their community by going to college. They don’t want to be stuck with high debt and no support once they graduate.

“Students should be able to ask the question, ‘if I make this investment, what do I get out of it?’” Esquibel said. “I don’t know anybody that would make an investment of four years of time and potentially tens of thousands of dollars without being able to ask the question, ‘What can I expect?’”

Below are three takeaways from this year’s report.

Graduates are leaving with less debt

This year’s report reaffirms that higher education continues to be important.

About 91% of Colorado jobs with the potential to provide an income that can support a family of three require some education beyond high school — either a college certificate, associate degree, or bachelor’s degree.

Student debt, however, can cut into the ability of students to make enough money to support themselves.

The good news is that the total amount of debt among Colorado public college and university graduates has declined in recent years. Colorado students who earn a bachelor’s carried a debt load on average of $25,200 in 2022, down $1,300 from 2016. And community college graduates leave with about $12,900 in debt, down by $900 during the same time period.

Van Schoales, the Keystone Policy Center’s senior policy director, said the data surprised him, but shows there’s a greater return on going to college now. The nonprofit works with policy leaders on contentious topics to reach common ground.

“I think that’s a really bright light for Colorado,” he said.

Job growth in Colorado continues to look promising

Across Colorado, job growth among the top in-demand jobs will continue to grow by 1.3% over the next five years.

The healthcare and social assistance job sector — which includes nurses and youth and family social workers — is expected to see the greatest increases, growing by over 35,000 jobs.

But Colorado has struggled to fill many jobs, with two available jobs for every unemployed person.

Katie Zaback, Colorado Succeeds vice president of policy, said she hopes the data is shared widely throughout the state and in a way that’s helpful for students. Colorado Succeeds is a coalition of business leaders interested in improving education and training for students.

“We need to do more to help students understand what those programs are, what kind of jobs they lead to, and what the demand for different jobs are so that they can make smart choices about what they want to pursue,” she said.

There are still big gaps in who benefits the most

Colorado Black and Hispanic residents who graduate with a bachelor’s degree make less than their peers, the report shows.

The report says those wage gaps have marginally decreased in the last decade. But the state must also do more to bolster inclusion in the state’s workforce, according to the report.

Esquibel said equitable access to information about college should be a foundational key to getting more students from low-income backgrounds interested in what college has to offer.

He hopes the report isn’t just read by policymakers, he said, but displayed in a way that’s accessible to teachers, students, and families.

“We’re seeing a huge swath of students that are coming from low-income backgrounds dismiss college out of hand because nobody can give them a tangible sense of what their return on investment is going to be,” he said.

How researchers see AI helping university admissions officers comb through college essays

2023-12-08T17:00:00+00:00

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Every year, university admissions officers read and sort through tens of thousands of essays. It’s a long, arduous process.

Now, some researchers say an artificial intelligence tool may be able to help admissions officers sort through essays and recognize prospective students who might previously have gone unrecognized.

The application is a long way off from actually being used in the admissions process, but the group that includes researchers from the University of Colorado Boulder say it has the ability to pull out key traits of students, such as leadership qualities or the ability to persevere.

The possible use of AI in admissions, however, raises questions about how universities would responsibly use it, especially because college admissions officers have said essays might carry more weight in the wake of the Supreme Court decision eliminating the use of race-based admissions.

Sidney D’Mello, a CU Boulder professor in the Institute of Cognitive Science and Department of Computer Science who helped develop the system, said he and fellow researchers want to emphasize the responsible use of AI, including calling for transparency in how admissions decisions would be made.

“We’re certainly very, very firm on the fact that it’s really what we call human-centered AI,” he said, “where the human is really the one making the decisions” and the AI acts as a tool.

To develop the AI tool, D’Mello and researchers from the University of Pennsylvania used more than 300,000 anonymous, 150-word essays submitted to colleges in 2008 and 2009. Those essays focused on extracurricular activities and work experiences.

A group of admissions officers then read those essays and scored them based on seven characteristics. The researchers trained the AI system based on how admissions officers evaluated those characteristics within the essays.

The AI platform was able to identify those characteristics in new essays and assign qualities to applicants across different student backgrounds, including whether students demonstrated teamwork or intrinsic motivation.

D’Mello said the model also showed it has potential to avoid bias by being designed not to show a preference for any particular racial, gender, or socioeconomic background.

“This is really kind of blending what computers do best — they can find patterns in large volumes of data — with what humans do best and that’s finding the best in each other,” D’Mello said. “This is the core of how we’ve been trying to approach this.”

Many universities across the country are evaluating their admissions processes after the Supreme Court’s affirmative action decision banning race-based admissions. They want to ensure they build diverse classes while still complying with the law.

U.S. Department of Education guidelines encourage colleges to use materials such as essays to get a fuller picture of who students are, the communities they come from, and any adversity — including discrimination — they might have dealt with.

At the same time, Melissa Clinedinst, director of research initiatives and partnership with the National Association for College Admission Counseling, said schools still rank essays lower than a student’s grades for college admissions or test scores. Colorado has made test scores optional for students for students applying to public universities.

Clinedist said colleges are trying harder than ever to find ways to improve their admissions processes. She could see how AI systems might appeal to school officials who have to sort through thousands to tens of thousands of essays with only limited staff to do so.

AJ Alvero, a computational sociologist at the University of Florida who focuses on language, ethnicity, culture, and education, and who wasn’t involved in the study, but reviewed it at the request of Chalkbeat, said the researchers do a great job keeping the ethical issues of bias at the forefront of their study.

Getting to a point where universities could use AI systems might be a long way away, he said.

“A technical concern here could be, if and when universities adopt these tools, are they considering how student language is changing?” he said.

He also said universities would need to put accountability measures in place if there are errors and have staff on hand, such as a computer scientist, to handle any potential problems.

Alvero said schools would also benefit students by allowing more transparency in the application process. Transparency could also give researchers a better look at how to evaluate bias within school decisions and how to train the AI systems.

D’Mello and his fellow researchers hope to continue to develop the AI, including small testing in cooperation with universities.

“We really want to take a measure twice, cut once approach when it comes to high-stakes things such as this,” he said.

Colorado poll finds voters skeptical of college, more supportive of career education

2023-12-05T12:46:00+00:00

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It’s more important for Colorado schools to prepare students for the workforce than to prepare them to attend college.

That’s the opinion of more than 60% of respondents in a recent poll of education attitudes among Colorado voters. Magellan Strategies surveyed a representative group of 1,550 Colorado registered voters in September. The survey has a margin of error of 2.5%.

Magellan Strategies has done regular polling about education attitudes for several years. This is the first time the firm has included questions about CTE and higher education attitudes.

Respondents cited the high cost of college and questioned how useful college is to helping graduates get jobs, even though the majority of the respondents had a bachelor’s degree or higher themselves. Registered voters as a group have higher education and higher income levels than the general population.

Magellan Strategies CEO David Flaherty said some Republicans and conservatives brought up ideological concerns — such as colleges being hotbeds of “woke” thinking — but across the political spectrum, respondents wondered about the value of higher education, sometimes citing their own experiences of high student debt and low-paying jobs. Others worried about increasingly sophisticated artificial intelligence systems doing away with jobs.

“You can feel that skepticism about the availability of a white-collar job at the other end,” Flaherty said.

Magellan’s findings echo those of a national poll of Gen Z students earlier this year that also found growing skepticism among young people of the value of a four-year degree. Those respondents still thought education after high school was important, but they were more interested in trade schools, industry certificates, and two-year programs that would help them get good-paying jobs with less debt.

Flaherty said colleges should take note of the findings, especially as they brace for declining enrollment. They need to get costs under control and show families and policy makers that an education is worth the investment of time and money, he said.

The flip side is that career and technical education scores very well with voters and helps counter concerns among conservative voters that schools are on the wrong track, Flaherty said.

Magellan found that more than half of respondents weren’t sure if their local school districts offered career and technical education, but more than 86% would have a more favorable view of their school district if they knew about such programs, which can range from auto mechanics and cosmetology to health sciences and graphic design.

The poll showed that nearly half of voters think that schools are on the wrong track, and less than a third think they’re on the right track. That’s a worse view of education than voters had before the pandemic but similar to more recent polls.

Among conservatives, negative views of schools appeared to be shaped by national conservative media, Flaherty said, with respondents noting concerns about how schools handle gender identity and whether books in school libraries contain sexual content. Progressive voters are concerned about low funding and what they see as conservative attacks on public education.

Compared to last year, more Colorado voters said schools would provide a better education if they had more money — 61% compared with 56% in April 2022. But nearly half of respondents said they doubted their local school district was managing its finances wisely.

Asked about their top priorities, respondents said schools should focus on attracting and retaining high-quality educators, raising pay to keep pace with inflation, and preparing students for the workforce.

Magellan also asked respondents how they feel about the prospect of closing schools. With lower birth rates, many Colorado school districts are seeing fewer students, which in turn means less state funding. Jeffco Public Schools, the state’s second largest school district, closed 21 schools in the last two years, despite pushback from parents. Others, such as Denver Public Schools, have balked at widespread closures in the face of community backlash.

When the downsides of small schools — such as offering fewer students services and less arts programming due to budget constraints — were explained to respondents, more than half said that school districts should consider closing schools.

Bureau Chief Erica Meltzer covers education policy and politics and oversees Chalkbeat Colorado’s education coverage. Contact Erica at emeltzer@chalkbeat.org.

Counselors welcome the Better FAFSA. But its delay might have consequences for students.

2023-11-20T23:50:45+00:00

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After months of waiting, Colorado college advisors, families, and students finally know when the application for college financial aid will be available.

Last week, the U.S. Department of Education announced its shorter, simplified Free Application for Federal Student Aid, called the Better FAFSA, will be released by Dec. 31 and be available through June 30. The form, which determines eligibility for federal money and scholarships for college, is typically released in October. The Education Department said the delays are because it took some time to simplify the form.

FAFSA completion correlates to whether students head to college, and Colorado has had one of the lowest FAFSA completion rates in the country. Last year, about 47% of high school seniors completed the form, compared to 58.9% nationally.

To help make the complex form easier for students and families to fill out, the FAFSA will be narrowed down to fewer than 20 questions instead of more than 100. Advocates have called for a simpler form for years, and the Education Department expects an increase in students qualifying for federal aid because more students are expected to fill it out. But the delayed release means counselors have less time to work with more students.

Nationally and in Colorado, about half of all high school students who fill out the form do so from October to December, said Bill DeBaun, National College Attainment Network senior director of data and strategic initiatives. The other half fill out the form from January to June.

Vinny Caricato, who runs the KIPP Forward program at KIPP Colorado Public Schools, says his students are already preparing to fill out the FAFSA. The schools work with about 250 students and aim to have 100% completion.

So far, he’s had students create federal online accounts, called FSA ID, and portfolios with documents they will need to apply. He also has students use the Federal Student Aid calculator to get an idea of how much money they could qualify for.

Natasha Garfield, Denver Scholarship Foundation scholarship director, said the new timeline also has shifted the usual plan for FAFSA season. The Denver Scholarship Foundation aims to help Denver students get to and finish college through advising and scholarships.

Most schools and nonprofits are holding FAFSA events in January — later than usual — to help families apply. The Colorado Department of Higher Education has already held workshops for counselors to prepare them for what’s new, including guidance on the Colorado Application for State Financial Aid, or CAFSA. It helps determine financial aid awards for undocumented students at state institutions. Those students can’t apply for federal aid. The application will open at the same time as FAFSA.

Garfield said the organization is gearing up for a “very busy spring” helping students through the FAFSA and CAFSA. The staff at DSF worked with over 9,000 high school students and families last year. The organization also works with about 2,000 college students who need to renew their financial aid application.

Tiffany Gusbeth, Vice President of Student Success Services at the American Indian College Fund, worries about students feeling overwhelmed by how much they will need to do and consider.

Her organization works with Indigenous students nationwide, and she said her students are primarily first-generation students from low-income backgrounds who are less likely to make it to college.

She said many of the students she works with are interested in college, but don’t know about the financial aid process. Counselors have a limited time to get them the information they need.

“Motivation and momentum is really important,” Gusbeth said, “But once they’re about ready to graduate, they’re going to slip off the radar.”

Colleges’ financial aid letters might be available by mid-February at the earliest. Metropolitan State University of Denver officials estimate they will be able to notify students about aid offers in March and April. About a third of the school’s students qualify for federal aid.

Kerline Eglaus, MSU Denver’s executive director of financial aid and scholarships, said the school will be flexible with application deadlines, including for scholarships and its free college program.

The school has also sent out text message alerts to students about the FAFSA delay. Some current students were worried about when they would be able to renew their financial aid application, she said.

“We’ve just asked to please continue to give us grace,” Eglaus said. “Our offices are going to be working tirelessly to learn all of this new information to continue providing a level of knowledge that they (students and families) are used to getting from us.”

‘We are the future’: MSU Denver’s Women in Aviation chapter opens doors for female pilots

2023-08-14T22:28:14+00:00

Dagmar Kress dreamed of becoming a pilot. But her father told her that flying wasn’t something women did.

She recalled him saying at the time, about 55 years ago: “Oh, that’s not for women, that’s too technical and you could never have a family,”

But Kress didn’t heed her father’s warnings and went on to become a decorated pilot and flight instructor. She is also a lecturer at Metropolitan State University of Denver, where she is helping guide other women into the aviation field.

MSU Denver is considered one of the most comprehensive aviation schools in Colorado, offering extensive courses in its aviation and aerospace department where students can earn degrees and certifications including professional flight officer, air traffic controller, aviation management, and drone operator.

The program is also notable for its enrollment of students who identify as female, which at 20% sits above the industry standard. The number of women enrolling in MSU Denver’s program has increased almost each year since 2017, when the university started tracking data.

Nationally, women made up fewer than 16% of students enrolled in aviation programs in 2022, according to data from the Federal Aviation Administration.

MSU Denver’s success in attracting women to the aviation program is coming at a key time for the industry, which is being hit by an unprecedented rate of mandatory retirement. That will leave openings for women to break through a field that has been historically male-dominated. About 91% of aircraft pilots and 75% of air traffic controllers are male, according to the federal Bureau of Labor Statistics.

University President Janine Davidson, herself a former pilot, frequently promotes the aviation program. In addition, several of the aviation faculty are women, and the university actively works to connect students with job opportunities — most recently through a new partnership with United Airlines.

The university’s Women in Aviation chapter also works to help younger women pilots see that they have a place in aviation, as well as providing scholarships, networking, and opportunities for travel that might otherwise be out of reach.

Dagmar Kress, coach of the university’s aerobatic team, uses a radio to communicate with students who are practicing stunt maneuvers at Fort Morgan Municipal Airport during the team’s practice Aug. 5.

Kress, 64, understands firsthand the challenges that women can face in pursuing a career in aviation, noting that when she was starting out “women were expected to be a housewife, take care of kids, and were discouraged from careers.”

Kress immigrated to the U.S. from Germany when she was 24 and earned her master’s degree in business administration, but fell in love with aviation while studying in Albuquerque, New Mexico.

Many of Kress’ first influences in the industry were women and she credits “everything she knows and has learned” to Charlee Galbreath, a former Navy pilot and the woman who taught her how to fly in 1985.

Kress has now been teaching others how to fly for over 33 years as a flight instructor and has been at MSU Denver for the past eight years. She also serves as the head coach for the university’s aerobatic team, which she has led to 13 collegiate championships.

Jared Hulse, a founding member of the aerobatic team, chats with Dagmar Kress as student pilots taxi on the runway Aug. 5 after landing at Fort Morgan Municipal Airport.

“If the men can do it, so can the women, maybe even better,” said Kress, an international world aerobatic competitor who has competed in world championships for Germany.

This fall, when she looked at her class rosters, Kress said she saw more women enrolled compared to previous years. More years than not, Kress has often seen more men enrolled in her course. This year, she has a class that is half women.

Aerospace industry, military feed aviation pipeline

The aviation major at MSU Denver dates back to 1967 and was one of the original major programs offered at the school, which first opened in 1965 as Metropolitan State College.

That was fitting for a place like Colorado, which has become a hub for the aviation and aerospace industry with companies and government agencies such as Lockheed Martin, Boeing Corporation, the United States Space Command, the North American Aerospace Defense Command, known as NORAD, and the Air Force Academy, all based in Colorado Springs.

Denver International Airport — the largest airport in North America — and Lockheed Martin are part of Colorado’s top employers with over a combined 40,000 workers. Both have recruited possible applicants from the university’s programs.

Natalie Gramer, pilot and student at MSU Denver flies over Sedalia, Colorado while logging flight hours Aug. 3. Recording hours is one of the biggest expenses for those trying to earn flight certifications.

The military is also a critical pipeline for aviation careers – as well as the root of an early barrier for women.

Former military pilots have historically represented the largest percentage of airline pilots’ backgrounds. In the 1980s, roughly two-thirds of all airline pilots in the United States had some form of military experience. It’s now estimated that one-third of airline pilots have military aircraft experience, partially due to many retirements.

But it wasn’t until 1993 that the United States Armed Forces lifted the Combat Exclusion Policy, a 45-year-old practice prohibiting women from serving in combat roles. The change only pertained to aviation positions and allowed women to serve in almost any aviation role. (The limits on women in other military roles were lifted in 2013.)

Once that legal hurdle was lifted, doors previously closed for women were opened, increasing aviation opportunities in the military.

Many second-generation aviators, such as Laura Braunshmidt, a lecturer at MSU Denver, have roots in the military. Her father, like many others in the industry, served in the U.S. Air Force.

Braunshmidt was surrounded by aviation her whole life. Her father served as a radar engineer, her husband is a pilot, and her father-in-law built airplanes. Even her son became an air traffic controller.

“I always was fascinated by aviation but never really thought it was something I could do,” Braunshmidt said.

Braunshmidt began thinking about a career in aviation for herself about 15 to 20 years ago and became a professional pilot for a few charter airlines while working in Michigan and Wisconsin. She eventually grew tired of the constant travel and took a position teaching at MSU Denver, eventually advising the Women in Aviation chapter.

Being able to teach and see women grow in the field has been one of the highlights of her career, she said.

“All of the things that men have been enjoying for a long time now, women are able to enjoy them now in aviation, too,” Braunshmidt said.

Costs and industry culture create barriers for women

But barriers still exist in aviation for women and people of color.

Women are more likely than men to consider leaving the aviation industry, because of negative experiences in a culture often not welcoming for women. Current efforts to promote diversity and inclusion in aviation are often ineffective, with men deciding what initiatives will enhance gender and diversity balance, according to a 2021 report by the International Aviation Womens Association.

Another hurdle is cost. It can cost as much as $75,000 to $100,000 for the training and education needed to become a pilot.

To earn certain pilot ratings, pilots must fly a minimum of hours, all of which accumulate costs for renting a plane, hiring a flight instructor, and paying for gas. Many of those who pursue the industry come out of their education with significant debt.

MSU Denver students Holly Hunsaker and Shelly Hughes know that all too well. Both are first-generation pilots who compete on the university’s aerobatic team and are on their way to becoming professional flight officers.

Shelly Hughes watches the gas gauge Aug. 5 on the aircraft wing as team members help prepare the plane for her turn to practice stunts at Fort Morgan Municipal Airport.

They are also both scholarship recipients. All of the funds have either gone to required flying hours, classes, or costs related to practicing aerobatics at the team’s practices.

“I would say that money is the number one challenge, especially as a first-generation pilot because my family doesn’t really understand how expensive it is,” Hughes said. “Having to find my own funds to pay for it has been the hardest part and it’s the reason why I don’t have my license fully done yet.”

Holly Hunsaker began her career in aviation almost two years ago, originally starting with skydiving, but after being surrounded by pilots, she knew what next steps she wanted to take in life.

Hunsaker received a $2,500 aerobatic scholarship through the university’s Women in Aviation chapter, which was donated by Kress, the aerobatics coach.

“We are the future,” Hunsaker said about women in the industry.

Women in Aviation chapter creates support system

Natalie Gramer, a senior this fall at MSU Denver, has played an integral role in bringing together women from the program. In 2019, Gramer co-founded the university’s Women in Aviation chapter, the first of its kind on campus.

When Gramer first started her classes, she was told that she would see few women in the aviation field. That’s exactly what she encountered when she started in the industry.

“It was very apparent to me that I was in a world where I felt like I belonged, but I didn’t really know how I fit in,” Gramer said, explaining why she helped co-found the chapter.

Gramer felt like it was her calling to help create a non-exclusionary space where others could feel like they belonged, were supported, and could give back. The chapter started with a handful of people and has now grown to over 70 members.

Natalie Gramer plans to earn her certification as a flight instructor to help teach others interested in flying to earn their license.

But Gramer was no stranger to aviation. Her father is an alum of the university’s aviation program, served as a pilot in the Air Force, and was a Delta Air Lines pilot for 40 years before recently retiring. Her godfather was also a pilot.

Seeing women in the same place as herself had a big impact on Gramer.

“It changed my perspective on my education,” Gramer said.

Gramer, who has served as the Women in Aviation president for the past two years, said it has been the pride and joy of her college experience.

Over the past three years, the university has paid for the chapter to travel to the Women in Aviation International conference, where chapter members have been able to connect with women involved in aviation from around the world. The conference encourages the advancement of women in all aviation career fields and interests.

“The power that we can give to other people by sharing our passions and just being kind embodies what Women in Aviation is,” Gramer said.

Gramer has now passed on the mantle of president of the chapter as she prepares for graduation in December. Her goal is to start teaching others how to fly and is in talks with the university to return as an instructor.

Sara Martin is an intern with Chalkbeat Colorado. Contact Sara at smartin@chalkbeat.org.

Natalie Gramer completes a pre-flight checklist, preparing the plane at Centennial Airport Aug. 3 before she flies. Gramer recently earned her commercial pilot rating in July which requires a minimum of 250 logged flight hours to obtain. The certification now allows her to be compensated for flight services.

Colorado hands out grants aimed at college opportunities, workforce training for in-demand jobs

2023-07-24T18:02:00+00:00

Colorado is investing a chunk of its federal relief money in the future of students to boost the job economy.

The Polis administration announced in June that the state would award $27 million to 46 groups across the state in a first round of funding to support workforce training in local urban, suburban, and rural economies via the Opportunity Now Colorado grant program. Grants range from $50,000 to $7 million.

The grants aim to make college more accessible for high school students, open educational opportunities for older adults who never attended or finished college, and “are intended to help connect more Coloradans with in-demand, high-wage occupations,” according to the governor’s office. It also will fund healthcare education programs in order to address the healthcare worker shortage that has been a persistent problem throughout the pandemic.

“This is designed to help fill the workforce gap and get people the skills they need for positions that are available and ready to start today and tomorrow — it will help power economy and help Colorado shine in terms of workforce readiness,” said Gov. Jared Polis in an interview with Chalkbeat Colorado.

Eve Lieberman, the executive director of the Office of Economic Development and International Trade, said, “Increasingly we were hearing from businesses that they want to be partnering with educational institutions and creating these innovative models. That’s exactly what we’re doing here is forming grant opportunities to allow for that innovation, those partnerships, and to have industry help co-create that talent.”

In 2021, Colorado lawmakers passed legislation that created the Student Success and Workforce Revitalization Task Force Report to determine how to spend federal pandemic relief money.

The task force’s main suggestion was to create a statewide grant program for innovative ideas that connect community groups, colleges, and employers. The state is now using $85 million of the one-time federal money on the grants.

St. Vrain Valley Schools is using its $7 million grant to partner with multiple organizations and school districts, including Estes Park R-3, Weld RE-3J, and Adams 12 Five Star Schools, to further develop its early childhood/K-12 education, technology, and advanced manufacturing workforce pathway programs.

St. Vrain currently partners with CU Denver in a program for high school juniors and seniors to take dual education enrollment courses that can transfer to CU Denver after graduation. With the new funds, CU Denver will develop classes for adult working professionals and high school students to access college coursework and earn additional credits. The credits will be free to students and district professionals.

“Being able to remove so many financial barriers, it gives students a real strong feeling of success and our older working professionals, where many of them haven’t been in school for a number of years, the same feeling,” said Diane Lauer, St. Vrain Valley School District’s chief academic officer.

Students will be able to earn certificates in the technology or advanced manufacturing fields in welding, metal fabrication, pipefitting, electronics, and machinery operation.

St. Vrain Valley students learn about AI and robotics technology July 19 at the district’s Innovation Center during a week-long STEM summer camp.

Colorado State University of Pueblo was awarded over $1.39 million to help address the healthcare crisis, especially for Coloradoans who are Hispanic, rural, and low-income. The money will help address the state nursing shortage with new nurses and instructors in the graduate program.

“One of the reasons that nursing shortages exist is because there’s a shortage of nursing instructors. This is due to retirements in the healthcare workforce, and could be a university or college-level nursing program not being able to admit the number of students that are applying because there are not enough qualified faculty with the credentials to instruct,” said Alexandra Hansen, CSU Pueblo’s regional development officer.

Hansen said that the university wants to listen to its community and encourage those in the southern Colorado region to join an in-demand, high-paying occupation.

People who have experienced limited access to healthcare may find the nursing field a fulfilling career, Hansen said.

Limited access could be due to staffing shortages or “because they’re a Spanish-speaking family who have experienced going to a clinic where there are no Spanish-speaking providers,” she said.

The grant will support graduate students in becoming nurse managers, educators, and practitioners at the master’s and doctoral levels. It aims to enhance health equity in 15 counties in southern Colorado.

Tepeyac Community Health Center in Denver received over $1 million from the grant program. Tepeyac’s program will initially focus on increasing equitable access to clinic positions, training, and licensing. Tepeyac historically has served the Latino communities in the Globeville and Elyria-Swansea neighborhoods since the early 1990s.

Two additional rounds of grant funding with the remaining $58 million will be available through Opportunity Now Colorado, with the next application period opening in August. The last of the grants will be announced by December 2024.

Sara Martin is an intern with Chalkbeat Colorado. Contact Sara at smartin@chalkbeat.org

Higher education data breach threatens how well policymakers can track student progress

2023-11-13T23:05:23+00:00

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A major data breach at the Colorado Department of Higher Education that compromised personal information for tens of thousands of current and former students has also prevented the department from viewing important data.

At least a half dozen reports that advocates and policymakers rely on are delayed, with no clear timeline for completion. That might seem like a minor hiccup compared to the student records breach, but the lack of data analysis creates a blind spot as lawmakers head into the next session.

Keystone Policy Center Senior Policy Director Van Schoales, whose organization helps provide solutions to contentious policy debates, said the data helps advocates frame issues such as low college attendance so they can urgently push for changes.

“This data provides us guidance and helps us analyze what’s working so that we can make more effective investments for students,” Schoales said. “It’s pretty critical for the state’s economic development.”

It’s unclear when the state will be able to access its data, and an internal and criminal investigation is ongoing. The data breach occurred June 19, according to CDHE. The department provided public notification about the cyberattack on Aug. 4. The state had to recreate its databases from backups, according to a September letter to lawmakers.

The breach included names, Social Security numbers or student identification numbers, and other education records, according to the department. People affected includes anyone who went to a Colorado college or university between 2007-20 and or was enrolled in high school between 2004-20 is potentially impacted.

House Education Committee Chair state Rep. Barbara McLachlan, a Durango Democrat, said lawmakers have been briefed on the issues and the department has asked for help from the State Office of Risk Management. Colorado lawmakers often use the information to draft bills.

“We rely on these reports and the fact that all of that could be delayed, there might just be some late bills,” she said. “We just have to be flexible.”

For instance, the state would usually be able to release its concurrent enrollment report, which lawmakers use to determine whether college courses in high school are on track to helping all students. Without such data, making decisions to better the program is difficult, Schoales said.

It’s unclear when the state will be able to issue reports. Affected reports include:

The Master Plan dashboard that tracks higher education outcomes statewide and whether Colorado is meeting its goals. The dashboard currently displays information such as which student groups are graduating and with what degree or credential.
A report that details how many students are enrolled at Colorado institutions of higher education. The report helps explain enrollment trends.
The annual Concurrent Enrollment Report, which shows where and how high school students enroll in college classes. The state has made concurrent enrollment a major focus area as it tries to get more students to college, but without the report, policymakers can’t see gaps or successes.
The annual Financial Aid Report that tracks how accessible money for college is for students. Financial aid helps make higher education accessible for more students, and the report tracks what aid students receive.
The Post-secondary Progress and Success of High School Graduates report that tracks how Colorado high school graduates do in Colorado’s colleges and universities. The report examines whether students stay enrolled and which programs they graduate from.
A remedial and developmental report that tracks whether students need extra academic support in certain subjects once they enter college. The report is important to understand whether high schools are preparing students for college and whether the state’s policy on remedial education is working.

State Rep. Rose Pugliese, a Colorado Springs Republican who serves on the education committee, said Republican leadership sent a letter in late October to the department seeking more information about the breach and urging the state to do a better job notifying residents about it.

She hopes the breach leads to better data security, and worries that it will slow down bills to improve K-12 and higher education.

“We want to make the best decisions possible,” she said, “but we have to do that based on good information.”

Katie Zaback, Colorado Succeeds vice president of policy, said Colorado has a large trove of educational outcome data that shows how programs and policies are working in the state. The nonprofit Colorado Succeeds brings together business leaders to try to help make the education system better.

The reports are only the tip of the data the state collects, with Colorado having one of the richest data collections in the country, Zaback said. The department only publishes a fraction of the information about its programs.

The state would benefit from making more information public, she said.

“I really hope that this spurs an effort to kind of bring together those resources instead of continuing to spread them out, and where information can be shared more broadly,” she said.

Data breaches like in Colorado have become more frequent. Recently, hackers were able to access Jefferson County Schools and Denver Public Schools data. Other school districts, higher education institutions, and education groups nationwide have needed to contend with cybersecurity breaches.

The state has provided a hotline for those affected. You can call 833-301-1346 between 7 a.m. to 9 p.m. Monday through Friday, and 9 a.m. to 6 p.m. Saturday and Sunday. Victims also can get 24 months of complimentary credit monitoring.

New MSU Denver program aims to train more male educators of color

2023-11-10T18:53:44+00:00

Every time the three educators-in-training leave Denver’s Green Valley Elementary School, students ask when they will be back.

They invite the three men to basketball practice and games. The students get excited to see them during special events like Trunk-or-Treat — and not just because they give big handfuls of candy.

In short, Joshua Barringer, Christopher Livingston, and Jordan Puch have become very popular. That may be in part because Green Valley students — most of whom are Black and Hispanic — often don’t get to interact with Black male teachers like Barringer, Livingston, and Puch.

“They love us. They always want to come up to us and give us a hug,” Barringer said. “It’s just amazing how the kids click with us and we only got here but so long ago.”

The three educators are part of a program called Call Me MISTER, which stands for Mentors Instructing Students Toward Effective Role Models and helps train men of color, especially Black men, to become educators. The program began at several South Carolina colleges and universities in 2000, and its goal is to increase the pool of teachers from diverse backgrounds, which has long been a challenge for K-12 education — less than 2% of all teachers nationwide are Black men, for example.

Call Me MISTER now operates in 12 states and has over 500 graduates.

This year, Metropolitan State University of Denver brought the program to its school of education. The school, Colorado’s second-largest teacher preparation program, hired Associate Professor Rashad Anderson to run the program, and launched Call Me MISTER with undergraduates Barringer, Livingston, and Puch.

Although it’s started small, university leaders and Anderson plan on the school becoming a hub for the entire state to train more men of color from low-income backgrounds to become teachers. Research has indicated that students benefit from having “same-race role models” as teachers.

Livingston, 22, a senior studying elementary education, said he’s loved watching how well the kids respond to him and his instruction, especially students who haven’t responded as well to other teachers.

“Not every educator can reach some students, and that’s something that we really take pride in,” he said. “And they’re happy about it. I know they’re ready for more of us to be here.”

Jennifer Buckland, Green Valley principal said the first time the men visited, “It was like LeBron James walked into the building.”

Buckland’s students get to see the MISTERs twice a week as they train to become teachers. She said seeing people who look like them represented in classrooms not only helps students learn, but also helps them see their potential. She said if she could, she would hire them immediately.

“Our students should be able to walk in and see someone that looks like them,” Buckland said. “Our students should be able to walk in and have a conversation with them and be taught by someone that understands them — that makes them want to be the best that they can be.”

Helping get Metropolitan State University’s MISTERs program off the ground was a big step for Barringer, Livingston, and Puch. They transferred from South Carolina State University to help establish the program at MSU Denver’s campus, which is the furthest west the program has expanded.

Call Me MISTER started at Clemson University, as well as historically Black schools Morris College, Claflin University, and Benedict College.

Barringer, Livingston, and Puch get tuition support, a place to live, and money to buy books and pay for licensure exams. They also get hands-on experience at schools like Green Valley, mentoring, and a network that supports their professional development.

Helping Anderson start the program at MSU Denver took a leap of faith, they said. But they knew under his guidance they could make the program successful.

While they’re adjusting to the colder weather, the transition as student educators at Green Valley has been easy. The program has trained the MISTERs to be ready for whatever happens in the classroom, said Puch, 22, who is a senior majoring in elementary education.

“To come in with that confidence and with that background experience already, I’m at the point where this is a breeze. This is lovely,” Puch said. “I’m more than just a teacher. I’m more than just a Black man. I’m a nurturer, a humanistic practitioner. I’m a father figure.”

Anderson aleft South Carolina State University for MSU Denver after he saw an advertisement that said “Changemakers Wanted.” The ad called to him.

MSU Denver’s goal is to expand and serve the region through a Mile High MISTER program. He hopes other schools will sign on to the program and MSU Denver will act as a hub to train more educators of color and especially Black men. He wants 12 MISTERs by next school year and two other higher education institutions in Colorado to sign on.

Elizabeth Hinde, a professor and founding dean of MSU Denver’s school of education, said the program adds a valuable support tool to the school’s roster of programs, Hinde said. About half of all students within the education school are of color, she said.

“Although this is a program to support all students of color, Black men especially need support in ways that others don’t,” she said.

Anderson said Barringer, Livingston, and Puch deserve praise for believing in what the program can become in Colorado and the impact they can have on kids.

“The only way that you can describe these three are visionary leaders,” he said. “They are revolutionaries. … There are not a lot of young people like them to do what they did.”

Barringer, a 20-year-old secondary education major, said he’s seen how his life experiences have helped him connect with students. He grew up with a single mother and he’s connected with a student who is going through the same situation.

“That just let me know that my work is just beginning,” Barringer said.

Colorado loan forgiveness program for teachers accepting applications through Oct. 31

2023-10-27T00:41:35+00:00

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Colorado teachers have a few more days to apply to the state’s temporary student-loan forgiveness program for educators, after the higher education department extended the deadline.

The program, in its second year, taps federal pandemic relief money to provide newer educators in the state with $5,000 to help reduce their student loan balances. The new application deadline is Oct. 31.

Lawmakers intended to hand out about 2,000 such awards. But the state has rejected more than half of all applicants, and so far only about 1,200 have received the aid.

Part of the problem, some educators say, is confusion between two Colorado loan forgiveness programs for educators. The one funded through federal pandemic relief money is for educators who started working after the 2019-20 school year. Most of the rejected applicants had been in the profession longer, and some thought they were applying for a similar but separate program approved in 2019 that’s for teachers at all levels of experience.

Nonetheless, the large number of applications points to wide demand for debt relief.

The newer loan forgiveness program was part of a $52 million package of measures funded by federal relief money to help Colorado address teacher shortages. It also included programs that provide aid for educators to pay for certification tests and stipends for student teachers.

Colorado lawmakers set aside $10 million for the loan forgiveness plan through December 2024. So far the Colorado Department of Higher Education has distributed about $6.25 million of that and expects to spend the rest in the latest round. Educators can apply for an award even if they previously received money.

Teachers have had issues navigating the program, and some educators haven’t completely filled out the required paperwork, according to department spokeswoman Megan McDermott.

“We believe that teachers and special service providers are busy in their classrooms and may not have the time to complete the paperwork,” said McDermott. “Also, there is confusion between the federal programs and the state of Colorado programs, which is confusing to educators determining which programs are available.”

In the first year, the pandemic-era program served only rural teachers or those in hard-to-recruit fields, such as math or special education, who were in their first few years on the job.

That year, 359 educators received $5,000 awards, according to the higher education department. Of that group, the state has data on 281 applicants. They represented 52 districts and were mostly teachers in their first two years on the job. Most had less than $51,000 in total debt.

To reach more teachers, lawmakers broadened eligibility this year by removing the stipulation that teachers must be from rural districts or teach in hard-to-recruit subjects. The updates also increased the income limits.

After that change, the state gave aid to 884 more applicants.

Many more — over 2,250 applicants — have had their applications rejected.

Sarabeth Smith, a 12-year educator in East Grand School District, said she didn’t realize she had applied for the program for newer educators. Both programs use the same online form.

She said the directions weren’t clear, and she didn’t get a reason for her rejection the first time she applied.

More educators need help, she said, and not just those within their first few years.

Smith said many educators in their seventh or eighth year of teaching have a hard time staying in the field because of financial constraints. She said she works multiple jobs and is paying off loans for her master’s degree.

She used a federal loan forgiveness program for teachers to help pay off her bachelor’s degree loans and is hoping for more help.

“Any help towards the professional is just always going to make it a little easier to keep teachers and attract new teachers,” she said. “We know these shortages are not getting any better.”

The state’s other loan forgiveness program, which began before the pandemic, was slated to last five years and help rural teachers and those who specialize in hard-to-fill subjects. It’s open to educators of all levels.

Lawmakers were forced to put that program on hold because of budget shortfalls. The program will distribute money in 2024 to this year’s applicants, according to the higher education department.

Instructions on the top of the current application form say: “The Original rural educator application is closed at this time. You can apply for the Temporary Educator program.” But they don’t specify that the temporary program is only for newer teachers.

The program for new teachers has received about 600 applications in the latest round, the state said when it extended the deadline. This may be the last application period, or there could be one more round in the spring, the higher education department said.

McDermott reminded applicants to answer all questions and to submit required items such as a copy of their teaching license, if applicable, and employment verification.

Also, applicants must include their student loan information for the state to be able to make the payments, she said.

Despite the confusion, the program has helped, said Frank Reeves, who retired as East Grand’s superintendent last year and is the director of operations and strategic partnerships of the Colorado Rural Schools Alliance.

Districts like East Grand that are in resort areas have less trouble recruiting teachers, he said. But housing is expensive, and teachers need help, especially with student loan payments that cut into their expendable income, he said.

“It’s been more incentive to keep people, not really attract,” Reeves said.

Meanwhile, research shows the longstanding federal loan forgiveness program for educators isn’t succeeding at helping districts keep teachers and attract new ones.

That program, established in 1998, forgives $5,000 of debt for teachers, and possibly more for teachers in certain subjects. But a study released this summer found that attrition patterns among participants were the same as for those who didn’t get loan forgiveness.

The program also ran into issues getting applicants to properly fill out the forms, and researchers recommended streamlining the process.

Shaped by pandemic hardships, more Colorado college students are sticking with school

2023-10-20T01:03:46+00:00

Stephanie Araiza tries to keep the tough days at the University of Colorado Boulder in context.

Her parents struggled to earn money during the pandemic because they weren’t getting as many hours. Unlike many who could do their jobs remotely or whose work was considered essential, they didn’t have a college degree.

That’s helped Araiza, 20, a junior who is studying integrated psychology and wants to be a doctor, keep her goals in mind. It’s also helped her keep her struggles to acclimate to the academic demands and find a community at CU Boulder in perspective — none of them can compare to the difficulties her family endured during the pandemic. She wants to graduate for her family, and also to ensure she can always find work.

“I personally want to pay them back back for all the sacrifices they made, especially during the pandemic,” said Araiza.

Araiza is one of a record number of students this year sticking with school from year-to-year at CU Boulder.

In the wake of the pandemic and deep disruptions to education, fewer graduating high school students have gone to college. But recently released retention numbers show that the share of students who are sticking with college is on the rise. The improvement reflects the ways institutions like CU Boulder have put more priority on supporting students, especially students of color. It also reflects the resilience of students like Araiza after enduringing pandemic hardships.

“I do feel like they’ve done better,” Araiza said of the school.

This year, 89% of CU Boulder students stayed enrolled into their second year, according to school numbers. And 81.7% of students entered into their third year. Each are all-time highs for the school.

The focus on retention, or the ability of schools to keep students enrolled on a yearly basis, has become crucial for CU Boulder and nearly every school in the state.

College leaders worry about an upcoming enrollment cliff, or the dropoff in college-aged students that would impact enrollment numbers. Keeping students on campus keeps enrollment up. Some college leaders in Colorado also worry about competition from other universities, especially out of state, impacting their pool of applicants.

But when school leaders like those at CU Boulder focus on retention, the benefits don’t just go to the institutions.

Retention efforts most benefit students, especially students of color and from lower socioeconomic backgrounds. Graduating opens up higher paying job opportunities. And students who only have some college are saddled with debt and federal labor data shows they make far less than graduates. Statewide, Colorado has over 700,000 residents with some college, but no degree.

Despite the positive overall trend at CU Boulder, the numbers show the university still hasn’t bridged the gap between students of color and white students, although the numbers improved for both groups.

About 82% of Black freshmen persisted into their sophomore year, up by 1.2 percentage points from the 2021 freshman class. Hispanic freshmen students stayed on campus into their sophomore year at a rate of 85.9%, up 4.3 percentage points from the previous class.

Meanwhile, about 91% of white students stayed enrolled into their sophomore year.

Retention rates were lower among freshmen during the 2021-22 academic year who are now juniors and spent most of their high school senior year in remote learning. About 69% of Black students and 74% of Hispanic students made it to their junior year. That’s compared to 84% of white students.

Luis Licon, a junior studying political science who is also running for CU System regent in 2024, said the school does a lot of general outreach to help students, although sometimes it’s not targeted enough to individuals who might be struggling. He’s felt the school has done a better job at recognizing the cultural backgrounds of students and making them feel like a part of campus.

“But I do feel like I can manage this, because I’ve experienced much worse,” Licon said, who at one point lived in his car.

Efforts to retain students focus on mentoring, housing

CU Boulder leaders began to take a deeper look at undergraduate retention about two years ago, because the school hadn’t historically helped enough students return every year, said Katherine Eggert, senior vice provost for academic planning and assessment.

The committee, called the The Buff Undergraduate Success Leadership Implementation Team, got school leaders talking for the first time to understand how best to support students from year to year, she said.

The committee has made some changes and plans for others. Changes in the spring included a published directory of tutoring resources and inclusive spaces. Priorities for this fall include streamlining academic advising and improving campus tutoring.

The committee also wants to make it more affordable for students from low-income backgrounds, and to refocus some support programs to provide consistent help to some students.

“The goal is just to serve our students better and that includes closing the gaps between student populations who need more help,” Eggert said. “We want everybody to have the same opportunities to succeed and if we’re not making those opportunities real we need to figure out why.”

Other Colorado schools have also increased student retention.

Fort Lewis College increased student retention from 59% last year to 63% this year among its freshmen. CSU’s retention is up by 1.4 points to 84.9%, and made strides retaining more students of color and those who are the first to go to college in their family.

Like CU Boulder, the University of Northern Colorado has also posted some of its strongest numbers. The school’s fall 2023 retention rate of 74.5% is its second-highest ever.

The school has focused heavily on student-to-student mentoring in recent years to help students with questions they have about college and how to get help, said Cedric Howard, Northern Colorado’s vice president for student affairs and enrollment services.

The school has also tried harder to address food and housing insecurity, as well mental health and anxiety, Howard said. The school wants students to feel like they belong on campus.

“I think all that has allowed students to feel that UNC is not just a place for them to learn, but it is actually a place for me to grow and develop as a person,” Howard said.

At CU Boulder, Paola Medrano, 19, a sophomore studying political science, said a sense of belonging has helped her feel like she can get to graduation. With the help of staff, she has participated in specialized programs on campus such as the McNeill Academic Program, which helps a cohort of about 400 students get academic advising, and Por La Cultura for Multicultural and Latinx students, where she’s made friends.

Like Araiza, Medrano also said the pandemic has had a big impact on her motivation to stick with college.

She watched as her parents struggled, especially her dad, who couldn’t get consistent work farming. She wants the security a college education can help provide. The pandemic made her determined to persevere.

“If I can go through that I can go through anything,” she said.

¿Quieres ir a la universidad? Aquí hay 5 consejos para ayudarte a pagar por una educación universitaria en Colorado

2023-10-18T19:43:12+00:00

¿Cómo voy a pagar por la universidad? Con frecuencia, no poder contestar esa pregunta hace que los estudiantes de Colorado no asistan a la universidad.

Por otro lado, los estudiantes rara vez pagan el precio completo. En cambio, hay numerosas opciones para que los estudiantes consigan dinero para la universidad, y en especial los programas gratuitos que Colorado ofrece para ayudar a los estudiantes a pagar por algunos créditos o por toda la carrera universitaria.

Estos son cinco consejos para ayudar a los estudiantes a conseguir dinero para la universidad:

Aprovecha los programas universitarios

Inscripción simultánea. Doble inscripción. Quinto año de high school. Colorado Promise. Career Advance.

Hay una inmensa cantidad de programas para elegir y pueden ser específicos, todo depende si todavía estás en high school, matriculado en una universidad o en un programa particular. Algunos programas solamente pagan por una cantidad designada de créditos universitarios. Otros pagan toda tu carrera universitaria.

Inscripción simultánea o doble — En casi todos los distritos de Colorado los estudiantes de high school pueden inscribirse gratuitamente en clases de nivel universitario mientras están en la high school. Las clases ofrecidas pueden variar de un distrito a otro. Algunos estudiantes pueden asistir a clases en su high school, tomar clases en línea o ir a un campus universitario. Los programas están muy extendidos por todo el estado y su objetivo es ayudar a los estudiantes a obtener desde unos pocos créditos hasta un diploma de grado asociado. En promedio, la mayoría de los estudiantes se inscriben en unas dos clases universitarias mientras están en la high school. Algunas opciones populares incluyen cursos introductorios como redacción en inglés, álgebra universitaria, psicología, comunicaciones o clases de administración de empresas.

ASCENT, P-TECH y Early College — ASCENT es una opción de quinto año para que los estudiantes asistan a la universidad mientras le extienden un año a su educación high school. Hay plazas limitadas para los estudiantes de todo el estado, y el quinto año de high school es gratuito para ellos.

P-TECH también es una opción gratuita pero menos común que les enseña conocimientos más técnicos a los estudiantes, como soldadura y otros oficios. Aunque cubre el costo de las clases universitarias ofrecidas, es posible que los estudiantes tengan que pagar el transporte o los libros.

Early College, que se ofrece en algunas high schools de distrito y escuelas chárter, permite que los estudiantes se gradúen en cuatro años con un grado asociado. No hay muchos en todo el estado.

Care Forward Colorado y Career Advance Colorado — Care Forward Colorado ofrece educación gratuita en los colegios comunitarios del estado en campos de salud, que incluyen enfermería, flebotomía, técnico(a) de emergencias médicas y asistente dental.

Career Advance Colorado comenzó este año como una expansión del programa de atención médica. Los campos de estudio elegibles para obtener educación gratuita incluyen educación, cumplimiento de la ley, bomberos y educación en la niñez temprana. Los programas de educación pagan dos años de educación en un colegio comunitario antes de que los estudiantes se trasladen a una universidad de cuatro años.

Es probable que estos programas terminen cuando se agote el dinero, y por lo tanto es una oportunidad que se ofrece por orden de llegada.

Programas University Promise — Algunas universidades de todo el estado, que incluyen la Universidad de Colorado en Boulder, el Fort Lewis College y la Colorado State University Pueblo, ofrecen inscripción gratuita para estudiantes que califican para recibir ayuda financiera federal. Cada institución tiene requisitos de elegibilidad. Por ejemplo, CU Boulder recientemente expandió su programa para estudiantes de ingeniería.

Planifica tus opciones

Como estudiante de primer año de high school, la universidad puede ser en lo menos que piensas. Y nadie está diciendo que debes tenerlo todo resuelto en estos momentos.

Por suerte, las escuelas de Colorado cuentan con orientadores que pueden ayudar a los estudiantes a entender qué es lo que sigue. Hablar con un orientador puede ayudar a los estudiantes a entender qué está disponible, dijo José Olivo, director de TRIO Talent Search de la Denver Scholarship Foundation.

TRIO es un programa federal que ofrece apoyo para los estudiantes de ingresos bajos, los primeros de su familia en ir a la universidad o los que tienen alguna discapacidad. El programa ayuda a los estudiantes a exponerse a la universidad, y esto incluye ayuda financiera y asistencia para prepararse para los exámenes de acceso a la universidad.

Esta fundación del área de Denver ayuda a los estudiantes a determinar sus aspiraciones universitarias, y aproximadamente un 85% de sus estudiantes asisten a una universidad de cuatro años. Olivo dijo que los orientadores se reúnen con los estudiantes cada año para ayudarles a entender mejor la universidad y la ayuda financiera.

“Nos gusta la práctica de ‘voy a darte toda la información posible para que tomes la mejor decisión por tu cuenta’”, dijo Olivo.

Los estudiantes de primer año de high school aprenden sobre lo que se necesitaría financieramente para ir a la universidad, que incluye saber qué programas universitarios de high school están disponibles, como ASCENT o doble inscripción. Los estudiantes de segundo año aprenden sobre becas, grants y préstamos. Los de tercer año aprenden más detalles sobre la ayuda financiera y los programas universitarios gratuitos. Finalmente, los de cuarto año reciben ayuda para llenar la Solicitud Gratuita de Ayuda Económica para Estudiantes, o FAFSA, las solicitudes de becas y las de admisión a la universidad.

Completa la FAFSA

El costo promedio de asistir a un colegio comunitario de Colorado es unos $5,000 anuales por colegiatura, libros y otros cargos administrativos. Según Landon Pirius, vicerrector de asuntos académicos y estudiantiles del Colorado Community College System, ese precio no suele ser el que los estudiantes pagan de su bolsillo.

En realidad, aproximadamente un 60% de los estudiantes de colegios comunitarios se gradúan sin deuda gracias a las ayudas estatales y federales, dijo.

“En efecto, los estudiantes de cierto nivel de ingresos pueden asistir gratuitamente a cualquier programa de un colegio comunitario”, dijo.

Los estudiantes no van a saber exactamente cuánto pagarán a menos que llenen la Solicitud Gratuita de Ayuda Federal para Estudiantes, o FAFSA. La solicitud está disponible en studentaid.gov.

La solicitud sirve para obtener becas federales que los estudiantes no tienen que devolver.

Colorado también concede grants a los estudiantes para ayudar a pagar por la colegiatura, los libros y otros gastos.

En las universidades de cuatro años, los estudiantes pueden usar ese dinero para compensar el gasto de colegiatura, que varía según la institución. Por ejemplo, en la Universidad de Colorado en Boulder, el campus principal del estado, el costo total de colegiatura, cargos, libros y alojamiento pueden ser de aproximadamente $31,774 al año para un residente de Colorado.

Algunos estudiantes inmigrantes no califican para la ayuda federal, pero sí para la estatal.

Los estudiantes indocumentados, incluidos los que califican para el programa Deferred Action for Childhood Arrivals, o DACA, pueden llenar la Solicitud de Ayuda Financiera del Estado de Colorado, o CASFA. Para ser elegible, el estudiante deberá haber vivido en Colorado durante al menos un año antes de graduarse de high school y por lo menos 12 meses antes de inscribirse en la universidad.

El programa ayuda a los estudiantes a acceder a colegiaturas estatales de menos costo, grants estatales y oportunidades de trabajo y estudio.

No olvides las becas y grants

Lamentablemente, no hay suficientes programas gratuitos en todo el estado para ayudar a cada estudiante.

Los estudiantes de cuarto año de high school especialmente no deben olvidar que hay numerosas becas disponibles para pagar por la universidad, según los expertos en ayuda financiera.

Algunas becas específicas de Colorado son la Daniels Scholarship y la Boettcher Scholarship. Las oficinas de orientación de las escuelas de high school también deben poder ayudar con un directorio de las miles de becas nacionales disponibles, que incluyen algunas como la beca Coca-Cola y la del Hispanic Scholarship Fund.

Siempre hay más ayuda

Los estudiantes ya inscritos en la universidad también pueden obtener más becas y ayuda a través de su universidad, dijo Olivo. Los estudiantes también podrían ser elegibles para otras becas nacionales después de declarar su especialidad, dijo.

“La mayoría de las universidades también tienen becas institucionales que les dan prioridad a los estudiantes que regresan a sus estudios”, dijo Olivo.

No siempre es una garantía, dijo Olivo, pero sugiere que los estudiantes que hablen con los orientadores del campus o con la oficina de ayuda financiera de la universidad si lo necesitan.

No está de más preguntar y puede ser que te den algo”, dijo.

Jason González es un periodista que cubre temas de educación superior y la legislatura de Colorado. Chalkbeat Colorado colabora con Open Campus para cubrir tema de educación superior. Para comunicarte con Jason, escríbele a jgonzales@chalkbeat.org.

Colorado’s expansion of high school diploma programs for adults hits a pothole

2023-10-12T22:16:34+00:00

Colorado lawmakers might soon consider how to fix an “oversight” preventing community colleges statewide from expanding adult high school diploma programs.

The issue, which involves the ability of colleges and school districts to collaborate on a graduation standard, puts the state’s expansion of adult high school diploma options in jeopardy. It also demonstrates how difficult it is for a state that was the last in the nation to fund adult education to actually help more adults get diplomas.

Of Colorado’s 4.5 million adults, more than 300,000 have no high school diploma. During this year’s legislative session, Democratic lawmakers prioritized bettering education for them. Advocates said this year’s law is supposed to give adult learners more options by allowing colleges to confer a diploma.

Senate Bill 7 — enacted this year to address adult education — increased how much the state spends, included digital literacy as a diploma prerequisite, and allowed community colleges to grant high school diplomas to adults. It also asked the colleges to work with local school districts to create diploma standards for adults.

But the counties that community colleges serve also contain many school districts, so picking a graduation standard became untenable, said Landon Pirius, vice chancellor for academic and student affairs for the Colorado Community College System.

“What we wanted was the college system to adopt a graduation standard as a system of community colleges, as opposed to each college picking one of their local district standards,” he said. “It was hard to manage and, frankly, we think it actually hurts the students.”

Colleges, school districts, and nonprofits offer adult education throughout the state. Before the law, community colleges would teach adults students, but only school districts could award them a diploma.

Colleges teach about a third of all adult education programs in the state. College leaders hope expanding adult high school programs would then help the students continue their schooling to earn a certificate or associates.

Originally, the bill asked colleges to set a diploma standard with the state. The bill was amended after Colorado Department of Education officials said there are no statewide adult high school diploma standards, said state Sen. Rachel Zenzinger, an Arvada Democrat who sponsored the bill. Diploma standards are left to school districts.

There was universal agreement in favor of the amendment to have colleges work with districts on a diploma, Zenzinger said.

The problem didn’t become apparent until after the bill was passed. College leaders worried they would have to craft diploma standards based on which region they served. They were also concerned about choosing one district to work with out of many, Pirius said.

Zenzinger wants to propose a change to the law during the 2024 legislative session. A solution hasn’t been figured out, but she said there’s widespread support to get the problem fixed in time for more grant money specified in the bill to come online.

“This was just an oversight in the language of the bill,” Zenzinger said.

Colorado was the last state in the nation to begin funding adult education when it created a grant program in 2014. Even with Senate Bill 7’s infusion of $2 million more a year for adult education programs — bringing the statewide total to $3 million — Colorado still funds its programs at some of the lowest levels in the country.

Paula Schriefer, president and CEO of the Spring Institute for Intercultural Learning, said there’s a huge need statewide for diploma and GED programs. The Spring Institute, which works with adults primarily on language acquisition, supported the bill.

Adults without a diploma tend to earn less than those who graduated high school, according to the Bureau of Labor Statistics. They also face higher rates of unemployment. About a third of adults without a high school diploma read at a sixth grade level, Zenzinger said.

The state has a small number of federally funded high school equivalency programs, Schriefer said. Schools such as Colorado Mountain College have started programs that support adults as they learn. Schriefer said she wants to see the law changed so community colleges, which have proven they can do the work to help adult learners, can get to educating Coloradans.

“We’d be fine with whatever they come up with,” Schriefer said. “We just want there to be multiple avenues through which our population here in Colorado can find an accessible way to get that credential.”

How a Colorado community college attracted more older students to college

2023-10-06T21:34:49+00:00

Colorado’s community colleges have struggled to enroll older adults since the start of the pandemic, but several schools have been able to work against that trend by helping them with their busy lives.

For example, Pueblo Community College leaders have found ways to cater to and begin to attract older students, or those who aren’t recent high school graduates. The school has leaned into using remote learning, creating flexible class schedules, and offering more child care options to help older adults.

Those changes have made it easier for older students to see themselves on campus, state and school leaders say, while also focusing on the increasing demand among high schoolers participating in concurrent enrollment — a program offered to high school students to take college level courses and even earn an associate’s degree.

“We’ve tried to look at the whole student and make sure that they have the financial resources that they need, but also all of the support services that they need to be successful,” said Patricia Erjavec, Pueblo Community College president.

Overall, the state’s community colleges, as of the end of September, are educating 8.5% more students over last year, or about 84,000 students, up from 78,274 at the same time last year.

Community college enrollment remains below 2019 levels, but concurrent enrollment has helped reduce the losses in the last couple years.

Statewide, concurrent enrollment has increased by 18.5% over last year, or an increase of 5,651 students. On average, most high school students enrolled in the program only take a couple courses.

Degree-seeking student enrollment at the state’s 13 colleges varied this year. Students seeking a degree increased by 2% over last year, or about 1,000 students.

Degree-seeking students include those that have just graduated from high school and students who are going to college after taking a break from school. The state has struggled to get the second group, especially students ages 21-39, to enroll.

The slower rebound in older adults enrolling statewide can likely be attributed to the state’s economy, said Landon Pirius, vice chancellor of academic and student affairs of the college system.

Older students tend to enroll at higher rates during economic downturns to get job training that opens up jobs with higher pay. But Colorado has a strong job market, with one job for every two residents.

Yet, some of the most in-demand jobs require a college education and the state has created new free college training programs in fields such as health care, law enforcement, firefighting, construction, and teaching.

The state must continue to cater to adults through flexible class schedules and support that takes into consideration that many adults come to college with bills to pay and families to support, Pirius said.

“I think we can get there, but I think our systems currently aren’t set up to support adult students as well as they are students who are straight out of high school,” he said.

Pueblo Community College has so far increased concurrent enrollment numbers by 30% this year over last year, second only to Red Rocks Community College.

Erjavec said the school has expanded what it offers to high school students.

The school has a new law academy and enrolled more criminal justice students. Pueblo Community College also started a Friday academy, where concurrent enrollment students come to the school every week. They get to see what it’s like at college, Erjavec said, and help spread the word about the benefits of concurrent enrollment.

Degree-seeking student enrollment among older students has increased by 3.5% over last year. Schools such as Pikes Peak, Front Range, and the Community College of Denver also have boosted enrollment.

Erjavec said the region’s economy might be playing into why it’s seeing interest from older adults. Pueblo has lagged behind the rest of the state in economic growth as a manufacturing city that’s experienced a shrinking of industry in recent years.

Because of the area’s economy, more students might be looking for new opportunities through going to college, Erjavec said.

Her goal is to make it easier for adults to be on campus or take classes.

“We serve a very low socioeconomic, rural area,” Erjavec said. “I always tell my team we get one chance to make sure that the students get the best academic experience they can.”

So far, changes have come without big financial investments, Erjavec said.

The school has relied more on bolstering its remote or hybrid learning options, which especially helps adults who can’t always be on campus because of work or family obligations, she said.

School officials also are thinking about how to provide support or academic services outside of normal school hours.

And the school also has a new child care center at its St. Mary’s-Corwin campus, and she hopes to grow on-campus child care options. The goal is to make students comfortable on campus and build trust that the college can work for them, she said.

“I think we have a good reputation,” Erjavec said. “Students know that and they count on that when they enroll with us.”

How CU Boulder is offering free college to some engineering students

2023-10-02T17:00:00+00:00

Engineering students from low-income families at the University of Colorado Boulder will be able to earn their degrees for free under an expansion of the school’s CU Promise program.

It’s the first time the university has created a free college program specific to one field. Lattice Scholars is propped up by a donation from local engineering firm Campos EPC and provides financial and academic support to low-income Colorado students who are the first to go to college in their family.

The program is significant because students from low-income backgrounds are underrepresented in STEM fields, and STEM degrees often lead to the kind of high-paying jobs that can change the economic trajectory of entire families.

The program provides free tuition to first-generation Colorado students whose families make less than $65,000 a year. Students don’t need to apply. Instead, the school identifies eligible full-time students through the Free Application for Federal Student Aid, or FAFSA.

Keith Molenaar, dean of the university’s College of Engineering and Applied Science, said the donation shows how business leaders can help more Coloradans from backgrounds that are less represented at CU Boulder and colleges across the state realize their dreams of higher education.

“We’ve shown we can do it,” Molenaar said. “We’re really looking forward to having other schools and colleges try to expand this across the university.”

This year, the school doubled the number of students who can qualify for the CU Promise program, which now serves about 3,500 students.

In a news release, school leaders said the expansion happened through donations and a new law this year that allows the school to enroll more out-of-state students who pay higher tuition if it provides more aid to Colorado students.

The Lattice Scholars program, however, is the first within a specific program and the first sustained by a major donation.

About 65 students this year are part of the Lattice Scholars program. Those students also get academic and advising support to help them finish college.

Mindy Zarske, an integrated design engineering teaching professor, said students learn about financial wellness, academic skills, and life after they leave the dorms. Students also get to connect with other scholars, which helps them form a network they can rely on, she said.

Zarske said it’s important to not only remove financial barriers for first-generation students, but help them get comfortable with navigating college life. That helps scholars “feel more empowered,” she said. Faculty and staff also learn how to better help students when money isn’t an issue.

“Are they able to focus better if we provide them with support? How does that help them persist? This is their dream and we want to get them there,” she said.

Marco Campos, whose foundation and engineering business Campos EPC donated to make the Lattice program happen, said it’s important for him to give back to diverse students who want to go into engineering. Campos graduated from CU Boulder’s engineering school as a low-income, first-generation student, so helping others with similar backgrounds is a mission of his.

He also said helping diverse students allows his company to find employees with different life experiences. He hopes other business leaders see the value in helping students.

“It’s just doing the right thing,” Campos said. “My hope is that this platform will serve as a big enough sounding board for one or two other companies, whatever it is, to get motivated.”

Want to go to college? Here are 5 tips to help pay for a Colorado education

2023-09-22T20:52:17+00:00

Sign up for our free monthly newsletter Beyond High School to get the latest news about college and career paths for Colorado high school grads.

How am I going to pay for college? Often, the inability to answer that question keeps Colorado students from heading to school.

Students, however, rarely pay the sticker price. Instead, there are numerous options for students to get money for school, especially the free programs Colorado offers to help students pay for some credits or college in its entirety.

Here are five tips to help students get money for college:

Take advantage of college programs

Concurrent enrollment. Dual enrollment. Fifth-year high school. Colorado Promise. Career Advance.

There’s a dizzying number of programs to sort through and they can be specific to whether you’re still in high school, enrolled in a certain university, or a particular program. Some pay only for a designated number of college credits. Others pay for your entire college bill.

Concurrent and dual enrollment — Students in high school can enroll in college-level classes while in high school in almost every Colorado district for free. The classes offered by schools can vary from district to district. Some students might attend classes at their high school, take classes online, or go to a college campus. The programs are widespread statewide and meant to help students earn a few credits up to an associate’s degree. On average, most students enroll in about two college classes while in high school. Popular options include introductory courses such as English composition, college algebra, psychology, communication, or business classes.

ASCENT, P-TECH, and early college — ASCENT is a fifth-year option for students to attend college classes while extending their high school education by a year. There are limited slots for students statewide and the fifth year of high school is free to them.

P-TECH is also a less common free option that teaches students more technical skills, such as welding or other trades. While this covers the cost of classes offered at the college level, students might still need to pay for transportation or books.

And early college, offered at a few district and charter high schools, allows students to graduate from high school in four years with an associate’s degree. There aren’t many statewide.

Care Forward Colorado and Career Advance Colorado — Care Forward Colorado offers free training at the state’s community colleges in health care fields, including nursing, phlebotomy, emergency medical technician, and dental assistant.

Career Advance Colorado kicked off this year as an expansion of the health care program. Fields of study eligible for free training include education, law enforcement, firefighting, and early childhood education. Programs in education pay for two years of community college before students move on to a four-year university.

These programs will likely end once money runs out, so it’s a first-come, first-served opportunity.

University promise programs — Some universities across the state, including the University of Colorado Boulder, Fort Lewis College, and Colorado State University Pueblo, offer free tuition to students who qualify for federal financial aid. Each school has eligibility requirements. For instance, CU Boulder recently expanded its promise program to engineering students.

Map out your options

As a high school freshman, college might be the last thing on your mind. And no one is saying you have to have it all figured out at an early age.

Luckily, Colorado schools have guidance counselors that can help students understand what’s next. Talking with a counselor can help students understand what’s available, said Jose Olivo, Denver Scholarship Foundation, director of TRIO Talent Search.

TRIO is a federal program that offers support to students who are low-income, the first to go to college in their family, or who have a disability. The program helps students get college exposure, including financial aid help and assistance preparing for college entrance exams.

The Denver-area foundation helps students figure out their college aspirations, and about 85% of their scholars end up at a four-year university. Olivo said counselors check in with students every year to help build their understanding of college and financial aid.

“We like to practice the approach of, ‘I’m going to provide you with as much information as possible for you to make the best decision for yourself,’“ Olivo said.

Olivo said students get information each year about college.

Freshmen learn about what it would take financially to get to college, including what high school college programs are available, such as ASCENT or concurrent enrollment. Sophomores learn about scholarships, grants, and loans. Juniors get a deeper dive into financial aid and learn about free college programs. And then seniors get help filling out the Free Application for Student Financial Aid, scholarships, and college applications.

Fill out the FAFSA

The cost of attendance at a Colorado community college averages about $5,000 annually for tuition, books, and fees. That price isn’t typically what students pay out of pocket, said Landon Pirius, the Colorado Community College System’s vice chancellor of academic and student affairs.

In actuality, about 60% of community college students leave without any debt thanks to state and federal aid, he said.

“In effect, you can attend any community college program for free for students of a certain income level,” he said.

Students won’t know exactly how much they will pay unless they fill out the Free Application for Federal Student Aid, or FAFSA. The application can be found at studentaid.gov.

The application opens access for federal grants students don’t need to pay back.

Colorado also provides grants to students that help pay for tuition, books, or other fees.

At four-year universities, students can use that money to offset their tuition bill, which varies at institutions. For instance, at the University of Colorado Boulder, the state’s flagship campus, tuition, fees, books, and housing can cost about $31,774 a year for a Colorado resident.

Some immigrant students don’t qualify for federal aid but can still qualify for state aid.

Undocumented students, including those who qualify for Deferred Action for Childhood Arrivals or DACA, can fill out the Colorado Application for State Financial Aid, or CASFA. To be eligible, a student must have lived in Colorado for at least one year before they graduated from high school and at least 12 months prior to enrolling at the college.

The program helps students get access to lower cost in-state tuition, state grants, and work-study opportunity.

Don’t forget about scholarships and grants

Unfortunately, there aren’t enough free programs statewide to help every student.

Seniors, especially, shouldn’t forget that there are numerous scholarships available to pay for college, according to financial aid experts.

Some Colorado-specific scholarships include the Daniels Scholarship and the Boettcher Scholarship. High school counseling offices should also be able to help with a directory of the thousands of national scholarships available, including ones like the Coca-Cola scholarship and the Hispanic Scholarship Fund.

There’s always more help

Students already enrolled in college also can get more scholarships and help through their college, said Olivo. Students also might be eligible for other national scholarships once they declare a major, he said.

“Most schools also have institutional scholarships that give priority to returning students,” Olivo said.

It’s not always a guarantee, Olivo said, but he suggests students speak to campus advisors or the school’s financial aid office if they’re in need.

“I always tell students you have to A-S-K to G-E-T,” he said. “It doesn’t hurt to ask and they might give you something.”

Student loan payments will begin soon. Tell Chalkbeat how it will affect you.

2023-09-07T18:01:14+00:00

Sign up for our free monthly newsletter Beyond High School to get the latest news about college and career paths for Colorado’s high school grads.

For the first time in three-and-a-half years, student borrowers will need to pay on their loans.

The Supreme Court rejected the Biden administration’s student loan relief proposal earlier this summer, dashing many Americans’ hope for aid. Interest on the loans began to accrue on Sept. 1, and repayments are due in October.

More than 44 million Americans hold about $1.7 trillion in student loan debt. The student loan pause enacted during the COVID-19 pandemic freed up finances to help them save for the future, get ahead on bills, buy homes, or even get married. Now, some might struggle to fit the monthly bill back into their budgets or pay back their loans.

At the same time, new repayment options will give some borrowers a break. An estimated four million Americans have signed up for one of them. Lots of borrowers are figuring out the best decision on how to pay off loans now and over the long term.

As Americans prepare for repayment, Chalkbeat wants to know what this means to you. We’re especially looking to hear about how the pause affected them and how its end will change their lives.

We plan to use the results of the short survey below to inform our coverage.

If you are having trouble viewing this form, go here.

Many Colorado students juggle college and parenting. Often they feel like outsiders on campus.

2023-09-05T18:39:58+00:00

Sign up for our free monthly newsletter Beyond High School to get the latest news about college and career paths for Colorado’s high school grads.

Deysi Parga Macias faced a dilemma last fall in the first week of classes at the University of Colorado Boulder.

She couldn’t find daycare for her son, Ramiro, and her grandparents, who were supposed to watch him, were sick.

Macias, then 19, began to panic. Her biochemistry lab only allowed four absences before she failed the class — but missing even one would make her feel like a failure. Desperate, she sent her professor an email before class and asked if she could bring her then-year-and-a-half-old son.

“I said, ‘I am so sorry, and I know that this is unprofessional,’” Macias said.

Students in the lab were scheduled to collect samples at Boulder Creek and analyze the results. Luckily, her professor agreed to let Ramiro come since it was a safer environment than in a classroom lab. While Macias worked, Ramiro played with rocks and threw them into the water.

“He thought it was just another day out,” she said.

Macias carries her son to the car to be dropped off at her grandparents’ home.

Macias, now a 20-year-old junior at CU Boulder, tries her best to separate parenting and coursework on campus, even if she alerts professors on the first days of class that she has a kid.

She doesn’t usually see other young children at CU Boulder. Many students can’t relate to her life.

It’s an isolating experience.

“Every time I tell my professors that I’m a mom and I’m an undergrad, they say, ‘You’re my first,’” she said.

How many student parents are on Colorado college campuses?

Many public Colorado colleges don’t know how many students are parents on their campuses.

Census data from the 2021 American Community Survey analyzed by Colorado’s demographer suggests that parents make up a little less than a third of undergraduate students at all of the state’s colleges and universities.

That’s close to what national data collected by the Institute for Women’s Policy Research showed in 2016: about 22% of all college undergraduates were parents. The institute found 42% of all community college students and just 17% of students at public four-year universities were parents.

Colorado, like many states, does not require colleges and universities to keep these numbers. Some colleges, including Colorado State University Fort Collins, have used voluntary surveys to get a better sense. But it’s still an estimate.

“We don’t know if we have 50 student parents or 5,000,” said Lisa Chandler, CSU Fort Collins adult learner and veteran services assistant director.

Some administrators worry that asking whether students have children could violate federal rules intended to prevent discrimination. Advocates say the lack of concrete data can limit the services and outreach students receive to help them through college, especially because this is a group that doesn’t have a lot of time to track down help.

Ramiro’s picture is displayed on Macias’ high school graduation cap at her home in Arvada, Colorado.

Student parents carry higher GPAs on average but are 10 times less likely to graduate, according to the women’s policy research institute. They are also more likely to be Black and low-income, take on more student loan debt, and struggle to find housing.

It matters to student parents that they succeed because they want higher wages to support their families. And, Colorado has a goal to get more residents — especially those from diverse communities — the postsecondary training they need to land good-paying jobs. Macias, for instance, studies biochemistry and wants to become a doctor.

In recent years, Colorado’s community colleges, with more student parents, have provided food resources, and connected students to housing, childcare, and financial support. Meanwhile, four-year universities offer fewer services.

Daycare is the priority for many student parents

Before Macias enrolled, she researched the schools that would offer her the most help while parenting. CU Boulder gave her scholarships, and she pieced together enough to pay for college. She also planned to use the university’s graduate and family housing so she could have more space for her and Ramiro, live on campus, meet friends, and be independent.

There was so much she didn’t anticipate as the first student in her family to go to college and as a new mother.

The rent in family housing proved to be more than she could afford. She struggled at times through her first year to pay for furniture and other household items – even things as small as a shower curtain and toiletries. Macias estimates a high school mentor spent about $1,000 to help her furnish her apartment. Her mom would cook for her and also bought her groceries and other daily items. Her sister helped babysit Ramiro when Macias had classes.

Macias looks for an outfit for her son at her home in Arvada, Colorado.

Macias is now living with her son’s paternal grandmother. It puts her minutes away from family members who can provide child care because she said she can’t afford CU Boulder’s childcare facility. It also makes it easier when she and Ramiro’s dad co-parent.

In Colorado, child care on average can cost about $1,360 a month at a center and about $960 at a home-based business for a toddler, according to Annie E. Casey Foundation’s 2023 Kids Count data book.

CU Boulder students pay based on the age of their child and how often they attend daycare. A student can pay up to about $1,900 a month for five-day-a-week care for an infant. The daytime hours don’t cover evening classes or study sessions.

The school surveyed undergraduates in 2021 to better understand how to help all students. Only a third of all students took the survey, and about 3% of respondents said they are responsible for the care of children or other adults, according to the university.

Other campus services for parents include a health and wellness center and mental health support, nap pods for tired students, and dedicated lactation rooms.

Macias said she no longer uses most of what CU Boulder offers. Child care continues to be her biggest struggle. In a perfect world, she said the school would provide free care, because college students don’t have a lot of money.

The biochemistry major works on an online class, “Academic Skills Resources,” in a study room in the Duane Physical Laboratories Building at CU Boulder.

Community colleges offer more built-in supports

Schools that serve more older students tend to think more about the needs of parents. Aurora Community College has sent out voluntary surveys to students and learned about 35% have parental responsibilities, said Reyna Anaya, senior student affairs officer and dean of student success.

The surveys helped the school create more help. The school has snack stations for kids, a free market for parents to get food, and play stations with toys. Advisors are available for support.

Colorado Mountain College’s Rifle campus hosts Family Fridays where students and community members can bring kids on campus to learn while their parents take classes, said Tinker Duclo, vice president and campus dean at CMC Rifle.

But four-year institutions are also doing more to offer parent services on campus. For example, Colorado State University Fort Collins has drop-in child care at its library that is paid by student fees. And like many other schools, CSU offers federal grants to subsidize child care.

Moving from community college to university

Zeke Dominguez, 41, is nervous about transferring from Front Range Community College to Colorado State University next fall. As a single parent of an autistic 11-year-old child, his second try at college has provided him a lot of what he’s needed as a parent, but he’s not sure what to expect at the bigger college.

Dominguez studied cybersecurity in 2012 at for-profit University of Phoenix. His daughter was born at about the same time. She spent months in the hospital, and he took family leave for a semester but felt overwhelmed when he returned. He needed to drop out.

“I didn’t have any support systems, either,” he said. “It wasn’t anything like what I have now.”

Community colleges have increased services in recent years for student parents.

Front Range brings student parents together to support each other. Dominguez also connected to the school’s TRIO program, a federal program to guide disadvantaged students through college that’s used at many college and university campuses. While not only for student parents, the program has connected him to tutors and helped him learn to advocate for his needs as a parent, such as how to reach out to instructors or deans so he doesn’t have to drop classes when he gets behind.

The school also has federal grants for child care, he said, and if Dominguez has a problem, Front Range officials try to help connect him to community resources.

It’s important for Dominguez to finish his degree. He wants to get a bachelor’s in fine arts to allow him flexibility to work and take care of his daughter. The demands of his previous job as a chef didn’t mix well with parenting.

He plans to expand his work in photography — he used to shoot food photos while a chef. He also wants to explore his career options, such as selling his paintings.

As he gets ready for CSU Fort Collins, he worries that he will get lost at such a large school.

“We really are a ghost,” he said. “We’re not seen.”

Students walk around the UC Boulder campus Wednesday, Aug. 30, 2023.

Higher education’s growing focus on student parents

Elsewhere, some states have figured out how to track student parents. Oregon and Illinois require colleges and universities to collect data on student parents to help them get what they need, according to Nicole Lynn Lewis, founder and CEO of Generation Hope. The nonprofit advocates for policies that support student parents and supports schools in their efforts.

Schools also want to increase support. Norfolk State University, a historically Black university in Virginia, has worked with Generation Hope in the last year to increase services, such as lactation rooms and parent groups. The school offers evening child care. School officials are also drafting guidelines around the presence of children on campus and how faculty and staff can help student parents.

Student parents want to feel more a part of the campus and be considered, said Andrea Neal, Office of Academic Engagement associate vice provost at Norfolk State. Small things like specific parking spaces or easy access to diapers on campus would make them feel included, she said.

Larger universities like The Ohio State University also are trying to find ways to serve parents.

Traci Lewis, director of the university’s Comprehensive College Experience for Student-Parent Success Program, said Ohio State makes parents and their kids a part of campus life. The school has a student-parent welcome week with bounce houses for their kids, offers child care during club meetings, and will allow students to walk with their kids this year in the homecoming parade.

Ohio State student parents receive a comprehensive resource support guide, but the school also provides advisors to offer more personal guidance. The school also offers emergency financial assistance.

Student parents need to advocate for themselves

Macias feels burnt out, but she rarely lets that stop her positive attitude.

She has found ways to feel like she’s a greater part of the campus. She wants to be a role model for other first-generation and Latina students in the sciences. She’s found supportive friends. She’s joined clubs like the Colorado Organization for Latina Opportunity and Reproductive Rights.

She takes the tough days in stride because she’s determined to finish school.

Macias, left, listens to America Ramirez, program director for the Colorado Organization for Latina Opportunity and Reproductive Rights (COLOR), during the “Be Involved Fair” on campus.

“Life doesn’t wait for you to be OK,” Macias said.

Macias works within CU Boulder’s Office of Precollege Outreach and Engagement and gives campus tours to high school students. The program also hosts overnight trips.

She’s met hundreds of students, she said. But over the summer, a young woman approached her to read the college essay she prepared.

The teen, a rising high school junior, wrote that she was pregnant. She wanted to major in the sciences just like Macias. She documented her fears of telling her family about the pregnancy and never getting to college.

Tears streamed down Macias’ cheeks as she sat across from the student. The young girl’s struggle was her own. She finally didn’t feel so out of place.

“I told her to stay focused and keep going. To finish strong, as strong as you can because there’s going to be a lot of help,” she said. “Unfortunately, they’re not going to come and find you as a parent. You have to find the help yourself.”

Colorado banned legacy admissions at its public colleges. Two years later, the impact is unclear.

2023-08-25T16:00:00+00:00

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The U.S. Supreme Court’s ruling prohibiting race-conscious admissions has led to calls to ban another form of preference — legacy admissions — in pursuit of more inclusive campuses.

In 2021, Colorado became the first state to ban legacy admissions — the process of giving an admissions edge to children of alumni — at public universities. The goal was to help admit a more diverse student body.

At CU Boulder, the state’s flagship, admissions for students who are the first in their families to attend college increased in 2022, but slightly fewer students of color were admitted.

At Mines, the state’s most selective public college, the school admitted more students of color, about the same number of first-generation students, and fewer women in 2022 — but the school accepted and enrolled a more diverse class in 2023.

The trends at Mines and CU Boulder paint a fuzzy picture of whether banning legacy admissions elsewhere would increase campus diversity or provide more opportunity for students from marginalized backgrounds.

Complicating the picture: Colorado public universities changed several other policies at the same time, including making test scores such as the SAT and ACT exams optional and expanding recruitment in diverse communities. These changes have affected who applied, how many students were accepted, and who ended up on campus.

Admissions offices at the two universities said they want to show more commitment to diversifying their campuses in addition to banning legacy admissions. They report they’re facing more competition from other schools with lower tuition or more financial aid. They’re also battling perceptions about whether a campus is welcoming if there is not as much diversity among the students.

“Schools are more aggressive with what they’re doing,” said Lori Kester, Mines’ associate provost for enrollment management. “People think the writing’s on the wall as the population dwindles. People in higher ed are all going after the same students.”

Earlier this month, the Biden administration encouraged colleges and universities to review their admissions policies, including ending the use of legacy preferences. The Office of Civil Rights is investigating whether legacy preferences constitute discrimination. Democrats in Congress have also introduced legislation that would bar schools with legacy admissions from participating in federal financial aid.

Most of Colorado’s public colleges and universities admit the majority of students that apply. CU Boulder and Mines are more selective.

In 2022, CU Boulder applications were up in 2022 to about 54,000, or about 10,500 more applications than in 2020. The school accepted about 79% of students who applied that year.

About 77% of all students of color were accepted — a slight decrease from 81% in 2020. At the same time, first-generation acceptance rates increased two points to 73%.

At Mines, the state’s engineering school, overall applications were down in 2022 to about 11,360 applications, or a decrease of about 1,300 applications from 2020. The school accepted about 57% of all applicants — up from 55% in 2020.

Mines admitted 54% of students of color who applied, an increase of 3.4 points from 2020. First-generation students were accepted at a 40% rate, about the same as in 2020.

Women applicants — who are underrepresented in science, technology, engineering, and math fields — were accepted at a 65% rate in 2022, down two points from 2020.

In 2023, the school’s admissions rates increased among all students to 59%. Acceptance rates increased among students of color to 58%, first-generation students to 42.5%, and women to 66%.

The school also enrolled more students of color, first-generation students, and women.

Admissions numbers for CU Boulder in 2023 are not yet available.

More states considering a ban

No major research exists about the impact of banning legacy admissions, according to Thomas Harnisch, vice president for government relations at the State Higher Education Executive Officers Association.

Several other state legislatures are considering a ban, including New York, Massachusetts, and Connecticut, he said. Private colleges, however, have pushed back because they see legacy admissions as a way to get students with ties to the university to apply, encourage donations, and build community, Harnisch said.

Colorado’s two premier private colleges, Colorado College and the University of Denver, still consider alumni relations in their admissions decisions.

After CU Boulder ended legacy preferences voluntarily, both CU Boulder and Mines supported legislation banning legacy preferences statewide.

But both schools’ administrators said it’s difficult to identify any one change as the catalyst for whether a student applies or is admitted.

In 2021, Mines and CU Boulder backed legislation to make the ACT and SAT optional in admissions. At the same time, school officials said they increased recruitment efforts and college-readiness programs.

In practice, neither Mines nor CU Boulder weighed legacy as the sole determining factor in admissions. Banning legacy preference sent more of a message to students, said Jennifer Ziegenfus, CU Boulder assistant vice chancellor for admissions.

Ziegenfus said student perception about legacy admissions was “that the student who doesn’t have a family member who went there is already starting from behind and they have to play catch up.”

‘Welcome as many students as possible into our community’

The test-optional change allowed Mines to signal to students that admissions offices want to know more about the whole student, not just a test, said Jen Gagne, interim executive director of admissions. She added that she wants students to know that even after the ban on race-conscious admissions, they should showcase who they are in personal essays.

“We want to make sure that students are challenging themselves in the classroom,” Gagne said. “But we want to know about you. We are looking for problem solvers for the future and that requires students from all backgrounds.”

CU Boulder has also started to recruit more in rural areas and hired Spanish recruiters to better reach students, Ziegenfus said.

The goal has been to spread the message that the state’s flagship institution is for all students in the state, and Spanish recruiters help not only students, but families see why CU Boulder is an option, she said. The school has also had more students in recent years take advantage of Colorado’s free college application days, when Colorado students can apply to colleges for free in October.

At Mines, leaders have wanted its student body to look more like the state’s demographics.

Mines has placed more focus on pre-college programs that prepare students for science, technology, engineering, and math courses, including a new program at Lakewood’s Alameda International Jr./Sr. High, Kester said.

The school is also working more closely with high school counselors to get students early math exposure because the school requires students to have a strong background in the subject. The school also has pushed for alternative pathways to get students to Mines, such as transfer options from the state’s community colleges.

Both schools also face increased competition from out-of-state schools, which has caused pressure on who does and doesn’t show up on campus. That’s especially an issue during a time when more students worry about the cost of college.

Wealthier schools can do more to subsidize a student’s education, Kester said, which has caused some to look elsewhere. Some out-of-state public schools have lower overall tuition rates even when compared to Colorado’s in-state tuition or can provide financial aid to offset costs.

Ziegenfus said she hopes students of color know they have a place despite the school not being able to consider race any longer. Mines did not. CU Boulder asked about race in admissions but it wasn’t a determining factor.

She added admissions officers are looking for ways to get them an acceptance letter.

“It is the goal of most institutions across the state to be able to welcome as many students as possible into our community,” Ziegenfus said. “Whatever efforts we can make to knock down these barriers — perceived or otherwise — it’s always going to be at the root of our mission.”

Education Secretary Cardona praises Colorado’s focus on education that leads to jobs

2023-08-10T22:28:16+00:00

Every high school graduate across the country should get the training they need to land a job that leads to more opportunity, U.S. Education Secretary Miguel Cardona said Thursday in a speech at the Community College of Aurora.

To help, Cardona announced the launch of a $25 million federal grant program to support efforts to teach students skills that will help them find a career.

The Career Connected High School Grant program will provide money to school districts, colleges and universities, and employers to pilot strategies that blur the lines between the last two years of high school and the start of postsecondary education. The grants could be used to expand dual enrollment programs, invest in new equipment, or pay for students’ exams that earn them a credential, he said.

“It’s all about accelerating the evolution of our high schools,” said Cardona, who visited the Aurora campus as part of an education summit that drew educators from around the country. “It’s about unlocking career success for our students.”

The grants could bolster the work Colorado is already doing to link high school, higher education, and industry.

But more will be needed to help sustain and accelerate that work, said Mordecai Brownlee, president of the Community College of Aurora. Brownlee, who praised Cardona and the state for the focus on helping students find a path to a job, said the students he serves, mostly low-income Black and Hispanic people, also need money for short-term training and certificate programs — the equivalent of a semester or less of college but enough to get the training for better-paying jobs. And they need more information about what job opportunities are available to them, he said.

Without the financial support, “they’re having to come out of pocket, they’re having to find the scholarship, or they have to find somebody to pay for it,” Brownlee said.

One solution is to help students pay for shorter stints in college by expanding Pell grants, the federal grants for low-income students, he said. The change would especially help older adults who might not have gotten the opportunities the state has recently expanded in high school.

Despite the challenges, Brownlee said students at his community college are benefiting from the focus on career preparation. Last year the state created the Care Forward program, which has helped train more students in health care fields, he said. The program covers the cost of training, books, and fees for students who want to prepare for jobs in fields such as nursing or phlebotomy.

Brownlee is also excited about the expansion of the program, which will allow for two years of free training in professions such as law enforcement, firefighting, teaching, and forestry.

“It’s closed the gap for students,” Brownlee said. “And it’s helped us to meet our charge and our need, which is to ensure social and economic mobility for our students.”

Thursday’s conversation on career training was part of the Biden-Harris administration’s Unlocking Pathways Summit series. The event was co-hosted by Jobs for The Future, a nonprofit that advocates for eliminating barriers to economic advancement.

U.S. Sen. John Hickenlooper, a Colorado Democrat, welcomes U.S. Education Secretary Miguel Cardona, front, during the Unlocking Pathways Summit series at the Community College of Aurora.

Cardona highlighted the administration’s work, including on infrastructure and in technology research. He also praised Colorado Gov. Jared Polis for his focus on giving more students career-learning opportunities.

Polis said many students in the state now leave high school with college exposure and credit. And his administration has advocated for making a pathway to a job more seamless, including by giving high school students a head start on postsecondary education. That means students might take college courses while still in high school, or participate in apprenticeships.

The goal is to get industry, high school, and college leaders working together to make it easier for students to get the education they want.

Transferring from community college to a four-year program? A new Colorado scholarship can help with costs

2023-08-10T00:49:50+00:00

Colorado students who start at a community college then transfer to a four-year bachelor’s degree program will soon have a chance to pay for part of their education with a new scholarship.

The scholarship, called the Reisher Bridge Scholars Program, supports students within the Bridge to Bachelor’s Degree program — the program guarantees admission at a four-year university for first-time college students who graduate from a community college.

The new Reisher Bridge scholarship gives financial support for students during their first two years before they transfer to one of eight schools and covers almost half the annual cost of attending a Colorado Community College school. Once students transfer, they are then eligible for another Reisher scholarship.

Combined, the scholarships give low-income students much-needed financial support when they first enter community college and then to make it to graduation at a four-year university.

“As we all know, when you can’t afford more than three to six credits at a time it delays your graduation and it can sometimes be a self-defeating prophecy,” said Adam Cermak, Foundation for Community Colleges executive director.

Cermak said the money makes a big dent in the cost of a community college education. Community college tuition, books, and fees cost about $5,000 annually, he said.

The bridge scholars program provides $2,000 a year for students at any of the state’s 13 community colleges. Once they transfer, students who were awarded the Reisher Bridge scholarship then can apply to the Reisher Scholars Program, which provides $4,000 to $15,000 a year for junior and senior years at one of eight participating four-year universities.

Both scholarships are paid for by the Denver Foundation; the new bridge scholarship is the first tied to a specific program within the Colorado Community College System, Cermak said.

The five-year, $1-million-a-year pilot program increases options for students throughout the state to pay a portion of the cost of community college, especially as many students worry about tuition costs and debt.

About 9,000 students are enrolled in the Bridge to Bachelors program, but the scholarship is for students who plan to transfer to one of the colleges that partners with the Reisher Scholars Program.

Students will not have to apply for the scholarship. Instead, they must have 30 credits or less remaining toward their associate degree, have a documented plan toward completing college, be enrolled full-time, and hold at least a 3.0 GPA. Students must also demonstrate financial need through Pell eligibility, a federal grant that helps subsidize college costs.

The state plans to award about 250 scholarships a year based on that criteria.

The Denver Foundation also will fund college advisors who help students navigate the ins and outs of college and other support services as part of the program.

Landon Pirius, community college system vice chancellor for academic and student affairs, said in a statement the scholarship program helps create a clear road map for students.

He said the college system “is committed to making the transfer process as seamless and structured as possible.”

Joshua Ryines, a Denver Foundation associate scholarships officer, said the nonprofit’s goal for the Bridge to Bachelors scholarship is to create a stronger pipeline from two- to four-year colleges.

And Sharon Harper, the foundation’s senior director of special funds and scholarships, said too often the focus is on students going from high school to a four-year university, meaning limited scholarship opportunities for students who take a different route. Students who have a plan to transfer will have more opportunities, she said.

The scholarship joins a growing list of programs meant to help students pay for college.

Colorado started a free program last year to train students in health care fields. This year, it expanded the program to include a range of other professions where the state’s experiencing a shortage of workers, such as teaching, firefighting, forestry, construction and law enforcement. Students in these programs can now get up to two years of college paid for, as well as books and fees.

Colorado also offers other programs, such as dual enrollment and concurrent enrollment, to help offset the cost of college. Concurrent and dual enrollment programs allow high school students to enroll in college classes and earn credit.

Gen Z isn’t so sure about college, a new poll finds. Colorado counselors say that isn’t the whole story.

2023-08-03T23:09:06+00:00

Gen Z believes education after high school is necessary. They’re just not so sure about going to a four-year university.

It isn’t that the generation born between 1997 and 2012 doesn’t want to get a bachelor’s degree, according to a recent study by the ECMC Group. The cost of tuition, student debt, and not feeling prepared keep them from heading to a university. Some are more open to certificate programs, apprenticeships, two-year degrees, and on-the-job training as viable paths to a career.

The general attitudes of Gen Z students, documented in the report by the group that pushes to help students succeed, tracks similarly to what Colorado college counseling groups hear. Advisors say students they talk to are recovering from an unprecedented pandemic and they’re more cost conscious about their education. Gen Z students are putting financial security first.

“They’ve seen so many people just operate to survive during the pandemic,” said Melissa Muniz, the Latin American Educational Foundation student services and program manager.

With those attitudes in mind, counselors say there’s a balance in helping Gen Z students understand how to approach their education. About 65% of students say post-high school education is important, the report says. And almost 60% say they can be successful without a four-year degree.

Having a four-year degree has benefits. State data shows having a bachelor’s degree can open opportunities for more secure and higher-paying jobs that Gen Z students seek. Residents with a bachelor’s degree are also more mobile.

Nonetheless, financial worries persist about the high cost of tuition at a four-year university or the debt students might be saddled with after they graduate. The study says six in 10 teens worry about how to pay for their education. That can hold them back.

Students do have options in Colorado, and it’s true that some students can get what they want out of their education from a shorter-term program.

But the study shows not enough students feel they get the counseling they need to make the decision. About 63% said they need guidance on finances and 48% said they need education and career guidance.

“They’re operating from this place where they want to find something they love, they want to find something they’re passionate about doing,” said Muniz, whose nonprofit pushes for greater access to higher education among Latino and Hispanic students. “But they question how they are also going to have stability so that they can provide for themselves and for their families.”

Gabriel Guindon, Denver Scholarship Foundation college access director, said counselors always make sure students know about Colorado’s talent pipeline report that says about 92% of the top jobs statewide require schooling beyond a high school diploma. The Denver foundation helps students realize their college dreams through advising and financial aid.

Students also should get advised individually to find the best fit, whether that’s academic, financial, or social, he said. Guindon offers advice on how to pay for a four-year degree, but he doesn’t steer students just toward universities. He tries to help students see that an education beyond college is necessary and at their fingertips.

Gen Z’s openness toward other options expressed in the survey aligns with some of Colorado’s higher education priorities. Colorado’s higher education strategic plan calls for students to get a return on what they pay, help more low-income students get into programs after high school, and for colleges to work more closely with employers.

The state has been investing more in programs that connect post-high school education and industries that need more trained workers. Sometimes these programs lead to a bachelor’s degree and sometimes they don’t.

The state wants more high school students to leave with a certificate or credential that can lead to a job and has free high school programs where students can attend college-level classes and earn credit.

Colorado now offers free college and training in a range of fields where there’s a shortage of workers, such as teaching, firefighting, and law enforcement. These programs can help students find a track that fits their interests and offers good job prospects after completion. These programs expanded on Colorado’s CareForward program, which provides free education for health care fields.

Other examples include schools such as Colorado Mountain College, which partners with local employers to create practical training for students to get jobs on the Western Slope. Community colleges such as the Community College of Aurora have also cut some arts and humanities programs to focus on courses that prepare students for jobs.

Sachs Foundation President Ben Ralston said Gen Z attitudes he’s observed are also reactions to issues that should be challenged. The national survey says students want their interests to lead to fulfillment in their careers.

Ralston, whose nonprofit supports Black Colorado students, said he’s heard from many students who want to learn business or engineering because they care most about the money they’ll earn. Some students, however, have no interest in those careers and won’t find fulfillment, he said.

Adults shouldn’t forget a four-year education also can lead to jobs that may not pay as much, but help create a more robust society through art, literature, or teaching, he said. It’s on state leaders to help make jobs with high societal value worth the time students spend getting educated for them and to help students find value in creativity.

For instance, Ralson said Colorado needs more Black educators. The foundation and Teach for America Colorado have teamed up to provide financial and career development support to Black educators, through learning groups and a salary incentive.

Sachs Foundation Chief Operating Officer Pamela Roberts said Gen Z notions about higher ed also can be challenged simply by offering them information. Not every student has to go to an Ivy League school and most students realize that college is more affordable than they expect depending on where they go.

Muniz said, however, students too often don’t get the information they need to make dreams a reality.

“They know what it takes and they know what they might want to do,” she said. “But some of them are just lacking that confidence or lacking that ability or the resources to really understand how to take advantage of these opportunities.”

Correction: The original story incorrectly named the organization that worked on the study. The ECMC Group conducted the study.

Native students learn how to preserve threatened languages through Fort Lewis initiative

2023-08-01T20:44:55+00:00

Almost 30 years ago, the majority of Native American students at Fort Lewis College could speak their home language, Janine Fitzgerald recalled.

In the years since, more and more students have arrived at the southwest Colorado college without the ability to speak their native language, the Fort Lewis sociology and human services professor said. Nonetheless, these students have wanted to better connect with their family, their culture, and their traditions.

To assist, Fort Lewis College and Fitzgerald created the All Our Kin Collective this year to help address the loss of indigenous languages in students’ communities and help them understand a crucial part of their identities. Fitzgerald, who has an interest in sociolinguistics, was awarded a $1.5 million grant through the Mellon Foundation, as well as support from the National Endowment for the Humanities, to start the collective.

About 44% of Fort Lewis College’s students are Native American, and the collective has created programs, including a summer institute, classes, and a certificate program, that help those students learn and share their language.

Fitzgerald said many Native students have cited that learning their language and sharing culture are even more vital since the pandemic because so many elders who carried on this knowledge died from Covid. Many students believe that the death of tribal elders will also cause some traditions to begin to die, she said.

“And there’s this sort of deep understanding among students — deep — where they say. ‘I got to learn,’” Fitzgerald said. “That it’s super important and ‘I can’t be whole without it.’”

The collective adds to Fort Lewis’ push to compensate for its past as a Native American boarding school. The Fort Lewis boarding school, and many others throughout the U.S. and Canada, were created with the goal of eradicating Native American culture. Students were required to learn English and taught their traditions were inferior.

Fort Lewis College leaders have now pushed to become a place for Native students to further their schooling while also embracing who they are as Indigenous people.

Ally Gee, who is Navajo and a Fort Lewis College graduate working with the collective, said the project is meant to help students connect to who they are. Many students complain that they don’t feel as deep a tie to their culture as they want because they don’t know their language, she said. It’s a vital part of who Native people are, she added.

“If I could help just one student learn just one word, I would measure that as a success,” she said. “Students are learning their cultures, how to introduce themselves, and the meaning of their names. And that’s really heartwarming.”

Students, however, are learning more than just a few words, said Shannen Jones, 31, who recently graduated from Fort Lewis and participated in the collective’s summer institute. She said she expected to just learn how to speak and write in her native Navajo language.

She found that the summer institute offered so much more.

Ally Gee and Shannen Jones sit with other students during an All Our Kin Collective class.

Instructors focused not on grammar and spelling but on the skills needed to learn how to document and learn languages without a textbook, Jones said. Those skills allow students to not only learn how to speak, but preserve the language for future generations by documenting what they learned.

The for-credit, three-week summer institute is focused on four languages. In its first year, the classes featured Navajo, Cherokee, Inupiaq, and Hopi. Program leaders hope to change which languages are taught depending on the students who are enrolled.

Another component of the collective includes one-credit classes that focus on language and cultural identity. The classes include teaching students about preserving languages and how to do that through new technology.

The collective’s programs also allow students the opportunity to take a series of classes that lead to a certificate in language revitalization, including learning about Native languages, doing an internship, and finishing a series of online classes.

The collective documents work from students to help celebrate and preserve indigenous cultures through a digital archive which includes students’ projects and culturally significant material.

Jones participated in the All Our Kin fellowship, which gives students $750 and the ability to work on projects.

As part of her work, Jones led group conversations during the summer program. At first, she looked at the assignment as more of a job, but she left feeling empowered.

Leading group conversations gave her hands-on experience working with other Native students and she wants to take that experience back to her home in Arizona or to other Native communities. She plans to work in public health.

The classes, most of all, helped Jones feel closer to her roots and her peers.

“Around language, we found a sense of community that some of us were missing,” Jones said. “Every time I think about the classes, I get excited. It was an amazing feeling seeing everyone working together.”

Biden administration announces $130 million loan forgiveness for Colorado CollegeAmerica students

2023-07-25T21:34:43+00:00

About 7,400 students who attended the for-profit CollegeAmerica in Colorado from 2006 to 2020 will automatically get $130 million in student debt forgiven after the U.S. Department of Education found the college made widespread misrepresentations.

CollegeAmerica students will be notified in August that their federal student loan balance has been wiped clean. They also will be reimbursed for the amount they paid on those loans.

The education department used evidence provided by Colorado Attorney General Phil Weiser in its forgiveness decision, finding parent-company Center for Excellence in Higher Education gave false information about the salaries and employment rates of its graduates, the programs it offered, and the terms of a private loan product it offered.

“CollegeAmerica, they took advantage of people and preyed on vulnerable individuals,” Weiser said during a Tuesday news conference with the federal education department. “They had tens of thousands of TV commercials, radio, mailers, all of which promoted starting salaries or median starting salary that they claimed their degrees would give people access to. That was fundamentally untrue.”

Federal Student Aid Chief Operating Officer Richard Cordray credited Weiser’s office for its work exposing issues with College America. The Colorado attorney general’s office started investigating the for-profit in 2012, with a final judgment in favor of the state in 2020.

Cordray said issues included CollegeAmerica inflating job placement rates from 40% to 70%. The college also advertised higher salaries for its graduates, sometimes by twice as much.

“Nothing can replace the time these students spent, the years that have passed, and their trust that is broken,” Corduroy said. “What we can do, we will do, to try to make things right.”

The department’s actions discharge federal loans for the 7,400 students. Private loans, however, are not eligible for forgiveness.

The Biden-Harris Administration has forgiven $14.7 billion in relief for 1.1 million borrowers nationally whose colleges took advantage of them or closed, according to a news release.

Students at now-closed Corinthian Colleges, ITT Technical Institute, and Westwood College also have received loan relief.

Denver nonprofit supports college scholarships. The fund needs more oversight, a city audit finds.

2023-07-21T19:26:26+00:00

A Denver tax initiative meant to support college scholarships needs more oversight to better track its data and increase safeguards to hedge against inaccurate reporting, according to a city audit released this week.

The nonprofit Prosperity Denver Fund administers the city’s College Affordability Fund created after a 2018 ballot initiative. It began reimbursing local nonprofits for the scholarships and college support services they provide. The voter-approved college fund sets aside .08% sales tax to increase higher education resources for Denver students, especially those who are low-income.

The audit says the Prosperity Denver Fund has struggled to keep accurate and complete records of students, had some issues verifying if students were eligible for scholarships, and lacked appropriate documentation to support reimbursements to nonprofits.

The nonprofit and the Denver Office of Children’s Affairs, which oversees the nonprofit’s work, have agreed with city auditors’ recommendations. Prosperity Denver CEO Matt Jordan said changes, including improving its data management and collection, are either underway or are planned.

“In data collection and management, those steps took longer than we would have wanted initially,” Jordan said. “But we’re confident now that we have what we need to more quickly address these issues.”

The program has already undergone other changes since its start in 2018.

Tax money available for the fund has increased from $8.9 million in 2019 to $14.5 million in 2022. So far, the fund has collected about $46.4 million, but only spent about $21 million to reimburse nonprofits for over 7,500 scholarships.

The pandemic made it hard to give out all the money within the fund, Jordan said.

In May, Denver city council members approved broadening the criteria for students. The nonprofit can now reimburse scholarships or services such as college or career counseling, for students up to age 30, and for students who have graduated from a Denver high school or lived in Denver for six months prior to graduation.

“We think that the ordinance changes that were recently approved will allow us to serve more students that were originally intended to be covered by the fund,” Jordan said.

The audit says that Prosperity Fund Denver didn’t create identifying information for individual students. While the fund reimburses about 1,800 scholarships a year, Jordan said, some of those students might get college money for multiple years.

The organization lacked some information that included residency, financial need, academic progress, gender, and ethnicity. Prosperity Denver said it followed up with nonprofits to confirm any missing details.

The nonprofit also ran into issues confirming nonprofits could be reimbursed for student scholarships, according to the audit.

Of the 7,570 scholarships city auditors reviewed, about 155 payments lacked the data needed to determine if the student was eligible.

Jordan said issues stem from nonprofit groups never having recorded some of the data that the fund requires. The updated eligibility requirements should help with this issue, he said.

The audit says for ineligible students, Prosperity Denver and the city should seek refunds. Jordan said that work is already underway.

The fund should also create clear documents for nonprofits to use that help track reimbursements, the audit says.

“Prosperity Denver has no comprehensive database of its reimbursements for scholarships and related support services that would help it manage the program and better ensure data integrity and transparency to Denver residents,” the audit says.

For its part, the city plans to add a staff member assigned to better oversee the fund and help with issues, including with the management of data.

How the Supreme Court ruling on race-based admissions could affect Colorado students

2023-06-29T23:04:07+00:00

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Colorado’s colleges and universities will no longer be allowed to consider race when admitting students, after the nation’s high court ruled Thursday that admissions programs at Harvard University and the University of North Carolina are unconstitutional.

Only a few Colorado schools factor race into their admissions decisions, including the University of Colorado Boulder, Colorado College, and the University of Denver.

The Supreme Court decision to halt 45 years of colleges’ use of race-conscious admissions could reshape campuses here and nationwide.

The decision means the state’s most selective schools won’t be able to consider racial diversity as a factor in enrollment, which could limit the tools they use to balance their student bodies to be more reflective of states and the nation. It also could discourage students from applying to college and deter university officials from addressing racial inequities on campus, according to experts.

Native American, Black, and Hispanic students enroll in college at lower rates than their white and Asian peers.

Ben Ralston, Sachs Foundation president, said race-based admissions were created to rectify systemic inequities that had erected barriers to Black students and students of color. The Colorado Springs-based foundation supports Colorado’s Black communities, including by offering college scholarships.

“The fact that the federal government is saying that historic inequity is something that they no longer want to address is just a clear signal to the students that we serve that those inequities are going to continue to persist throughout the course of their education and probably the rest of their lives,” Ralston said.

President Joe Biden said the ruling should not deter colleges from seeking to improve diversity. University administrators in Colorado said that they are working to understand how the ruling will affect their admissions processes and that they’ll keep working to admit students from a range of backgrounds. That includes putting more weight on students’ personal experiences and removing barriers in the application process.

“Excellence is not defined by a test score, so this will force us to define excellence even better,” said Shanta Zimmer, senior associate dean for education at the University of Colorado School of Medicine.

Most Colorado colleges don’t consider applicants’ race

The majority of Colorado’s public universities and community colleges do not consider race in their admissions decisions. Students of color go to those schools at higher rates than more selective schools but typically have fewer resources. That contributes to lower overall graduation rates.

Selective colleges typically have more financial and student support resources that help students of color graduate at higher rates.

In admissions, selective colleges in Colorado largely consider the rigor of classes taken in high school, grade point average, application essays, recommendations, and geographic location. Colorado’s public schools do not consider scores from standardized tests like the ACT and SAT, but some private colleges do.

CU Boulder, Colorado College, the University of Denver, and the U.S. Air Force Academy treat academic performance and rigor as the most important factors in deciding whether to accept a student, but they do consider race as well.

The high court’s decision exempted military academies, on the premise that they are not party to the case and have “potentially distinct interests” that were not considered in the court cases. In her dissent, Justice Sonia Sotomayor called that distinction essentially arbitrary and said it shows that even the majority doesn’t believe the 14th Amendment prohibits all use of race in admissions.

CU Boulder, the state’s flagship institution, is the only Colorado state university that considers race in admissions. Public universities in the state have tried to be more representative of the state’s residents — and, in turn, taxpayers who help pay for their operations.

CU Boulder is 65% white, 13% Hispanic, and 2% Black, according to the Integrated Postsecondary Education Data System. In contrast, Colorado’s K-12 population is just 51% white, 35% Hispanic, and 4.6% Black. The school has become slightly more demographically diverse in the last decade. The student population also has grown, and the school is admitting and serving more students who are Black and Hispanic.

In a statement, University of Colorado President Todd Saliman and Philip DiStefano, chancellor of CU Boulder, said the university would continue to use admissions processes that consider “the whole student,” including demographic characteristics and life experiences.

“As we move forward, the University of Colorado will continue to advance our commitment to diversity, equity, and inclusion,” they said. “We are steadfast in our belief that a vibrant and inclusive community leads to a richer educational experience for all, contributes to a positive society, and prepares our graduates to excel in an increasingly interconnected and diverse world.”

Jennifer McDuffie, CU’s associate vice chancellor of enrollment management, said the university plans an audit of all its admissions practices and staff trainings to figure out what needs to change in response to the ruling. At the same time, CU is looking at what barriers it can reduce in admissions, which may mean expanding financial aid or removing extra essays from its application process. The university also wants to ensure students from diverse backgrounds feel wanted and welcome, McDuffie said.

University of Denver Chancellor Jeremy Haefner said in a statement that his institution would continue to work to build a more diverse study body, for example by prioritizing diverse high schools in its recruitment efforts and working to create a more welcoming campus environment.

“Without question, there is much to learn about how this decision will impact admission processes at the undergraduate and graduate level,” he said. “Legal professionals will apply their expertise to interpreting the decision over the coming days and weeks, and we will make the best choices for DU’s commitment to diversity and our students while complying with the legal landscape.”

Colleges’ argument relied on stereotypes, court’s opinion says

The Supreme Court decision stems from two cases that were brought by Students for Fair Admissions, an organization headed by Edward Blum, who has spent years fighting admissions policies that consider race.

The group alleged that the race-conscious admissions policies of Harvard and the University of North Carolina are unfair and discriminate against Asian American applicants, among other allegations.

The universities said they needed to take race into account to build a diverse student body, which brings benefits to the schools and students.

In a 6-3 opinion written by Chief Justice John Roberts, the court ruled that argument relied on stereotypes about how people of different races and ethnicities think and behave. The majority opinion argues that using race as a factor in admissions inevitably harms groups that aren’t favored by the policy.

“Excellence is not defined by a test score, so this will force us to define excellence even better.”

“College admissions are zero-sum, and a benefit provided to some applicants but not to others necessarily advantages the former at the expense of the latter,” Roberts wrote.

Opponents of the use of race-based admissions had argued that Asian American applicants are harmed by the practice.

But the decision also will have an impact on the Asian American community, said Jennifer Ho, a University of Colorado Boulder professor. While Asian Americans are highlighted in the case, they have a mixed view on affirmative action and using race in admissions, according to a Pew Research Center study.

While some Asian American communities are highly educated, many struggle to get to college, such as Hmong, Laotian, and Cambodian students, and those from Myanmar, Ho said.

“Asian American students who are from Southeast Asian groups are vastly underrepresented in colleges and universities and have some of the lowest graduation rates from high school by percentage,” said Ho, a professor of Asian American studies.

Many Asian Americans have also benefited from race-based admissions policies, Ho said, including herself.

“My guess is that some of the parents who are driving the narrative that affirmative action is harming their children have actually been the beneficiary of affirmative action policies,” she said.

Less diversity makes college feel less welcoming

The last time the Supreme Court took up affirmative action was in 2016, when it upheld that colleges and universities can use race in admissions. The makeup of the court has since shifted to a more conservative majority.

Data from states that previously banned the use of race in admissions provide a look at what may happen nationwide.

After California and Michigan banned the use of race in admissions, the share of Black, Latino, and Indigenous students at several of the most selective universities fell sharply. Those figures tended to tick back up with time, but never fully rebounded — and they still fail to represent the racial diversity of high school graduates in those states, the Boston Globe reported.

When colleges become less racially diverse, students of color often feel the schools are less welcoming — which could discourage Black and Latino students from applying or staying in college. That matters because Black and Latino students are more likely to benefit from the social capital that comes from attending a top college.

Ralston said more of his students have chosen to go to historically Black colleges and universities because some schools have felt like less of a place for them. He expects that portion to increase as students feel less inclined to consider a school that’s less diverse.

Experts nationwide say it’s hard to boost admissions of Black, Hispanic, and other underrepresented students without considering race. Some people worry the ruling will discourage universities from even trying, for fear of running afoul of the ruling.

Kelly Slay, an assistant professor at Vanderbilt University, said states could consider sending more resources to colleges that serve higher numbers of students of color. CU Boulder’s Ho said that schools could also try to diversify their student bodies by considering the economic background of students or whether they’re the first in their family in the United States to attend college.

Advocate Satra Taylor said she hopes foundations will step up scholarship offers to get students of color to college.

“No matter what, we’re going to have to be proactive,” said Taylor, higher education director of Young Invincibles, which works on promoting student voice in policy debates, “and we’re going to have to ensure that we’re creating equitable access pathways for students from marginalized backgrounds.”

Colorado universities to give more weight to personal experiences

Administrators at the University of Colorado said they are committed to just that. McDuffie pointed to recent initiatives such as a partnership with the Southern Ute Indian Tribe that provides free tuition to some tribe members and a program that pays for travel and lodging for students and families from Colorado’s rural San Luis Valley to visit campus.

CU is doubling the number of students eligible for its CU Promise Program, which waives tuition for students whose families earn less than $65,000 a year. The extra financial aid will be paid for in part by admitting more out-of-state students. CU also plans to reduce extra essays not already required by the CommonApp, continue diversifying its recruiters, and do more outreach in communities that historically don’t send a lot of students to the university, McDuffie said.

Zimmer said she believes the court ruling relies on a mistaken idea about merit. With more than 10,000 applicants for just 184 spots, the school has always looked at test scores to ensure students are academically prepared. But simply ranking applicants by their MCAT scores wouldn’t produce the best medical school class — or the best doctors, she said.

In the future, the medical school likely will give more weight to essays and responses to questions about past experiences, advocacy work, and personal attributes, Zimmer said.

Relevant information could include whether applicants speak another language, whether they’ve had to seek primary care in an emergency room or been pulled over by the police without cause, whether they are the first in their family to go to college, or whether they have worked with community groups to improve health outcomes for marginalized communities.

Given the correlation between diverse health care providers and patient health outcomes, admitting diverse medical students is “not just about what the class looks like,” Zimmer said. “It’s about how patients get healthy and how they survive, literally.”

Kayln Belsha and Erica Meltzer contributed reporting to this article.

Retiring workers find new life through University of Colorado Denver program

2023-06-26T16:00:00+00:00

Retirement can be about more than pickleball and world travel.

For some retirees, winding down a career could mean transitioning to other work or dedicating part of their time to passion projects, said Todd Matuszewicz, 60, who plans to retire soon. Figuring out which is next, however, is the hard part.

“After working for 35 years, at the end of it, there’s no exit strategy,” said Matuszewicz, a neon sign maker and former educator. “That’s not taught as part of education. They say here’s chemistry, here’s your history, but there was no one saying: We’re going to help you on the back side.”

But Matuszewicz found help through the University of Colorado Denver Change Makers program. The pilot program, which started this year, joins a growing list of programs nationwide that are helping older adults prepare for how they want to spend the next phase of their lives.

The program is a priority for school leaders who want to serve older adults because they want the school to be “a university for life,” said Anne Button, the program’s founding director.

Here and nationally, schools also have looked for new ways to bring in students. Some schools have faced declining enrollment since the pandemic, and lower birth rates will mean fewer college-age students to teach in the future.

While many people retire in their 60s, some live well beyond retirement, Button said. Many will also continue working, but don’t have a direction on how to use their skills without working full-time, Button said.

“Many people feel there’s a lot more productive time left,” Button said. “People at 60 really could have three decades left of productive years.”

The Change Makers program graduated its first class of 17 students in the spring, including Matuszewicz. The program, which costs about $3,200, has students meet two nights a week over four months. Students can audit classes, reflect on their accomplishments, and hear from guest speakers on topics such as aging, social-emotional health, and volunteering.

The program culminates in participants writing a 90-day plan on how to transition into their next job, wind down their careers, or find another purpose.

Terri Harrington, 66, said she’s tried to come up with a plan for what’s next. The program didn’t inspire a great epiphany for her, but allowed her to map out how she would begin to slow down.

“It set aside time for me to think about it,” she said. “They also had us do different projects like look back on your life and chart out the significant events.”

One of her happiest memories is cooking at the family farm in Nebraska, and she said that helped her realize how much she wants family to play a role in her retirement. Harrington said she wants to still work as an attorney, but also spend more time helping with her granddaughters and contribute occasionally at the family farm in Nebraska.

“I can spend more time there and spend more time with my family,” she said “I can work as little or as much as I want.”

For Matuszewicz, the class inspired him to try to find flexibility in his work schedule while still using the skills he’s acquired.

His goal is to step away from making signs and start a nonprofit that helps preserve Denver’s historic neon signs. The change would mean less hard labor, but would allow him to still be connected to the neon sign work he loves.

“I’m hoping to transition into more of the public face of it,” he said.

Matuszewicz plans to submit a grant proposal to the National Trust for Historic Preservation to help him start his nonprofit. He has plenty of work ahead of him figuring out how many neon signs need to be saved in the Denver area. He wants to ensure neon sign makers continue the tradition — he estimates there are only six sign makers in Denver — and that the city can keep its history.

It’s a busy but fulfilling retirement plan, Matuszewicz said. And he’s happy pickleball isn’t a part of it.

No FAFSA push this year, but Colorado advocates plan for future action

2023-06-08T23:35:32+00:00

Colorado made no legislative progress toward getting students more support to complete the federal financial aid application despite a recommendation last year that the state do so.

A Colorado report last year called for the state to make filling out the Federal Application for Federal Student Aid, or the FAFSA, a high school graduation requirement by 2025, with a goal to get 80% of students completing the form by 2026. Filling out the form increases the likelihood that students will attend college, studies show.

Despite the inaction this session, advocates of a Colorado requirement for high school students to complete the federal financial aid application before graduation expect to make a push for future changes after taking a wait-and-see approach this year.

Many advocates believe requiring students to fill out the FAFSA would be an effective strategy for Colorado to increase the number of students who go to college after high school. Studies have shown that Louisiana, the first to enact a FAFSA graduation requirement, increased college-going among students. Efforts in other states are still new.

In Colorado, legislators have hesitated to place one more burden on high school educators.

Advocate Sarah Staron said lawmakers, along with school officials, discussed how a graduation requirement might work but didn’t introduce legislation.

So advocates of mandating FAFSA completion focused on addressing the concerns they heard.

“I felt like we needed to step back,” said Staron, policy coordinator for Young Invincibles, which works toward giving students a voice in policy debates.

Less than 50% of Colorado high school graduates go to college. Advocates have said increasing Colorado’s ranking near the bottom of FAFSA completion would open up more opportunities for students. The form unlocks financial aid and scholarships for college.

The National College Attainment Network has recognized Colorado for seeking more transparency around which school districts help students complete the form. Advocates also have applauded the state for setting the 80% completion goal. The state has reported that every year Colorado students leave about $30 million in federal financial aid unclaimed.

Colorado has sought to boost FAFSA completion in other ways.

Last year, the state created grants for districts to increase FAFSA completion, but only a handful of districts applied, Staron said. Despite offering more financial literacy for students, training for teachers, and financial aid planning for students, the state’s FAFSA completion rate remained at about 45%.

The state’s teacher union said there are reasons to be cautious about a push to mandate FAFSA completion.

The Colorado Education Association said it wants to discuss issues such as whether the requirement would burden teachers and students, raise privacy issues, and favor four-year colleges over other options, union President Amie Baca-Oehlert said.

In the upcoming FAFSA cycle, the federal government will launch an application that’s intended to be easier for students to fill out. The new form, however, will be released in December instead of the previous schedule of October, narrowing the window to complete the form.

Financial aid experts expect the form will have unintended consequences, especially for students whose families own farms or small businesses, but eventually will lead to a better student experience and outcome.

“With the streamlined FAFSA form, our hope is that completion rates go up because it’s easier for students and families to navigate the process. But I certainly think Colorado needs to do more,” said Jen Walmer, whose organization Democrats for Education Reform contributed to the report.

Amelia Federico, a Young Invincibles policy fellow who attends Metropolitan State University of Denver, said the FAFSA process is overly confusing and students often have little support to fill out the support despite there being some resources at schools.

Federico said a FAFSA completion requirement for high schoolers would ensure that educators focus on giving students the support they need to fill out the complicated form. The state would also need to support schools to ensure every student gets what they need, they said.

Too many of their peers don’t know about their financial options, Federico said.

Shaped by the pandemic, racial unrest, and debt fears, Colorado’s class of 2023 steps into the world

2023-05-24T16:00:00+00:00

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The class of 2023 were freshmen when the world shut down in March 2020.

Now poised to enter the adult world, they’ve been shaped by the pandemic and everything that followed.

Their academic careers and social lives were upended. They lived through the murder of George Floyd and the racial reckoning that followed. They questioned their futures amid economic uncertainty and wondered about the value of a college degree as the nation debated student debt relief.

The choices the class of 2023 make about their future are inevitably tied to their experience of the last four years.

“When we started school, there was a lot of energy and a lot of hype around college,” said Seline Mesfin, 17, a DSST: Montview student in northeast Denver. “As time went on there was a gradual lessening of this energy and motivation. It became less of how do I push through this next year and more of how do I get through day by day by day.”

For Mesfin, the pandemic solidified that she wants to go to college. She’s considering Yale University, Colorado College, and Pomona College.

But many students are making other choices. It’s too soon to get solid numbers on the class of 2023, but college enrollment dropped by about a million students from 2019 to 2022, according to National Student Clearinghouse numbers. In Colorado, the class of 2021 was less likely to go to college than those who graduated in 2020.

“In different ways, the pandemic put our own lives in perspective, and our own values and motives and made us consider what really matters to us,” Mesfin said.

Chalkbeat talked to over a dozen other students across the state about their plans after high school. Here are five of those stories in their own words, as told to Chalkbeat Colorado. The pieces have been lightly edited for length and clarity.

Jess Gonzalez, left, Alexander Mam, Izaias Pérez, and Jose Hernandez Diaz wait for commencement ceremonies for Aurora’s William Smith High School. Graduation was held May 17 at the Newman Center for the Performing Arts at the University of Denver. The senior class was in its freshman year at the start of the pandemic.

Jerilynn Arnold, holding a fan, and her sister Aliysha

Jerilynn Arnold, 17

Montezuma-Cortez High School | Will go to Pueblo Community College

“It’ll be up to me — what I do and where I go from here.”

I grew up in a really hectic situation. Both my parents are alcoholics, so I was teetering on the edge when I was very young. My life never really revolved around my education. My life always revolved around getting through the day.

College really wasn’t an option growing up. I didn’t get serious about school until the end of my freshman year. I moved in with my grandmother. I was around the age of 14.

But that’s when COVID hit. I did not do well because I wasn’t used to online learning. I really didn’t pick myself up until my senior year.

I wanted to go to Fort Lewis College. I wanted to start my own life as an adult and move out. I’d be living on my own, get a job, and go to college. But I’m also really scared of going out into the world. I’m Native American and you don’t find a lot of us out there. I wanted to be close with my community.

My heart broke a little when I got the email saying I was rejected. It hurt. I let myself feel it. But I also said, “you know what? It’s not the only option.” I have backup plans. I told myself that if I do a year or two at community college and I get myself back up, then I can switch to a four-year. It’ll all work out. It doesn’t matter where I go. I just need to get the education that I hope to get. I’ve decided on my career in nursing.

The most exciting part about college is I am going to be on my own after all the ups and downs. I will still have the support of my family and I am still going to have the support of my tribe. But it’ll be up to me — what I do and where I go from here.

Isenia Fregoso

Isenia Fregoso, 18

Central High School | Will stay in Grand Junction to attend Colorado Mesa University

“Considering finances is a hard decision.”

Neither of my parents went to college, but it’s something they’ve wanted for me. Even since elementary school, it’s never not been a choice.

But my parents are not going to be able to help me with money. I do have a couple of scholarships, but a lot of the scholarships I have are one-year scholarships and not renewable. And because of my dad’s income, I don’t qualify for any Pell Grants even though I don’t have the funds to pay for college.

My biggest goal is not having loan debt. I’ve heard different stories, like two of my cousins. They both have considerable student debt. They’re struggling to pay it off. I do not want to leave school with all that debt.

I knew if I tried to get into an Ivy League or CU Boulder or CSU Fort Collins or any of the bigger schools in the state that I’d have to seek out loans.

By going to college in my town, I can live at home and I’ll save a lot of money. I didn’t even apply to any other colleges. I just applied to Colorado Mesa University.

At the end of the day, considering finances is a hard decision. I feel like I’ve done the work to get into any college and it almost feels like I don’t have options.

Fen Erickson, second from left, Jasmine Salgado Simental, Nathanial Rodriguez Duran, Daniel Perez Mariscal, and other seniors at Aurora’s William Smith High School wait for commencement ceremonies May 17 at the Newman Center for the Performing Arts at the University of Denver. Students are weighing whether to go to college, work, take an apprenticeship, or pursue other options.

Jakob Manchego, 17

Fowler High School senior | Will apprentice with K.R. Swerdfeger Construction as a welder

“I knew I didn’t necessarily want to go to college.”

Halfway through my senior year, after applying to a few colleges, I still didn’t really know what I wanted to do. I was a little bit stressed. I thought about going to work with no further experience. I knew I didn’t necessarily want to go to college because I am more of a hands-on learner.

Jakob Manchego

At my school, I feel like they do push college a lot. They’re big on seeing kids being successful after high school, which I get. Once the Tulsa School of Welding came and talked to our class, they inspired me to go into welding.

It was my dad who really ended up putting me on this route. He’s been in the trade industry his whole life. He’s helped me a lot in deciding if I should go to trade school or do an apprenticeship where I can get paid to also learn. And that’s what struck me. I like the idea of making money while learning.

It’s a four- to five-year apprenticeship and you have to go to class. But it’s not like school. It’s a couple classes and they train you. My sisters are really successful — my sister is a registered nurse and my other sister has gone into law — and I want to be successful as they are.

I am grateful. Eventually with welding being a really high-paying job, it should pay off.

Lily-Ann Smith, 16

Estes Park High School | Will graduate early to attend Denison University, a private four-year institution in Ohio

“College never really was the goal. I wanted to be financially stable.”

I am graduating two years early. My mother is very, very sick. And my father just a couple years ago was diagnosed with schizophrenia.

Lily-Ann Smith

I wanted to be in a position to fight for custody of my sister in case of my mother’s passing. I can be emancipated if she happens to die, but for my littlest sister, she’s only 10. She has eight more years to go.

College never really was the goal. I wanted to be financially stable. I want to go into global commerce and I want to work for a big international company.

I want to make sure that I will be ready.

And I knew that if I didn’t figure out how to pay for college myself, I wouldn’t go. I’m the first in my family to go to college. So the whole college process was me trying to figure out everything by myself.

Luckily, I have the QuestBridge scholarship. I got to apply to 15 schools for free and rank them. My top choice was Denison University. They had some of the best financial aid. I have free room and board, and I also have tuition covered.

I just hope that by getting a college education, it will help show my sisters that if they really want to do something, they can actually do it.

Student Manuel Chavez shows his heritage in the decorative stole he wore for commencement ceremonies for Aurora’s William Smith High School. During high school, the class of 2023 witnessed a racial reckoning and student-debt debate. Some students were deterred from going to college.

Jonathan Sykes, 17

East High School | Will attend Morgan State University, a historically Black university

“I wanted to be in an environment where my opinions and my thoughts mean something.”

I decided on Morgan State University. My goal is to study physical therapy, as well as try to walk onto the football team. The school also has that community culture I want.

The vast majority of my family went to an HBCU. When I went to Howard University’s homecoming, I got to be exposed to my own culture. Being from Colorado, there’s just not as many African American people. Being there definitely gave me a sense of hope. It gave me a feeling of belonging.

Jonathan Sykes

The last couple of years, we’ve had some real challenges around race as a country. I feel like now more than ever, we need to stick together. We have to spend this time uplifting each other instead of tearing each other down.

I’ve always wanted to be at a place where I could feel safe — a place where people would understand me, and a place where I didn’t have to explain every single thing I did. I wanted to be in an environment where my opinions and my thoughts mean something to other people.

My brother also attends Morgan State. He’s a senior. He has so many amazing stories about the people he’s met. It’s a community that is loving and supportive.

I’m really excited about it. I just want to go stay on track and graduate and be as successful as I can be. College is a privilege. Not everybody gets a chance. I want to make the best of it.

Colorado’s farm students might get less college aid due to FAFSA changes

2023-05-22T11:00:00+00:00

Colorado students whose families own farms or small businesses might not be able to qualify for federal aid for college under revisions that are meant to simplify the complicated form.

The updates to the Free Application for Federal Student Aid, better known as the FAFSA, are the result of a yearslong effort to make the form easier for families to fill out.

Over the long term, financial aid experts believe the streamlined form will benefit families. But some of the changes expected to be rolled out this year might have unintended consequences, especially in the way families tally farm and small business assets.

Without a fix, experts worry that fewer rural students will go to college. Already, they are less likely than urban and suburban counterparts to go. A bipartisan group of congressmen, including Sen. Michael Bennet, a Colorado Democrat, is hoping to amend the new rules.

“Anytime you change something, there are going to be bumps along the way,” said Marty Somero, University of Northern Colorado financial aid director. “I see those as more rough patches. In the long run, this simplification process will help families with the whole process.”

Under the FAFSA Simplification Act passed in 2020, the value of family farms and small businesses will need to be tallied on the form. The calculations might make it appear that some people have more money available to send their kids to college despite most of their assets being tied up in a business or farm.

Last year, a family with a farm worth $1 million would have been expected to cover $7,626 in college costs, according to a study by the Iowa College Student Aid Commission. According to the new form calculations, a family with that asset would be expected to contribute about $41,056.

Colorado has about 39,000 farms and ranches statewide, according to the Colorado Department of Agriculture. The state also has about 691,000 small businesses, according to the Colorado Chamber of Commerce.

Somero isn’t sure how many students from families that own farms or small businesses might not decide to show up on campus due to less financial aid available to them. He’s sure, however, that it will complicate financial aid for students already in college, he said.

He’s tallying how many UNC students that might affect. The school is hoping its foundation and donors will provide financial aid to those students.

“We’re certainly going to do our part to make sure that we get them to graduation,” Somero said.

But providing extra money can’t make up the difference in federal aid for the long term, he said.

In a March letter to U.S. Secretary of Education Miguel Cardona, Bennet and three other lawmakers said they were concerned that the changes would make filling out the FAFSA more complicated for families and asked the Education Department to issue guidance for those families.

“These farm families, whose businesses are vital to our states’ communities and economies, need prompt and tailored guidance that considers their unique business model and will help families better understand how implementation of the FAFSA Simplification Act will affect their participation in federal financial aid programs,” the letter says.

A bill has been introduced in Congress to once again exempt families who own a farm and employ fewer than 100 workers. Somero said he supports the effort, but would also support a threshold for reporting certain farm or small business assets.

For now, Somero advises families and students to work with their counselors or college financial aid offices to figure out their financial aid options. He believes that colleges are willing to work with students and encourages families to ask plenty of questions, he said.

Colorado legislature delivers on school funding, math tutoring, free college despite drama

2023-05-12T12:00:00+00:00

Colorado’s K-12 schools got a major funding increase. Younger students should get more help with math learning, and older students should have more ways to get a free college education.

And long-standing areas of education policy debate — how to more fairly distribute money among schools and how to determine what makes a good school — will get the focused attention of dedicated task forces that could recommend changes to future lawmakers.

When the 2023 Colorado General Assembly concluded its work this week, education stood out as an area of relative consensus and modest progress, in sharp contrast to heated debates over gun control, crime, housing, and tax policy that saw progressives frustrated and conservatives alike disappointed and disillusioned.

Education had its contentious moments as well. Republicans argued that a bill to expand mental health assessments in schools risked trampling on parental rights. Legislators scaled back a bill to give far more protections to students facing expulsion. A bill to promote universal screening for dyslexia, a common learning disability, never even got a hearing.

But overall, advocates across the spectrum rated education a bright spot this session.

“It is pretty remarkable when you can peel away the drama of the session,” said Jen Walmer, Colorado state director of Democrats for Education Reform. “There were real wins for kids.”

State Rep. Don Wilson, a freshman Monument Republican, said that education issues felt less politically charged.

“We did have a bunch of party-line votes, but there was good discussion about them and I really appreciate that from my fellow committee members,” he said.

With so many bills convening task forces — there also will be groups working on transportation and student discipline — the 2023 session could tee up bigger debates ahead or see the status quo win out.

“We have all these opportunities to talk about where we want our education system to go,” said Brenda Dickhoner, president and CEO of the conservative education group Ready Colorado. “We have this moment where we could choose to do better for our kids, but I’m also worried we’ll keep doing the same things.”

Here are some of the big education issues lawmakers tackled during this year’s session.

School funding

Lawmakers approved a budget and school finance act for 2023-24 that raises per-pupil spending to $10,614, up by more than $1,000 from this year. Legislators also wrote into law a promise to fund education according to constitutional requirements starting in the 2024-25 budget year. That would mark the end of the 13-year practice known as the budget stabilization factor, under which lawmakers held back more than $10 billion from K-12 schools to pay for other budget priorities.

At the same time, a last-minute property tax relief measure contains provisions that Democrats say will shore up school funding over the long-term.

“We made huge progress this year,” said Senate Majority Leader Dominick Moreno, a Commerce City Democrat. “Buying off the B.S. factor completely is within striking distance. I think we’re going to be able to do that next year.”

Moreno said Proposition HH also would allow the state to better fund higher education by relieving budget pressures to cover K-12.

The tax package came together in the final days of the session, and Republicans balked at what they described as an excuse to undermine the Taxpayer’s Bill of Rights. In the House, the entire GOP caucus walked out rather than vote on the measure.

House Minority Leader Mike Lynch, in cowboy hat, gives an impromtu press conference with other House Republicans on the west steps of the Colorado Capitol after walking out of the chamber in protest.

State Sen. Barbara Kirkmeyer, a Brighton Republican, said Democrats need to prioritize education first, rather than one priority among many, and that it will be easier to hold schools accountable for outcomes when they have more resources.

“When we have 60% of our third graders not being able to read at the third grade level, 70% or so of our eighth graders, not being able to do math at the eighth grade level, we need some accountability here, and we need to start to figuring out how we’re going to get our kids educated so that they can succeed,” she said.

Lawmakers raised special education funding to meet promises made in 2006, put aside money for capital construction grants in cash-strapped districts, and promised an extra $30 million just for rural districts.

Legislators also increased funding for state-authorized charter schools and promised to fund them next year at the same level as their district-authorized counterparts, which benefit from local revenue sharing.

Amie Baca-Oehlert, president of the Colorado Education Association, the state teachers union, said she hopes additional funding translates into higher teacher pay, smaller class sizes, and more mental health support for students.

Speaker of the House Julie McCluskie started the session with high hopes, including for big changes to school finance that didn’t materialize.

But lawmakers put off any major changes to the school funding formula — how the state distributes money to schools.

Some advocacy groups lamented that Colorado missed an opportunity to send more money to districts that serve more students in poverty, but Bret Miles, who leads the Colorado Association of School Executives, said the proposed changes were coming too fast and presented too many complications.

“It’s a big ship to turn,” Miles said. “It doesn’t turn on a dime.”

There’s always next year. The school finance act commissions a study to determine at what level Colorado should fund its schools and a task force to determine how that money should be distributed.

Walmer said she is optimistic the task force will be less political than a previous legislative committee. Miles said he also expects the state to be able to increase funding in future years — and a larger pie is always easier to divide in new ways.

School safety and student discipline

Lawmakers faced pressures this session to address gun violence and school safety after the horrific shooting in Uvalde and, closer to home, the Club Q shooting in Colorado Springs, which raised questions about the effectiveness of Colorado’s new “red flag” law.

Two shootings outside Denver’s East High School and another inside the school building that wounded two deans and ended with the death by suicide of a student highlighted the steady toll of community gun violence.

Students repeatedly walked out of East High and rallied at the Capitol for better gun control.

East High School students rally in support of gun control at the Colorado Capitol in March after student Luis Garcia was shot and killed just outside school.

Lawmakers banned ghost guns, raised the age to purchase firearms to 21, created a three-day waiting period before gun purchasers can take possession, and added educators to the list of people who can ask that someone’s guns be temporarily removed in response to a safety threat.

Lawmakers also created an Office of School Safety to bring various services under one roof and improve coordination and communication among state agencies and school districts.

Concerns about rising youth violence hampered efforts to reform school discipline, as some educators and administrators pointed to the shooting at East as an example of why traditional schools should exclude some students. Lawmakers also decided to continue to allow children as young as 10 to be arrested and prosecuted.

Nonetheless, lawmakers passed some protections for students facing expulsion. Under House Bill 1291, hearing officers would have to learn about trauma and disability and how those can affect student behavior, and school districts will have to adopt policies that consider alternatives to expulsion.

And Senate Bill 29 would convene a task force to make recommendations to reduce disproportionate discipline.

Colorado lawmakers also banned corporal punishment in schools. The practice did not seem to be widespread in the state, but lawmakers and advocates wanted to send a message that it’s never OK to hit a child.

Student mental health

Colorado would provide more funding and support for schools to implement universal mental health screening in schools under House Bill 1003. The goal is to identify problems and provide support early, before children are in crisis.

Colorado had a high youth suicide rate before the pandemic. In 2021, doctors at Children’s Hospital Colorado declared a youth mental health emergency, and educators consistently report mental health as a top concern for students.

Lawmakers also took steps to ease severe shortages of counselors, social workers, and other mental health professionals. Senate Bill 4 will expedite licensing to work in schools.

Math instruction

House Bill 1231 would invest more than $27 million in math learning, which saw particularly concerning declines in the wake of pandemic learning disruptions. Most of the money will go to teacher training and afterschool tutoring.

Teacher training programs will be asked to make sure teachers understand best practices and recent research in math instruction, preschool teachers will be asked to do more to build early foundations, and schools facing state intervention for low academic performance will have to show what steps they’re taking to improve math learning.

Schools will be encouraged to talk to parents more and make training available to them so they can better support students at home.

But the bill stops short of the widespread mandates that have characterized Colorado’s approach to improving reading instruction.

Some advocates said they would have liked Colorado to go further, but most said they hope a voluntary approach builds buy-in and puts resources toward teachers and schools eager to do better.

College access

Few issues brought lawmakers together this session like college access.

In a bipartisan rollout in March led by Gov. Jared Polis, lawmakers outlined proposals to expand free training to students for in-demand fields at the state’s community colleges and scholarships for graduates of the Class of 2024.

House Bill 1246 opens free college for students training in early childhood, education, law enforcement, firefighting, forestry, construction, and nursing.

The $45 million program targets careers with high social value but not necessarily high salaries.

Senate Bill 205 would spend $25 million for scholarships for up to $1,500 for students in the Class of 2024 who attend college, join an apprenticeship, or train in an in-demand job.

Democrats and Republicans agreed to allow universities to enroll more out-of-state students if the institutions provide more merit aid to Colorado students.

Nursing students, Jade Prophet, left, and Cami Gardetto, work at a nursing station simulation classroom at Colorado Northwestern Community College.

Senate Bill 96 primarily impacts the University of Colorado Boulder and the Colorado School of Mines, which enroll more out-of-state students. The state requires schools to enroll 55% of their students from Colorado. Schools get to count some of those students twice if they get certain institutional aid, allowing schools to enroll more out-of-state students. The bill already signed by the governor allows schools to now double count up to 15% of its students who get more institutional aid toward the in-state enrollment cap.

Lawmakers voted mostly in lockstep to increase options for adults who never finished high school, ensuring they have a path to continue their education or get better jobs.

Senate Bill 7 would triple state spending on adult education programs to $3 million a year and will add a digital literacy requirement. The bill also would allow colleges to award high school diplomas to adults.

Senate Bill 3 would create the state’s first high school for adults. The $5 million program will support students, including paying for courses, child care, and transportation.

Teacher shortages

Lawmakers passed three laws addressing teacher shortages.

Last school year, about 440 of the 5,700 open teaching positions went unfilled for the entire year. The number of positions that end up without a teacher has also grown.

The laws this year expanded on work in 2022, when lawmakers expanded loan forgiveness programs and made it easier for retired teachers to get back into the classroom.

House Bill 1001 broadens the state’s loan forgiveness program to include principals and special service providers to apply. The state also has a shortage of special service providers.

The bill also raises the income levels eligible for the $52 million program. The program provides up to $22,000 in stipends to student teachers and $5,000 in loan forgiveness to those who stick it out. Student teachers who work in other states in some circumstances now are allowed to apply to the program.

The state also created an apprenticeship program for teacher candidates. Senate Bill 87, which has been sent to the governor, would cost more than $120,000 a year and allow undergraduate education majors to work as student teachers or substitutes while they earn their bachelor’s degree.

Kira Badberg works as a student teacher at Lowry Elementary School in Denver in 2022.

House Bill 1064 will allow teachers licensed in another state to more easily obtain a Colorado license. The Interstate Mobility Compact will allow states to share disciplinary information and require background checks. The compact only goes into place if 10 states agree to join the compact. In January, seven other states were working to approve an agreement to join the compact.

Baca-Oehlert said Senate Bill 111, which provides some workplace protections for teachers, would also help with hiring and retention. Fear of retaliation and political interference is a major reason teachers consider leaving the profession, she said.

School accountability and testing

Groups along the education politics spectrum united to support House Bill 1241, which would create a task force to recommend changes to Colorado’s school accountability system.

The school accountability system rates schools largely based on test scores, and schools that report low performance for five years or more face state intervention. Education reform advocates believe the system is imperfect but provides critical insight into how schools are serving students and where improvement is needed. Many school administrators and educators see it as punitive and overly simplistic and say it pushes schools away from art, music, career, and other educational experiences.

Bills to scale back standardized testing failed. Facing opposition, the sponsors withdrew House Bill 1239, which would have ordered the state to seek federal waivers to testing requirements and encouraged more local experimentation in assessment.

In the final days of the session, a bill to eliminate the social studies standardized test given to fourth and seventh graders also died without a vote, despite seemingly widespread support. Advocates said the release of national test scores that showed concerning drops in students’ social studies and civics knowledge led lawmakers to hesitate to end the state’s own tests in those subjects.

Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org.

Bureau Chief Erica Meltzer covers education policy and politics and oversees Chalkbeat Colorado’s education coverage. Contact Erica at emeltzer@chalkbeat.org.

The Colorado General Assembly met from Jan. 9 and May 8, 2023, and now it’s done. Next year, there’ll be another one.

Colorado’s Class of 2021 was even less likely to go to college than the Class of 2020

2023-05-03T22:16:08+00:00

Colorado’s 2021 high school graduates were even less likely to go to college than those who graduated in the depths of pandemic shutdowns.

That’s according to the most recent data released by the Colorado Department of Higher Education on college-growing trends in the state.

College-going rates, however, dropped by less than a percentage point from 2020, a sign rates somewhat stabilized after a sharp dip from 2019 — when the start of the pandemic caused a 5 percentage-point drop in high school seniors going to college.

Overall, about 49.9% of 2021 high school graduates went to college, according to new numbers outlined in a statewide report that annually tracks postsecondary progress. The rate is much lower than the national average of 61.8%.

Colorado Department of Higher Education Executive Director Angie Paccione said in a news release the college-going trends are concerning.

“We must work harder to promote the value of higher education and what our colleges and universities in Colorado have to offer,” she said. The report lags behind a year, with data about the 2022 class to be released next year.

The 2020-21 year was especially challenging because many high school students learned remotely and had fewer college-going resources like counselors and financial aid help. College classes also were mostly remote, which cut into enrollment because students preferred a fuller college experience. Some students opted to work instead of attend college.

The pandemic challenges have caused a statewide and nationwide decline in college enrollment, especially at community colleges. Total postsecondary enrollment across the country has dropped by about a million students since the start of the pandemic, according to National Student Clearinghouse numbers.

Colorado’s annual report also details other college trends. Here are four other highlights from the report.

Some student groups still less likely to go to college

In the last six years, college enrollment among all ethnicities has dropped.

The trend continued in 2021, with Black, Hispanic, and American Indian students going at much lower rates.

In 2021, American Indian students went to college at the lowest rate, at about 34% of the group’s graduating students. Hispanic students had the second lowest rate at 38% and were the second largest demographic group next to white students. About 47.6% of Black graduating students went to college.

In comparison, about 55% of white high school graduates went to college in 2021.

Students who are low income also are less likely to go to college than their peers. About 35% of those students who graduated in 2021 went to college, compared with about 55% of students who don’t qualify for free or reduced price lunch, a proxy for income level.

What about the students who delayed college?

At the end of the 2019-20 school year, as the pandemic limited public interaction, students reevaluated their college options. Many students said they would take time off before going to college.

Overall, about 58% of the students who graduated in 2020 ended up in college a year later. The rate is about 4.5 percentage points lower than the 2019 class rate.

Where are graduates going?

More Colorado students than ever are going out of state to college.

From 2009 to 2021, the portion of the state’s high school graduates who chose out-of-state college rose from 19.5% to 29%. That figure jumped 4 percentage points in 2021 alone.

The figures show that Colorado must do better keeping its own, Paccione of the state’s higher education department said in the news release. The exodus is creating an enrollment cliff for state colleges, she said.

Arizona and California are the top choices for Colorado high school graduates, followed by Utah, Montana, and Kansas. Students are also going in high numbers to Oregon, Florida, Washington, and New York.

Colorado tuition has increased over the years, making some in-state options less competitive.

Colorado school officials have said a recent change in the law could help attract more in-state students.

A law passed this year will allow Colorado schools to enroll more out-of-state students as long as colleges provide more in-state merit scholarships for Colorado students. Schools said the tradeoff will bring in out-of-state students who pay higher tuition that will help fund scholarships for Colorado students and enable schools to compete with financial aid packages offered elsewhere.

Fewer students take developmental education classes

The number of students taking developmental classes — those that help them catch up to college level — dropped to its lowest rate in the last decade.

Just under 17% of the class of 2021 took remedial education classes. That’s down from 30% the year before when colleges saw a slight spike in students needing remedial classes.

The state said the decrease shows K-12 schools are better preparing students for college. The state also made changes that use multiple measures to assess whether a student needs developmental classes.

The state also changed policy to ensure students earn credit for taking those classes and increased support for students needing to catch up.

How a new law will help incarcerated Coloradans reduce their sentence through a college education

2023-04-27T16:00:00+00:00

On April 12, Colorado Governor Jared Polis signed House Bill 1037 into law.

When the law goes into effect in August, incarcerated people convicted of nonviolent offenses in Colorado can gain one year of “earned time” — time off their sentences or period of parole — for completing an associate or bachelor’s degree, 18 months for a master’s degree, two years for a doctoral degree, and six months for a credential or certificate that requires at least 30 credits.

The number of prison education programs in Colorado and the United States is expected to grow in the next few years with the return of Pell Grants — the federal financial aid for low-income students — for people in prison as of July 1. Pell Grants were eliminated for people in prison with the 1994 federal crime bill. Out of a prison population of around 16,000, only 32 women and 87 men in the Colorado Department of Corrections were enrolled in formal college classes at the end of 2022, according to data Open Campus obtained in a records request.

The bill’s primary sponsor is Rep. Matthew Martinez, a Monte Vista Democrat, who is serving his first term in the Colorado house. The goal of the bill, he said, is to incentivize incarcerated people or people who are on probation to pursue education. The bill won’t be retroactive and will only apply to those who earn degrees or certificates going forward.

Open Campus recently talked with Martinez about the new law he sponsored.

This interview has been edited for length and clarity.

How did you make the leap from higher education to the Colorado state legislature?

I worked in higher education for about 9½ years before I came [to the legislature]. I originally started at Adams State University running their veterans program, and that was actually my first dive into the incarcerated population.

Can you talk a little bit about how you drew on your background in prison education to craft House Bill 1037 and give a brief overview of what the bill entails?

I really tailored this off of my previous work, specifically with the prison education program. Other states have done some version of this. California has a very similar program to this where they grant six months off a sentence for all incarcerated students per degree that they earn. When I started in the legislature, I [thought] the timing is right if I do it this session, especially with the onset of Pell Grants coming back for incarcerated students in July. I crafted this legislation off of California.

Associate and bachelor’s degrees are potentially available through existing programs with state and federal funding. So does the bill mean that there’s talk of expanding access to graduate programs in Colorado prisons? [Editor’s note: Pell Grants can only be used for first-time undergraduate degrees. Adams State currently offers one of the only master’s programs in prison via correspondence, but it’s only available to students who are able to self-pay.)

I totally want expansion … But I think that this sets the ground level and says that this can be done. Also crafted in the bill is the cost savings that this is going to generate since we’re not incarcerating as many people. I didn’t really want that to go back into the general fund. I was like, ‘how do we craft this to make sure that it’s still beneficial to this population?’ So one amendment that got added on in the senate, with my senate sponsor, Sen. Julie Gonzales, who has been an amazing advocate for this population for many years, is to take all of that cost savings and give it directly to the higher educational institutions that are offering these classes so that way they can continue to expand.

One of the criticisms of this bill is that only people who’ve been convicted of nonviolent offenses are eligible. Can you talk a little bit about that? Is this the stepping stone to expand earned time opportunities to more people in the future?

So in regards to that, I really wanted to take a step towards this. Something I’ve always wanted to do [is] when we push this to do a state study and show its effectiveness. Again with onset of Pell and all the reporting that the institutions are going to have to do, the data is going to be readily available. I think that with these nonviolent offenses, you’re talking a lot shorter sentences, and you’re going to see that return on investment really, really quickly, especially including the parole and probation piece.

What do you see as the role of state legislatures in expanding prison education, particularly as it relates to Pell coming back?

We’re primed. We’re in a position that we haven’t been since the ’90s. And we’re able to actually address this issue and have multiple delivery formats at our fingertips to really be able to do true rehabilitation for the students.

Do you have any sense of how many people will actually be able to take advantage of the programs that would allow them to earn time off?

It’s hard to say. We tried to do as much fiscal analysis as we could on that but because it’s a brand new thing, and we haven’t had anything in comparison in 30 years, it was a little bit difficult. When I was at Adams State, I used to say to my staff that every student that has not been able to take courses for the last 30 years but wanted to is now potentially eligible.

A version of this Q&A will appear in College Inside, a newsletter on prison education produced by Open Campus. Chalkbeat Colorado partners with Open Campus on higher education coverage.

Charlotte West is an Open Campus national reporter covering the future of postsecondary education in prison. Got a story tip or a question? Please send it along.

Can’t make sense of your college financial aid package? Here’s help.

2023-04-25T21:31:23+00:00

A version of this story first appeared on WBEZ Chicago and is republished here with permission.

College decision day is May 1, and high school seniors across Colorado and the country are sorting not just through acceptance letters — but financial aid offers, too.

Students and families rely on these offers, often called award letters, to figure out the affordability of their college options. But unlike other transactions involving big sums of money, like mortgages, the letters are not federally regulated. They look vastly different from college to college and are notoriously hard to understand.

“Some look, frankly, like taxes,” said Samantha Mondro, a college counselor at Chicago Bulls College Prep, a public charter school in Chicago. “And it’s like, ‘What do I add together? What do I subtract? What am I borrowing?’”

More than half of universities leave out important details about how much a student will pay when putting together financial aid award letters, the Government Accountability Office found. Nine out of 10 understate or omit net price, or out-of-pocket costs, and three out of 10 mislabel loans as grants that don’t need to be paid back.

As a senior at a Chicago public high school years ago, Mondro had to navigate this complexity on her own. Like many of the students and families she helps, her parents never attended college so she could not rely on their knowhow.

Now, as part of the college counseling team at Bulls College Prep, “I’m literally assisting the younger version of myself navigate this process, but like times 65 every year, which is really lovely,” Mondro said. “But I wonder what it’s like for students who don’t have a ‘me’ that works with them on a daily basis.”

For students who don’t have a Ms. Mondro in their life, below are steps you can follow to make sense of your financial aid award letters.

(You can fill out this Financial Aid Comparison worksheet, courtesy of Sara Yelich Miller and Green Halo Scholars, as you go.)

1. Calculate the total cost of attendance.

Add up your direct costs and your expected indirect costs:

Direct costs (billed by the college):

Tuition and fees
On-campus housing and meals (if not commuting)

Indirect costs (not billed by the college):

Books
School supplies
Off-campus housing and meals (if commuting)
Transportation

Most universities don’t break down costs or even include the total cost of attendance on award letters, so you may have to hunt this information down on the institution’s website or call their financial aid office.

2. Separate gift aid (grants and scholarships, or “free” money) from loans (“not free” money).

Gift aid does not need to be paid back and may include:

Federal Pell and state grants
Federal Supplemental Educational Opportunity Grant

Gift aid does NOT include:

Federal direct subsidized loans, federal direct unsubsidized loans, and Parent Plus Loans (these need to be paid back)
Federal work study (this is not guaranteed and will not be available until a student gets a job and is working on campus)

“You don’t get that money upfront,” Mondro said of work study funds. Students often say, “They’re giving me that money,” but she tells them: “Nope, you have to get a job first.”

3. Calculate what you will actually have to pay.

You can figure this out by taking the total cost of attendance and subtracting your gift aid. The result is your “financial gap” or how much you’d have to pay out of pocket with savings, earnings, and loans.

This is crucial because a vast majority of universities do not include or understate the net price, or what you’ll actually have to pay, on award letters, according to the Government Accountability Office.

It’s worthwhile to consider your expenses without indirect costs (books, school supplies, travel), too.

“That way students can see what the bill will be at the start of each semester,” said Sara Yelich Miller, executive director of Green Halo Scholars, which helps students from low-income families in Chicago’s western suburbs get to and through college.

Universities’ estimates of indirect costs may be a lot higher than what a student would actually spend, especially for students used to finding deals on books, school supplies, and travel, Yelich Miller said.

“Illinois State is a great example of this – their indirect costs have like $3,500 in miscellaneous costs, which feels so high and often makes our students think it’s more expensive than what it actually is to go.”

4. Beware of Federal Direct Plus Loans, also called Parent Plus Loans.

These are loans for parents to help their children with the cost of attending college. But they have higher interest rates, fewer protections than federal student loans, and they start accruing interest right away.

Parent Plus Loans “make it really easy for families to take out a massive burden that they might not have the means to pay back,” Yelich Miller said. “And I’ve seen that in my own life. That’s why this work is so important to me. My family took out Plus loans to pay for my education and it’s still a source of contention. We’re still paying it back.”

5. Ask schools for more money.

“The worst thing they’re going to say is no,” Mondro said. “You’re going to have more power with a private school versus a public school that’s very bound by funding that they receive from outside entities, but you could ask, ‘Do you have any additional scholarships,’ or ‘I need $1,000 or $2,000 more to attend this school.’ And some schools will actually find that.”

Yelich Miller recommends using the online tool FormSwift, which helps families write appeal letters to send to financial aid officers.

“Appealing can feel so intimidating, but once you have that letter or language to use, it just becomes an honest conversation,” she said.

6. Make a plan.

Once you calculate your financial gap or what you’ll actually have to pay to a college, “decide if it’s something you can work over the summer to close, or if you can create a payment plan with the bursar’s office,” Yelich Miller said. “Sometimes the plan is, ‘Rule this school out,’ but other times, once we do the math, it’s more realistic than what students expected.”

Lisa Philip covers higher education for WBEZ, in partnership with Open Campus. Follow her on Twitter @WBEZeducation and @LAPhilip.

Regis’ inclusive education program offers students with intellectual disabilities support through college

2023-04-18T16:00:00+00:00

Jen Anderman loves college.

She lives on campus at Regis University, is learning about world religions like Buddhism, and took on the persona of Benjamin Franklin once to present in a class.

Anderman, 25, always wanted to follow in her sister’s footsteps, but most colleges don’t offer programs geared toward students with intellectual disabilities who might need more support. Anderman also wanted a program that pushed her academically and allowed her to get the college experience she desired.

Jen Anderman, right, poses for a selfie with a Regis University student housing adviser.

In Colorado and nationwide, most colleges don’t offer programs for students with intellectual disabilities, which includes limitations in reasoning, learning, problem solving, or social or practical skills. Those colleges that do have limited spots.

Anderman, who is a person with autism, now is living her dream. Regis University’s Global Inclusive College Certificate program has offered Anderman and four other students at the Denver Jesuit school a full college experience for about two years, plus extra support to earn their certificate. Regis’ program launched in the fall and joined several others across the state that offer support for students with intellectual disabilities.

Anderman’s mom says Jen thrives when she gets to learn with students who learn in a variety of ways. Living on campus, she’s made plenty of friends. Home is just 20 minutes away, which means she didn’t have to go far to continue her education.

The program allows Anderman to take any Regis class, which she likes. She said that so far, she has enjoyed them all.

Regis offers a certificate requiring students to complete from 12 to 30 hours of school work over the course of one or two years. The program focuses on academics, but also teaches social skills, emotional regulation, career development, and independence, according to Jeanine Coleman, the certificate programs director. The program also offers tutoring, class preparation and other help.

Coleman hopes to add several more students to the program next year, and the school has received support from the GLOBAL Down Syndrome Foundation and the Anna and John J. Sie Foundation.

Recently the school announced it received $365,000 to help provide scholarships. The scholarships are crucial for many families who never thought that their children would find a college that works for their learning style.

“They just didn’t plan for that because they didn’t really think it was an option,” Coleman said. “There are just not very many opportunities for individuals with intellectual disabilities beyond high school.”

Statewide, the University of Northern Colorado, University of Colorado Colorado Springs, and Arapahoe Community College offer programs tailored toward students with intellectual disabilities, said Tracy Murphy, Colorado Initiative for Inclusive Higher Education executive director.

Until 2016, Colorado was one of four states nationwide that didn’t offer specific programs for students with intellectual disabilities, Murphy said. Lawmakers that year passed a law establishing specific programs for students at colleges, and last year approved grants to support new or existing programs at higher education institutions.

Creating a more inclusive environment is good for students with and without intellectual disabilities, Murphy said.

Students at established programs have rushed fraternities and participated in student government, she said. They’re helping create acceptance and enabled others to see the value students with disabilities can bring to a school campus and jobs, she said.

“College students benefit from seeing that capability,” she said.

For Jordan Stewart, 18, the Regis program has boosted his confidence, his mother Cassy Stewart said. While Colorado offers high school for students with intellectual disabilities until they are 21, Jordan wanted most to graduate with his class and get a diploma with them, she said.

Regis helped Jordan thrive in a college setting. Previously, his mother had worried about his future because so few college programs work with his learning style.

Jordan Stewart has loved being a part of the school community. He enjoys the classes more than those in high school, and making friends is his favorite part of the experience.

“College makes me feel great,” he said, “and included.”

First lady Jill Biden visits Colorado, calls the state a model for workforce training

2023-04-03T21:02:13+00:00

First lady Jill Biden praised Colorado lawmakers for working across party lines to become a model in providing residents options to get workforce training in a visit Monday to the state’s Capitol.

Biden visited Colorado as part of a national tour to highlight President Joe Biden’s investments and commitment to workforce training and how states have used federal money to prop up programs to help Americans.

First lady Biden, a community college educator, focused mostly on Colorado’s community college programs during her talk with lawmakers at the Capitol. Over the last several years, the state has created programs to get more students to attend college and provide free training for in-demand fields. Biden said the state has become an example for others.

In recent years, Colorado leaders have focused more on educating and training residents, especially because it has relied heavily on bringing in educated workers from other states.

“I ask you to keep going,” she said. “Keep innovating.”

President Biden has made connecting workers to jobs a key part of his presidential agenda and has focused on investments that include pandemic relief money to develop job training in states. The administration has said its goal is to create more good-paying jobs for Americans.

Jill Biden also touted spending in the president’s 2024 federal budget proposal to improve workforce training.

Colorado has used federal money to create several programs in the last year that help residents connect to job training, especially with two job openings for every employee. Gov. Jared Polis has highlighted the need to get residents the skills they need to land jobs.

For example, she highlighted the $26 million in federal relief money Colorado is using to get students free training in health care fields.

The state plans to also expand the program primarily at community colleges over the next two years. A bipartisan bill backed by Polis would spend $40 million over two years to provide free workforce training for other in-demand jobs such as manufacturing, law enforcement, and teaching. Another bill would provide about 15,000 high school students from the Class of 2024 with a $1,500 scholarship to use toward approved training.

The state also put together a committee to focus on how to improve Coloradans’ access to jobs. One of the recommendations, called the Opportunity Now Grants program, provides $85 million to create or expand ideas that bring together industry and schools to create opportunity for students.

First lady Biden also highlighted that universal preschool is a major part of the birth-to-career pipeline that the Biden administration has pushed.

Colorado is set to start its universal preschool program this summer. Colorado also has supported apprenticeship programs, and offers high school students the ability to graduate with a college certificate or degree.

Biden said Colorado has shown there are people on both sides of the aisle who want to help employers find the workers they need.

“There aren’t red ideas or blue ideas,” she said. “They’re American ideas. And you all have been investing in these programs for years.”

State Sen. Jeff Bridges, a Greenwood Village Democrat, said Biden’s visit validates Colorado’s efforts to provide opportunities to more students in the state. He said the state has tried to innovate to get more residents the training they need. He hopes more states look at what Colorado is trying to do.

“It was time that we solved this problem in new and innovative ways,” Bridges said, “and that’s what we’re doing.”

Colorado universities could soon admit more out-of-state students if they boost in-state aid

2023-03-24T16:15:13+00:00

In exchange for offering financial aid to more in-state students, Colorado universities soon could be allowed to admit more students from out of state who pay almost twice as much.

Universities such as the University of Colorado Boulder have been allowed to admit two out-of-state students for every student they admit who participates in the Colorado Scholars Program. The number of students who can be double-counted has been capped under current law to 8% of in-state students in the incoming freshman class.

House Bill 96, which is close to becoming law, would raise that cap to 15% of in-state freshmen in the program. That higher cap would create an incentive to enroll more Colorado Scholars, who can get $2,500 a year or more in merit aid, so that universities can also enroll more high-paying, out-of-state students.

State officials and others want Colorado colleges and universities to benefit Colorado students as much as possible, since they get taxpayer support. But lawmakers have cut state funding for schools over the years while allowing tuition hikes. That has led schools to look toward out-of-state students to bring in more revenue.

At the same time, the rising tuition has made some students rethink whether universities, especially the state’s flagship, are worth the financial burden, or if they can find a better deal elsewhere.

The bill would likely have the biggest impact on the University of Colorado Boulder, which backs the proposal. State law requires that an average of no more than 45% of incoming freshmen at public universities come from out of state, and CU Boulder is near that limit.

University of Colorado System officials say they would use the increased money from enrolling more out-of-state students to offer Coloradans more merit- and need-based scholarships, and to become more competitive when recruiting in-state students — especially with a smaller pool of college-aged students.

School officials said the university accepts every qualified Colorado applicant. But many Colorado students never end up on campus, and the school is able to consistently enroll only about 80% of Colorado students who were accepted. Last year, however, was an outlier, with the school enrolling 92% of all Colorado students who were accepted.

Colorado funds its public higher ed institutions at some of the lowest rates in the nation, leading colleges to raise tuition and recruit more out-of-state students who can pay more. Meanwhile, Colorado families carry high tuition burdens compared to other states.

Colorado students pay about $30,000 a year in tuition, board, books, and fees. Out-of-state students pay about $57,000.

Across all classes, CU Boulder provides $15.5 million in merit aid for about 4,200 students, school officials said in a statement. It also supports about 1,700 students through a need-based program that pays for a student’s share of tuition.

Officials at the school said enrolling more out-of-state students is a way to sustain and increase that aid.

University of Colorado System spokesman Ken McConnellogue said in a statement the Boulder campus’ primary focus remains on recruiting, retaining, and graduating Colorado students.

“We believe this bill will increase affordability and access for those students while also enhancing our ability to keep Colorado’s top students in the state,” he said.

Colorado isn’t the only flagship school that’s considered how to weigh in-state student enrollment versus out-of-state enrollment, according to Tom Harnisch, State Higher Education Executive Officers Association vice president for government relations.

Because out-of-state students pay higher tuition, universities around the country have lobbied to lift enrollment caps on them as states’ overall spending on higher education has declined in recent years, he said. This year, for instance, North Carolina increased how many out-of-state students its universities can admit.

Similar to what the Colorado bill proposes, some schools have increased merit aid while also increasing the overall number of out-of-state students on campus, he said. The change doesn’t mean there are fewer in-state students, Harnisch added, just a shift in the share of students not from the state.

The bill has passed the House and Senate and needs approval from Gov. Jared Polis. It is sponsored by state Sen. Dylan Roberts, a Democrat from Avon, Senate Minority Leader Paul Lundeen, a Monument Republican, and state Reps. Judy Amabile, a Boulder Democrat, and Matt Soper, a Delta Republican.

The bill initially raised eyebrows among some state leaders.

Colorado Department of Higher Education Executive Director Angie Paccione said in February that she didn’t want to see schools become predominantly out-of-state student serving.

But a department spokeswoman said Paccione now believes CU Boulder has demonstrated that all eligible in-state students are accepted at the school — and that accepting eligible resident students is a priority. Paccione no longer has concerns about the legislation.

The bill will also require schools to report how many out-of-state and in-state students schools enroll before the double count occurs, how schools use revenue for the purpose of aid, and where students that qualify for aid come from in the state.

Colorado needs more homegrown talent from its universities, especially because that state has large gaps when it comes to who gets a degree, said Katie Zaback of Colorado Succeeds, which brings together business leaders to advocate for education.

Zaback, the organization’s vice president of policy, said a priority for Colorado Succeeds is to examine what solutions there are to get more Colorado students access to a high-quality education, such as at CU Boulder.

CU Boulder enrolls a group of students that aren’t representative of the state’s high school graduates, she said. And she worries the bill, if it’s enacted, would send a message that Colorado’s best and brightest can only be educated if the state recruits more out-of-state students.

“I wonder if that’s true,” Zaback said. “I wonder what the overall equity implications are.”

Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org.

Funding debate ends hopes for designation for colleges serving first-generation students

2023-03-15T18:38:56+00:00

On the surface, the bill had a simple premise — to recognize Colorado universities and colleges that enroll a high number of students who are the first in their family to go to college and communicate to those students that they are welcome on campus.

The mostly symbolic bill, however, prompted a more complicated conversation about whether creating a first generation-serving designation would lead to those schools getting more state funding. In a state that funds its public colleges near the bottom of the nation, any hint at changing the distribution of money raises concerns for university leaders.

Faced with opposition from larger schools that serve fewer first-generation students, the sponsors pulled House Bill 1114 before it went to vote on the House floor.

Bill co-sponsor state Rep. Rick Taggart, a Grand Junction Republican, said he wants to talk more with university leaders and bring the bill back next year. He said it troubled him that the opposition centered on funding concerns when the bill didn’t call for any changes to the higher education funding formula. At the same time, he said he understands why money is a sensitive subject.

“I totally respect the reason that folks are really concerned about the funding formula is that higher education is way underfunded in this state, just severely underfunded,” Taggart said. “If you start messing with the formula, you’re going to rob Peter to pay Paul.”

For university leaders, the bill did place funding under the microscope.

Supporters such as Colorado Mesa University President John Marshall said he hoped the designation would kick off a larger conversation about the money schools need to educate first-generation students who often need more support. Colorado Mesa University and Metropolitan State University of Denver supported the bill and would have almost immediately earned the first generation-serving designation.

In a statement, MSU Denver President Janine Davidson said the school was proud to stand behind the bill.

“While we’re disappointed it didn’t pass, we remain committed to making MSU Denver a vibrant home for those trailblazing students who are the first in their families to go to college,” she said.

Opponents such as Colorado State University System Chancellor Tony Frank said during committee testimony that other schools also serve students who are the first in their family to go to college in their family. He worried that the designation would create unfair considerations later on. A CSU System spokeswoman did not return a request for comment.

The bill passed the House Education Committee unanimously last month, but Taggart and co-sponsor state Rep. Serena Gonzales-Guttierez, a Denver Democrat, pulled the bill from consideration before a full House vote last week.

Taggart said schools should get recognized for what they do for students, and students should know about their options. For example, schools whose student populations are 25% Hispanic or more are designated Hispanic-Serving Institutions. However, that federal designation does come with extra money. Other schools or programs might get special designations for what they’ve accomplished, Taggart said.

Taggart hopes he can find more agreement when he brings the bill back next year. Educating first-generation students will be a big part of how Colorado gets a more educated population, he said.

“I am disappointed because this evolved into a funding discussion rather than sticking to a designation that these universities deserve,” Taggart said.

Free college, $1,500 scholarships proposed to fill in-demand Colorado jobs

2023-03-14T23:10:41+00:00

More than 20,000 Coloradans would be eligible for free education in high-demand fields and another 15,000 students from the Class of 2024 would be eligible for scholarships to get training in the toughest to fill jobs, under two bipartisan proposals backed by Gov. Jared Polis.

The proposals build on a program launched last year to offer up to two years of free college for Coloradans pursuing health care jobs. Already more than 2,000 students have enrolled, and leaders hope that with ongoing investment, they can reach many more.

“For every job-seeking person in Colorado, we need to get them the skills to match the amazing opportunities that our economy provides,” Polis said.

In the short term, the proposal expands on Colorado’s system of free college options and the scholarships add to state-funded aid that help offset costs beyond high school.

Long term, however, there’s little guarantee future students will have the same opportunities, with only one-time money set aside for the proposals.

During a news conference, Polis didn’t commit to extending funding when it runs out. He also said he expects lawmakers to review which sectors need workers and to adjust programs to steer students into those fields.

Colorado students could get targeted free college and scholarships

One $40 million proposal would make a two-year community college credential free in fields like elementary education, firefighting, policing, forestry, nursing and construction. The state would use one-time money this year to fund the program for two years.

Lawmakers want to expand a program that makes health care education free for students to include fields such as teaching, firefighting, policing, and forestry.

Colorado has shortages in those jobs. Some of the fields have low starting salaries, making it difficult to attract workers. But they’re also jobs that have high social value.

Polis said making the programs free will help attract students.

He said, “these are all professions that pay better than the unskilled workforce.”

For fields like teaching that require a four-year degree, the free college program would give students a way to get started on their education and save part of the cost.

Lawmakers want the program to benefit over 20,000 Coloradans during the next two years.

The program would cover the cost of enrollment plus books, supplies, and fees.

The program would also cover any costs for training for apprenticeships in areas like the construction trades, including instructor time and instructional materials.

The bill is sponsored by House Speaker Julie McCluskie, a Dillon Democrat, state Rep. Rose Pugliese, a Colorado Springs Republican, and state Sens. Janet Buckner, an Aurora Democrat, and Perry Will, a New Castle Republican.

The second proposal would give scholarships to about a quarter of the graduating high school students in the Class of 2024.

The state would provide 15,000 graduating students a roughly $1,500 scholarship each if they train or study for high-demand fields such as health care, manufacturing, engineering, education, or behavioral and mental health.

The state already provides financial aid to most students who go to a community college or public university. But students could use the scholarship to pursue a wider range of options, including for an apprenticeship or on-the-job training.

Bill sponsors include Senate Minority Leader Paul Lundeen, a Monument Republican, Sen. Jeff Bridges, a Greenwood Village Democrat, and Reps. Matthew Martinez, a Monte Vista Democrat, and Don Wilson, a Monument Republican.

Last year’s template for targeted free college

Unlike some states that offer free two-year college — such as Tennessee or Washington — Colorado has a patchwork of options for students to get free training or earn college credit.

For example, Colorado high school students can earn a certificate in a high-demand field before they graduate. Students can also get college credit while in high school or take a fifth year of high school that offers college credit and is paid for by the state.

And last year’s Care Forward Colorado program has shown promise toward expanding free college for at least some fields.

Last year, Polis and lawmakers pushed for free training in health care fields, a proposal that created the Care Forward program with $26 million in one-time federal pandemic relief aid.

The program under the Colorado Community College System has enrolled over 2,000 students at a cost of about $6.1 million, according to system numbers. About 1,000 students have graduated in the first year from the community college system, according to the Colorado Department of Higher Education.

Student participation has varied across the state’s 13 colleges, with some schools enrolling over 500 students and others enrolling less than 100. The programs include pharmacy technician, nurse’s aide, and dental assistant programs.

Colorado Community College System Chancellor Joe Garcia said the expanded program would include money to market the free college programs. He said the state is collecting data on how the program serves students to someday make the case why these programs might need more funding.

For now, the goal has been to ensure students can get job skills, work, and then go back to the community college system if they want to expand their knowledge — and eventually earn more money.

“You don’t just finish your education and go to a job,” Garcia said. “It’s in stages.”

That’s how Karlie Asman, 23, said it’s worked for her under the Care Forward Colorado program.

She said she got her EMT certification last year thanks to the program. She now works part time and volunteers in Franktown to get experience. And she’s back in school again thanks to Care Forward in a paramedic preparation program, which will allow her to take on an expanded role in the health care field as well as earn more money.

She added that thanks to Care Forward she doesn’t have to worry about putting her money toward college costs and instead can focus on earning a living.

“It’s been a huge, huge blessing for me,” Asman said.

Colorado goes paperless: Students will take computer-based SAT and PSAT starting next year

2023-03-13T23:22:01+00:00

Colorado high school students will continue to take the SAT and PSAT as the state’s way of measuring school and district academic performance, but they’ll switch to the computerized version in spring 2024.

A committee of teachers and school administrators recommended the College Board’s online suite of tests to replace its paper version, according to the Colorado Department of Education. The new computerized test was piloted by the College Board in 2021, and the organization said in a news release last year that it’s “easier to give, and more relevant.”

State law requires the state education department to take competitive bids every five years for a statewide assessment. The selection, however, was delayed a year because of the pandemic. The state must wait 10 days before the contract becomes official, according to a news release.

Colorado public colleges and universities no longer require a college-level exam like the SAT or ACT for acceptance, part of a growing “test optional” movement nationwide. However, many colleges and universities still ask for test scores as part of their application, and even students applying to test-optional schools can submit their scores to show their qualifications.

Colorado began using the PSAT and SAT to measure students’ math and English abilities in 2017, part of a compromise to reduce the overall number of tests students take in school. At the time, Colorado was the epicenter of an opt-out movement protesting a heavy testing burden, and many parents excused their students from taking standardized tests.

The idea was to use a test high school students would want to take anyway because it would help with their college and scholarship applications. Ninth and 10th graders take the PSAT and high school juniors take the SAT in the spring.

Colorado uses the test results along with graduation rates and other factors to rate the performance of schools and districts. SAT scores also are one way students can show they meet graduation requirements for basic competency in math and language arts.

While Colorado high school students use the college readiness exams, K-8 students use the Colorado Measure of Academic Success, or CMAS, to test math, English, and science understanding.

Colorado School of Mines wins state OK to prepare math and science teachers

2023-03-08T21:22:36+00:00

The Colorado School of Mines, a public science and engineering university in Golden, could soon mint math, science, and computer science teachers.

On Wednesday, the State Board of Education unanimously approved the university’s plan to offer teacher preparation in four areas: secondary science, secondary math, middle school math, and K-12 computer science.

The creation of a teacher preparation program at the highly regarded engineering school has been years in the making and could help beef up Colorado’s teacher pipeline in chronic shortage areas. The new program will also give the university’s 7,400 students more professional options.

“Our surveys find that almost half of Mines students have an interest in teaching,” said Wendy Adams, director of the Teach@Mines program. “Not all of those people, of course, are going to pursue it, but they’re interested and so we just need to give them that option.”

She said when the program ramps up, she expects it to produce 20 to 30 teachers a year, mostly in science and computer science. Students will be able to complete the required education coursework and earn a state teaching license as part of a bachelor’s or master’s degree program.

The School of Mines teacher prep program comes at a tenuous time for the education workforce.

Nationwide, the pool of prospective teachers has been shrinking for over a decade as enrollment in teacher preparation programs has declined. Plus, teacher turnover rose in several states after years of pandemic-related stresses, according to a recent Chalkbeat analysis.

“The way we see it we really have a responsibility to the state to offer teacher licensure because there’s 7,000 students at Mines, some of the best STEM students in the state, and to not provide them a pathway to become a teacher is basically removing them from the pipeline,” Adams said.

The university’s journey toward teacher preparation began in 2015. That’s when it partnered with the Greeley-based University of Northern Colorado, which runs the state’s largest teacher preparation program, to provide a route for Mines students who wanted to teach.

Students would complete science and math coursework at the School of Mines and take most teaching classes online through the University of Northern Colorado. Twenty-two students completed the program and earned teaching licenses before the program ended last year.

Adams said the partnership was good, but tricky.

“There were just so many different competing things from an administrative perspective that it didn’t function as well as it could have,” she said.

School of Mines leaders decided to bring the teacher preparation program in-house a few years ago. The university began offering education courses in 2019 and now offers the full menu of options. The State Board vote on Wednesday means that Mines is now a state-approved teacher preparation program and that those who complete it are eligible for teaching licenses in Colorado.

Adams said about 85 Mines students are enrolled in one or more education classes at the university, with about half of those seriously interested in becoming teachers.

She said she knows of Mines students who’ve done computer science or engineering internships but haven’t found the work satisfying.

One student, she said, worried that his computer science specialty would most likely lend itself to a job in the weapons industry.

“He doesn’t want to do that,” she said. “He wants to help people and help students so he’s going to be a teacher.”

Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at aschimke@chalkbeat.org.

Once an unaccompanied minor, this college student now fights for immigration reform

2023-03-02T23:03:06+00:00

Edna Chavez knows what it was like to flee her country alone as a teenager. She knows what it was like to make the risky and lonely trek north, to cross the border illegally and be held as an unaccompanied minor in shelters and detention centers.

But the 21-year-old student considers herself among a lucky few, because later she was adopted.

That support allowed her to pursue her education and put her on track for legal permanent residency.

Chavez has met many students with similar backgrounds, but who have no path to citizenship, who have limited education or work prospects, and who have endured discrimination. Chavez wants to do something about it.

“We have to make a radical change in our community, we can’t keep hiding,” Chavez said. “It’s time that someone does something. And that someone has to be me.”

Chavez is planning a rally, which she’s dubbed Students Stand Up for Immigration Reform, on March 11 at the State Capitol.

The rally was her idea, but she has gotten support from immigrant advocacy groups that are helping her coordinate. If enough students need transportation to the Capitol, she will look for ways to provide it.

She is also asking students to write letters and sign a petition asking Congress to renew the provisions of the Immigration Act of 1929. The act was intended to provide a way for immigrants who have been in the country for many years to earn legal status. But its required dates for entry haven’t been updated recently, so most immigrants do not qualify. Previous updates granted amnesty to some immigrants during the Reagan administration.

Updating the act would give many more immigrants a path to legal status and many more young people a way to pursue an education.

“What I really want is for all students to show up to demonstrate that we are better united,” Chavez said. “Together we are strong.”

Chavez is full of hope because she has already overcome so many barriers.

Back home in Guatemala, Chavez said she was fighting against men who tried to force her into prostitution. She felt unsafe and decided one day at age 17 to flee to the U.S. without telling her parents.

Her abusive father wouldn’t have helped, she feared. Even now, her relationship with him is strained.

After a long and dangerous journey, Chavez was confined for months in detention centers and later a shelter for unaccompanied minors. When she turned 18, she was removed from the youth shelter and sent back to a detention center. Then an advocate found a family willing to sponsor her. After she moved in with them, they formally adopted her.

When Chavez moved to Denver at age 18, she enrolled at GALS, a Denver charter school.

Back in Guatemala, she had been forced to drop out of school after second grade. When she started school in the U.S., she didn’t speak English. A year after enrolling in high school, the pandemic shut down school buildings. That meant she also was forced to learn technology on top of everything else so she could continue working toward her diploma online.

But she managed to graduate earlier than planned, last spring.

“Basically I knew nothing,” Chavez said. “I had a ton of obstacles, you could say that, but nothing stopped me from achieving what I had set out to achieve.”

Chavez applied to multiple universities, and was accepted at all but one. The one rejection didn’t deter her because after having visited the Colorado State University campus in Fort Collins, she knew that’s where she wanted to go.

“I felt like I belonged in that place,” she said.

She started college with a few credits she had earned while in high school. Now she’s working on a math degree with a concentration in actuarial sciences.

She said that being successful means having a good education, and then being able to give back to her community.

But she isn’t waiting to give back. She says she’s discovered a passion for helping others. Her mom back in Guatemala tells her it’s like she’s a new person.

Chavez tells her it’s because she is. Having time to spend on learning, instead of working all day, has allowed her to see the world through a different lens, she said.

“I have felt more safe. I have felt more valuable as a woman. I have felt truly fortunate to be in a country that can offer me safety,” Chavez said.

And helping others feel the most joy out of being in a place of safety matters to her.

“I’m doing it out of the love I have for the community,” Chavez said. “I’m doing it from the bottom of my heart.”

Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.

Colorado K-12, higher education workers would get state workplace protections in bill

2023-03-01T23:47:18+00:00

A year after Colorado lawmakers denied employees of school districts and public universities the right to unionize and negotiate contracts, legislators are considering a bill that would provide some protections for them and other public sector employees.

Senate Bill 111 would extend rights for public employees who openly express views about the workplace, start the process of forming a union, or participate in organizing. Public workers would also be protected from retaliation, discrimination, and intimidation from employers. Private sector employees already have these rights under federal law.

The bill doesn’t require public employers to recognize unions or grant workers the ability to strike. But the legislation, which a Senate committee advanced Tuesday, could represent a notable step forward for K-12 and higher education workers who want stronger labor protections for what they say are crucial workplace rights.

Critics who united to exclude education staff from a law expanding collective bargaining rights last year say this year’s legislation is unnecessary, unfair to employers, and would hurt schools.

Jade Kelly, CWA Local 7799 president, said the bill extends some rights granted to private employees through the National Labor Relations Act, a 1935 law to ensure workers can advocate for better conditions and form labor unions without retaliation. Her union represents higher education workers, library workers, and public defenders, among others.

She said public employees do have certain rights under federal statutes. But Kelly said that employers often violate those laws because a federal complaint must be filed by workers when there are issues. It’s a difficult process that creates hostile work environments where public employees feel they can’t speak out, she said.

Kelly said filing a complaint is expensive and takes up a lot of time and “employers know that.”

By extending the federal rights for private workers to public workers statewide, the bill would ensure the Colorado Department of Labor & Employment enforces these rights and step in when violations happen, mediate any issues, and take action.

Democrats in the state legislature have been pushing for more rights for public sector workers. The legislation lawmakers passed last year grants county employees the right to organize and bargain collectively over pay and working conditions. That law also prohibits strikes, work stoppages, and work slowdowns.

But facing stiff opposition from school district administrators, school boards, higher education officials, and Democratic Gov. Jared Polis, education workers were excluded from last year’s bill.

Senate Bill 111 is sponsored by state Sen. Robert Rodriguez and state Rep. Steven Woodrow, both Denver Democrats. The bill passed the Senate Local Government and Housing Committee on Tuesday with a partisan 4-3 vote.

Many large Colorado school districts voluntarily recognize employee unions and have contracts that include collective bargaining rights, but there is no requirement that they do so. Union members say that leaves many teachers vulnerable.

Mountain Valley School District teacher Kevin Walek, a San Luis Valley teacher union vice president, said teachers worry if they speak out that school district leadership will punish them. Many teachers like him are within their first few years of teaching and on a probationary period.

The bill would help teachers feel like they can use their voice.

“A lot of teachers just keep their head down,” Walek said. “It’s a tough environment.”

In addition to K-12 and higher education workers, the bill would cover a large group of workers, such as county, city, fire, library and public health workers.

The Colorado Education Association and other advocacy groups say the bill grants rights and protections that were skipped over in last year’s collective bargaining bill for many public employees.

Multiple groups want to amend the bill, including the Colorado League of Charter Schools, the Colorado Association of School Executives, and the Colorado Charter School Institute. The committee approved amendments related to unintended consequences the groups identified, such as those related to State Board of Education powers and to ensure management positions wouldn’t be included.

Michelle Murphy, Colorado Rural Schools Alliance executive director, said the bill would substantially disrupt schools. The organization also wants to amend the bill.

“This bill expands employee rights while dialing back and restricting employer rights,” she said.

Opponents include many county and city organizations and governments. Kevin Bommer, Colorado Municipal League executive director, said employers are already required to give employees substantial protections under federal law.

Others also argued there aren’t widespread complaints about improper employer practices. And any such issues can be handled by federal law, they said.

But Kelly said the public ultimately gets hurt when unhappy workers can’t resolve issues quickly with their employers.

“Workers end up leaving or they get to the point where they hate their jobs,” Kelly said. “That creates an adverse effect on anyone who uses public services.”

Colorado College withdraws from U.S. News & World Report rankings. What does that mean for students?

2023-02-28T23:12:42+00:00

Colorado College will no longer participate in U.S. News & World Report’s annual rankings of “best colleges.” In withdrawing, college leaders said they believe the rankings equate wealth and privilege with academic quality — and go against the values of the school.

Colorado College joins a growing list of high-profile law and medical schools that have announced they will no longer submit data to the publication. The school is one of the magazine’s highest-ranked liberal arts colleges to withdraw from participation.

As one of the state’s most selective schools — for the Class of 2026, it admitted 16% of applicants — withdrawing from the rankings is probably a low-risk move for the college, though it may lower the school’s profile somewhat among out-of-state students.

School leaders say the move will show prospective students the school is serious about its values of becoming a more diverse, antiracist campus that provides opportunity for students from a range of backgrounds. Currently, the student body is two-thirds white and just 8% of its students are eligible for federal Pell grants, a measure of economic status. Tuition alone is about $67,500 a year.

Pedro de Araujo, vice president and dean of the college, said the college has tried to rethink how to attract and graduate students from Colorado, including those who are from low-income families and students of color. He said the school plans to use its own data to illustrate how it helps students graduate and achieve social mobility. The U.S. News & World Report rankings have not done well in explaining that, he said.

“This is step one,” de Araujo said. “It is continuing to fulfill our antiracism commitment, continuing to look at our internal policies and see if they’re not aligned with our values, and then start to change that.”

U.S. News & World Report will still rank the school, but based on publicly available data. That could mean the school may fall from its position as the 27th “best” liberal arts college.

The U.S. News & World Report rankings are provided as a way for families to make college decisions. But the rankings have drawn scrutiny for years.

Some college leaders have said the rankings favor reputation and institutional wealth over whether an education is top notch. Critics say the rankings even influence admission policies, leading schools to prioritize students with high SAT scores whose families can pay out of pocket without incurring debt, over recruiting diverse, well-rounded students. Colorado College officials say their admission policies have not been shaped by a desire for a higher ranking.

The annual rankings judge colleges on 17 measures, including graduation and retention rates, selectivity, and financial resources per student.

Reputation weighs heavily into the factors compared with measures such as whether schools improve students’ long-term socioeconomic status. Student debt also factors into the rankings, and critics say schools that admit wealthier students are more likely to rank highly on that metric.

James Murphy of the college advocacy group Education Reform Now said there’s no downside for a school to stop participating in the rankings, especially if they want to diversify their campus.

“Racial and ethnic diversity play no role in the rankings as far as I can tell,” said Murphy, the group’s deputy director of higher education policy.

The Colorado College student body is about two-thirds white; students from low-income families make up only a small portion. Recently the college has sought to become more representative of the state, de Araujo said.

The school committed to becoming an antiracist campus that pushes for more diversity and inclusion, such as programs and support for students and reviews of policies. It made standardized testing optional on applications, in the hopes it can attract students from different backgrounds. It is committed to support students from Colorado financially and so they don’t pay more than the cost of attendance at the University of Colorado Boulder, considered the state’s premier public campus.

The number of freshmen from low-income families has increased slightly, Murphy said.

Not cooperating with the magazine rankings may cost some national visibility and out-of-state applications, Murphy said.

It’s less likely to diminish applications from students from Colorado, students of color, or those from low-income families, he said.

In its announcement, Colorado College said it would post online graduation and retention rates, diversity, and post-graduate success. The college has not said whether it would stop releasing student characteristics and other information that U.S. News & World Report feeds into its rankings.

De Araujo said school leaders are committed to becoming more representative of the state and to help students.

“This is not one of those things where you have a checkbox, you check them and then you’re done,” he said. “I think pulling out of U.S. News was a good step forward. But we’re not done.”

Correction: This article has been changed to correct Colorado College’s admission rates.

For part-time college faculty, Colorado bill offers some relief. What about the larger problem?

2023-02-24T22:20:00+00:00

As an adjunct professor, Kristin Quadracci teaches about six classes a semester and works well over 40 hours per week.

It’s enough for Quadracci to scrape together a salary of about $40,000 a year. But she works about 50% more as a contract worker than full-time college instructors, she said.

Plus there’s “no vacation and no job security,” Quadracci said.

Adjunct professors are those contracted part time to educate students. Many like Quadracci say they’ve dedicated their careers to teaching in college and endure tough conditions that they say carry over to students.

Senate Bill 84 would allow Colorado adjuncts to qualify for forgiveness of federally backed college loans. The bill makes a minor change to state law to better calculate how much work adjunct faculty perform in a semester.

Adjunct faculty and the unions supporting them also want the state to someday address the low pay, limited benefits, and little say part-time faculty have in the classroom. Until that happens, access to loan forgiveness is one way to ease the burden on adjunct faculty, who often need advanced degrees to do their jobs.

David Chatfield, who teaches art appreciation at Arapahoe Community College, has taught as a part-time instructor for years. He was one of the lucky few who was able to find a one-year full-time position. The job has since ended and he’s back to part-time work. The full-time position made it easier for him to earn a living and teach students.

“The overreliance on adjuncts is bad,” Chatfield said. “They need to bring in more full-time people.”

What once was a supplement to the core faculty now is a common practice at schools. Historically, adjuncts were mostly made up of people working in professional fields who wanted to teach students.

More and more, the majority teach at several schools to make a living.

Schools vary in their portion of adjuncts.

Nationally, about 48% of all academic staff is part-time faculty, according to the American Association of University Professors.

About half of all classes in the community college system are taught by adjuncts, with colleges and universities having different shares. For example, almost 70% of the Community of College of Aurora’s classes are taught by adjunct faculty.

Supporters of Senate Bill 84 said during testimony that they end up working long uncompensated hours outside of class, and they want the state to redefine how schools calculate how much adjuncts work.

The proposed change to how hours are calculated wouldn’t require colleges to give benefits to any instructors who don’t otherwise qualify. But it would allow instructors to reach full-time status to qualify for the federal Public Service Loan Forgiveness program. The program allows those who work in the public sector, including at a nonprofit, to have their student loans forgiven after 10 years.

Senate Bill 84 is sponsored by state Rep. Mary Young, a Greeley Democrat, and state Sens. Janice Marchman, a Loveland Democrat, and Julie Gonzales, a Denver Democrat. The Senate has approved the bill, and it goes next to the House.

During testimony, adjunct instructors said they make less than $30,000 a year and hold side jobs to survive. National surveys show nearly a third of adjuncts make less than $25,000 a year and many rely on public assistance.

Some adjuncts also don’t qualify for benefits, especially if they cobble together work from different schools. The Colorado Community College System does offer benefits including health insurance to adjuncts who work more than 30 hours a week within the system, and those who work fewer hours can purchase plans at a discounted rate.

Chatfield said when he was able to get contracted as a full-time employee, he made three times his annual $20,000 adjunct wages for a little more work. The few additional responsibilities were “not enough to justify that kind of disparity,” he said.

Some colleges don’t include adjuncts in program decisions, Chatfield said, which directly affects how students learn. The community college system does have a statewide advisory council for adjuncts, according to a system spokeswoman.

Adjuncts also don’t have their own private offices, meaning it can be hard to meet with students needing extra support, he said. That could mean the difference between the student passing or failing a class.

Quadracci said it’s detrimental to students to have their teachers hurrying from campus to campus without getting a break to eat lunch or take care of themselves.

“Adjuncts can’t be there for our students,” Quadracci said. “And it’s a huge, huge detriment to them and their learning environment.”

Correction: This article has been changed to reflect that the Colorado Community College System provides some benefit options to adjuncts.

Some Colorado colleges enroll more first-generation students. Should they get more money?

2023-02-17T23:09:35+00:00

Colorado colleges and universities would get a special designation if they enroll a high number of students who are the first in their families to go to college, under a bill proposed this year.

The largely symbolic bill has fed a bigger debate about how Colorado funds its public colleges. It also spurred a conversation about what first-generation students need to be successful.

The first generation-serving label that House Bill 1114 would create would attach to schools that enroll those students at a higher rate than the state average. It would also require Colorado’s higher education department to track how well students do at those schools.

The bill would not require schools to create additional programs to help those students get to and through college. Nor would it offer colleges more money to provide such support.

Money and support make a difference for students, said Diane Schorr, director of advocacy and initiatives at the Center for First-generation Student Success. She questioned why the state wouldn’t ensure colleges with the new designation get either.

“What I would have liked to have seen is what’s being required of the institution?” Schorr said.

Supporters of the bill — including Metropolitan State University and Colorado Mesa University — would like to prod the state to better fund schools that serve a large share of first-generation students. These schools often have lower graduation rates, something that works against them in Colorado’s funding formula. It also costs a lot of money to run the programs that help first-generation students.

Opponents of the bill, including Colorado State University, say that who enrolls the most first-generation students shouldn’t matter. Instead, they say that state funding should follow those students wherever they enroll. With limited state funding for higher education, more money for certain institutions can mean less for others.

Colorado Mesa University President John Marshall said the proposed designation would signal that first-generation students have a place on campus and would strengthen those schools asking for more state funds to increase services.

About 40% of students enrolled at Colorado’s public higher education schools were the first in their family to go to college. Nationally, those students are less likely to graduate and the path gets harder if they come from low-income families.

About 44% of Colorado Mesa’s 11,000 students are first generation, Marshall said. MSU Denver also has a high percentage, with almost 60% of its about 16,000 student body identifying as the first in their family to go to college.

Last academic year the state shifted away from funding schools based primarily on enrollment. Now the formula awards some state monies for enrolling more students of color and students from low-income backgrounds, and for graduating those students.

The funding changes haven’t immediately boosted the budgets of MSU Denver and Colorado Mesa. The schools still receive the least funding per student and want even more weight placed on which students they enroll.

“We’re serving the most expensive students,” Marshall said. “Over time, I think we’ve got to figure out how to correct those historic inequities and fund our values.”

Colorado State University System Chancellor Tony Frank, who spoke to the legislature to oppose the bill, expressed concern that the state label would affect how money is doled out statewide.

Frank said about 32,000 students who are the first in their family to go to college have the potential to attend schools not labeled first-generation serving.

“Funding should follow first-gen students wherever they are,” Frank said, “not simply to institutions with a designation.”

He said the state should discuss funding for first-generation students when it debates how colleges and universities are funded — a process that happens every five years.

The state provides a set amount of funding for colleges based on factors such as enrollment and retention of students and then provides additional money based on student demographics and outcomes.

For example, schools can get more money for enrolling more students of color and Colorado residents, and for raising graduation rates. Schools get a small amount for enrolling first-generation students, less than for other student groups the state wants to enroll at higher rates.

There’s precedent for a conversation about funding when it comes to designations. Campuses receiving the federal Hispanic Serving-Institution designation, or schools with 25% Hispanic student enrollment, come with the ability to apply for federal resources.

There’s no federal designation in serving first-generation students, but some schools spend more on programs to help those students get to graduation.

Marshall said Colorado Mesa invites first-generation freshman to campus before other groups to help familiarize them with the school, provides many of them an annual $1,000 scholarship, and offers counseling on academics, personal well-being, financial aid, and careers.

Other schools also assist first-generation students. Colorado State University and the University of Colorado Denver are among 277 other institutions nationwide that work with the Center for First-generation Student Success to better the college experience on campus. The schools also provide counseling, financial, and academic programs for students.

Justin Hunter, 23, a first-generation student at Colorado Mesa University, said he felt supported by the school on the first day he stepped onto campus. The program that brought first-generation students on campus earlier than others helped him acclimate to campus life. School staff have also pushed him to become a campus leader. He is now student body vice president.

He said he supports the bill because he “stumbled” on Colorado Mesa during the application process. Other students should know that schools support them and the designation would help, he said.

Lawmakers were clear that their intention wasn’t to pit schools against each other when it comes to how much money schools receive to educate students. Instead, they wanted to also set off a greater conversation about how to support students.

The bill is sponsored by state Reps. Rick Taggart, a Grand Junction Republican, and Serena Gonzales-Guitterez, a Denver Democrat. It would also require the state to list first-generation-serving schools on the Colorado Department of Higher Education’s website. The bill cleared the House Education Committee unanimously on Thursday, but lawmakers asked the bill sponsors to work with higher education institutions to get more buy-in.

State Rep. Jennifer Bacon, a Denver Democrat, said she voted in favor of the bill because it signals to students that schools have prioritized serving them. Colleges and universities could use the label to tell students that they’re not alone.

Colorado has cut higher education funding to a point where families pay a much larger share than the state does for public college expenses.

“As a legislator, to the extent that I can apologize, I am sorry that we have created such a devastating funding space that we have to have some of these conversations,” Bacon said.

CU Boulder gets kudos for reading courses, but state reviewers raise alarm about a speech professor

2023-02-09T20:51:06+00:00

Chalkbeat is a nonprofit news organization covering public education in communities across America. Subscribe to our free Colorado newsletter to keep up with education news from around the state: ckbe.at/subscribe-colorado

Colorado’s flagship public university won kudos Wednesday for its approach to training teachers on reading instruction, but in an unusual twist didn’t receive full state approval for one program because of allegations that a professor mistreated students.

The University of Colorado Boulder earned full state approval from the Colorado Board of Education for 11 programs in its teacher preparation program, but not school speech-language pathology, which is housed elsewhere in the university. That’s because two students in that program shared a “number of examples of alleged objectionable, confrontational, and unethical behavior by a particular professor” while they were talking with state reviewers who visited campus last fall, according to the state’s report.

The state board awarded the speech-language program only partial approval Wednesday. State reviewers will return to the university next October to determine if the university has done enough to address “negative behavior by faculty” and provide support for students.

Over the past four years, several prominent universities have received only partial state approval for some majors in their teacher prep programs because of problems with reading coursework. They include the University of Northern Colorado, Metropolitan State University of Denver, Regis University, and University of Colorado Denver.

But the University of Colorado Boulder received good reviews in that area. State officials reported that current students showed a clear understanding of evidence-based reading instruction and that all coursework is aligned with the science of reading — a large body of research about how children learn to read.

The otherwise positive evaluation was marred only by concerns about the professor’s behavior.

The state’s report didn’t identify the professor or describe any specific incidents of mistreatment, but did mention some faculty members shared stories about the professor similar to what the two students described. That information “appeared to illustrate a pattern of negative behavior over time,” the report said.

In a December letter to the Colorado Department of Higher Education, university Provost Russell L. Moore detailed the university’s response to the allegations, saying that after state reviewers raised alarm about the issue, it was immediately reported to the university’s Office of Institutional Equity and Compliance, which began an investigation.

Moore wrote that the professor received a formal letter describing the allegations on Nov. 13 and that the university would likely make a final decision on the matter within 60 days of the letter being issued. A university spokesman on Thursday couldn’t immediately say whether the university had made its decision.

Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at aschimke@chalkbeat.org.

Incarcerated Coloradans could get released early by going to college

2023-02-08T01:44:46+00:00

People incarcerated for nonviolent offenses in Colorado could earn time off their sentence if they get a college degree or credential.

Supporters of House Bill 1037, which the House Judiciary Committee approved 11-2, say it will help incarcerated Coloradans find new opportunities and make it less likely they reoffend after release while also saving the state money.

The bill would provide incentives to state prisoners to take advantage of federal grants available to them starting this summer. The federal government also has expanded how many colleges and universities can educate incarcerated students, opening the door for more opportunities.

State Rep. Matthew Martinez, a Monte Vista Democrat sponsoring the bill, said to the Judiciary Committee that financial assistance removes the biggest barrier facing imprisoned students wanting to go to college.

“We’re getting them back on track and really making a difference in changing their lives,” said Martinez, who previously ran Adams State University’s prison education program. State Sen. Julie Gonzales, a Denver Democrat, is also sponsoring the bill.

Bikram Mishra, who testified to the committee, said that during his 10 years in a Colorado correctional facility his family helped pay for his college classes. It changed his life, he said, and he wants college access for other people in prison.

“We are trying to help people get better and we are trying to make sure that they’re ready for society,” Mishra said.

If signed into law, Colorado would allow students convicted of nonviolent offenses to earn six months off their prison sentence if they earn a college credential or certificate. It would also allow them a year off their sentence if they graduate with an associate, bachelor’s, or master’s degree.

Some Republican and Democratic lawmakers, however, advocated during the hearing for increasing the amount of time incarcerated students would earn for an early release. Some worried that a year off their sentence would not be enough to attract students to degree programs and they would instead seek out short-term programs.

The bill would split money the state saves by releasing incarcerated students early between higher education institutions and the Colorado Department of Corrections.

Republican state Reps. Matt Soper of Delta and Stephanie Luck of Penrose voted against the bill in part because they want the Colorado Department of Corrections to keep more of the savings.

But all committee members, even those who wanted to see changes, said they support the idea to encourage people in prison to get an education. They said the testimony of former prisoners-turned-college graduates moved them to support the bill.

Martinez said data shows graduates are less likely to reoffend, especially if they earn a bachelor’s or master’s degree. That also means less cost to society, he said. In 2018, Colorado had one of the worst recidivism rates in the country — half of all formerly incarcerated people returned to prison within three years. National studies, however, show incarcerated people are less likely to reoffend if they get access to education.

Christie Donner, Colorado Criminal Justice Reform Coalition executive director, said allowing incarcerated people the ability to learn while in prison goes beyond just what it saves the state. The bill represents the start of more conversations to ensure incarcerated people see a future for themselves, she said.

“Education helps you see yourself differently,” Donner said, “You have different ambitions and hopes and dreams and all that kind of good stuff. It’s really profound. And it’s so much better than just going to make license plates or sweep the floor or work in the kitchen. People can find a whole new life.”

In new strategic plan, Colorado wants residents to find the value in higher education

2023-02-02T21:46:00+00:00

Colorado’s higher education system ideally not only would ensure students get jobs, but also would pave the way for them to earn back what they spent on their education and increase their lifetime earnings, according to a new strategic plan released Thursday.

The plan prods Colorado to focus on the value higher education can bring to individuals and the state — rather than only on whether Coloradans are earning a degree.

That might mean the state subsidizes a student’s education to become a teacher or nurse, which have lower pay but high societal value, said Josh Scott, Colorado Commission on Higher Education vice chair. Or it would mean showcasing how a college program can benefit them.

“We need that education to be valuable, and in particular, we need it to be valuable in the way that matters for students,” Scott said. The commission sets the direction of higher education in the state.

The latest document updates the state’s 2017 strategic plan, which sought to get 66% of residents a postsecondary education by 2025.

The state updates its strategy about every five years and likely won’t reach that 2017 goal. The pandemic stopped some students from going to college because they needed to work or because programs were shut down. Coloradans also began to reconsider the value of attending college, especially as wages in entry-level jobs grew. And many worried about taking on debt for higher education.

A report released this week shows the state backslid from its goal by half a percentage point, dropping to 60.5% of its population with a degree, certificate or credential.

Scott said the goal set Colorado on the right path to educating more students, but it didn’t do enough to communicate why students should go to college rather than go straight to work. The previous plan also masked disparities in college-going because Colorado has an influx of educated people from other states and remains one of the most highly educated in the country, he said.

In Colorado, only 34% of Colorado high school graduates end up earning a college credential or above. The rest either never go to college or don’t graduate when they get to college. Many of those students come from communities of color or low-income families.

Meanwhile, over 90% of in-demand jobs require a college education.

The strategic plan, called “Building Skills for an Evolving Economy,” lists three ways to connect residents with a higher education.

The plan calls for the state to improve the small number of programs that lead to a negative return on investment for students. The plan says the state must ensure that a college education at least must enable graduates to earn more than what they spend on getting a degree.

That means colleges and universities should work with employers to offer courses leading to well-paying jobs. The state should also find ways to lower the cost of attendance.

One such example of how to get there would include Gov. Jared Polis’ proposal to provide free training for in-demand jobs, such as teaching, health care, and advanced manufacturing. Some of those jobs require costly training and certification.

Second, the state should ensure students from lower economic backgrounds and those from communities of color get the support they need to get into programs that reap high economic benefits.

The plan says the state should present those students with information that helps make decisions and then support them to graduation.

An example includes one at the University of Northern Colorado, which tutors, coaches, and supports students who are the first in their family to go to college. The program has helped the university record last year its highest-ever student retention rates.

Finally, colleges and universities should collaborate more closely with employers to increase professional opportunities and networks for students.

The plan says the reason people go to college is to improve economic mobility, and education should teach the skills students need to open up job opportunities after college. For example, Front Range Community College offers classes that partner with employers to offer apprenticeships and hands-on experience in areas such as health care, manufacturing, and tree care.

Scott said he hopes the strategic plan ultimately will help Coloradans see why college is important to them and reframes the way state leaders think about college.

“We’ve treated a certificate or a degree as the finish line,” Scott said. “We need to recognize that for a learner, it’s not the finish line. In fact, it’s the starting line in many cases. This is a ticket that you’ve earned that lets you run the race, not the T-shirt that you get at the end of the race.”

Colorado remains highly educated but lost ground during the pandemic, report finds

2023-02-01T00:44:25+00:00

Get Chalkbeat Colorado’s latest reporting on college and career paths for Colorado high school grads in our free monthly newsletter Beyond High School.

Colorado remains one of the most educated states in the country despite losing some ground during the pandemic, according to a new report.

More Black and Hispanic Coloradans report having a degree or other postsecondary credential than did two years earlier, a small sign of progress in a state with large gaps in educational opportunity. The survey compared residents ages 25 and older in 2021 with 2019.

But many states made more progress toward improving college attainment than Colorado did.

The Lumina Foundation’s A Stronger Nation report released Tuesday provides an annual look at educational progress in the nation and individual states to show how well working adults are getting the skills needed to qualify for higher-paying, skilled jobs by earning college degrees, credentials or certificates. (Lumina is a funder of Chalkbeat. See our funders here and read our ethics policy here.)

Lumina uses A Stronger Nation to track the country’s progress toward the goal of 60% of the population getting a degree or credential of some sort. Forty eight states, including Colorado, have a goal to improve college attainment rates.

Here are five Colorado takeaways from the report.

Colorado lost some ground during the pandemic

Overall, in two years the nation improved college attainment levels by nearly 2 percentage points, to 53.7% in 2021 — its largest two-year growth, according to a news release. Idaho, Mississippi, South Dakota, Utah, and Vermont grew their college attainment levels the most during that span, said Courtney Brown, Lumina’s vice president of impact and planning.

Over the same period, Colorado regressed slightly, but remained a leader. The state dropped from 61% of residents having a degree or credential to 60.5%.

Colorado has a goal of getting 66% of its residents earning a college degree, certificate, or credential by 2025. But Colorado likely won’t reach that goal. The report says the state would have to significantly increase how many people it educates.

The report does not distinguish between people educated elsewhere who move to Colorado and people from Colorado who get a degree here. Historically, Colorado has imported a large share of its educated population while sending its high school graduates to college at rates below the national average.

Brown pointed to the pandemic as to why Colorado and some others experienced stagnant growth and ran into troubles.

The number of people that have earned a certificate or college credential dropped, likely because those programs are typically in-person, hands-on programs and had reduced enrollment during the early days of the pandemic.

Brown also said a boost in wages at entry-level jobs lured students away from education. And some people couldn’t go to college because they had to support their families or because they got sick.

College-educated Black and Latino residents grow

The Centennial State slightly outpaced the nation in growing the share of Black and Latino Coloradans with a college degree, certificate, or credential.

In the two years leading to 2021, Colorado Hispanic college attainment grew 3 percentage points, to 28.1%,. The Hispanic population in the nation as a whole also saw strong growth, up to 27.8%, a gain of 2.3 percentage points.

In Colorado, Hispanics still have the lowest share of college education among all residents.

Colorado’s Black education level beyond high school grew in the same two years by 2.4 percentage points to 40.3%. Black residents nationwide grew 1.8 percentage points to 34.2% in 2021.

Younger Native American residents less likely to go to college

In a troubling trend from 2019 to 2021, Native American college attainment levels have remained mostly flat for those ages 25 to 34.

The proportion of those with schooling beyond high school nudged up from 18.8% to 19.1%.

Those numbers have dropped precipitously since 2014, when 30% of the Native American population ages 25 to 34 had a college degree or credential, signaling that an older population of Native American residents are boosting college attainment levels in the state, with 35.4% of that population having a college education.

More Coloradans went back to school — and more dropped out

As Brown noted, the portion of Colorado residents with a certificate, credential, or who have some college shrunk. But when looking only at college attainment, the proportion of Colorado adults who hold a degree actually grew.

Brown said the report shows that many Colorado residents with a certificate or credential returned to school to further their education. Overall, the number of residents who hold a masters, bachelors, or associate’s degree increased.

Nonetheless, the number of Coloradans who enrolled but never finished college also increased.

Colorado has made a big push in recent years to get more people who dropped out of college to go back and finish. The full impact of those efforts won’t be clear for several more years.

It’s unclear how those migrating to or away from the state have impacted the state.

College education is concentrated in certain counties

The breakdown of which Colorado counties have the highest share of college-educated residents is hardly surprising.

Boulder, Broomfield, Douglas, and Pitkin counties lead the state in credentialed residents. Boulder boasts about 70.6% of its residents with a college degree or credential, and the other three hover at about 70%.

The lowest levels of college attainment, are in two Eastern Plains counties. Just 19.2% of Bent County’s residents have an education beyond high school. Nearby Crowley County is similar, at 19%.

Colorado adults who never finished high school could get more help toward a diploma

2023-01-26T22:54:31+00:00

Colorado would boost adult high school diploma programs and also ensure students learn digital literacy skills under two bipartisan bills in the state legislature.

Both bills would meet critical needs for Coloradans and also for the state — to produce more educated workers and to train more people for jobs that have been stubbornly hard to fill. Historically, Colorado has ranked at the bottom among states in funding adult education.

About 300,000 Colorado adults lack a high school diploma, according to the Colorado Adult Education Coalition. The state spends about $7 annually per eligible adult for adult education — tied for sixth-lowest among states, according to an analysis by ProPublica.

State Sen. Rachel Zenzinger, an Arvada Democrat co-sponsoring Senate Bill 7, wants all adults in Colorado “to be able to have the educational attainment that they need in order to be full citizens in the United States and in Colorado.”

Her bill would triple state spending on adult education programs to $3 million a year. It would make digital literacy a requirement in those programs. The bill also would allow colleges to award high school diplomas to adults.

The bill is co-sponsored by state Sen Barbara Kirkmeyer, a Weld County Republican; and state Reps. Cathy Kipp, a Fort Collins Democrat, and Marc Catlin, a Montrose Republican.

Another bill, Senate Bill 3, would spend $2 million a year to create a high school for adults to pay for courses, child care, and transportation. The bill is sponsored by state Sens. Janet Buckner, an Aurora Democrat; Bob Gardner, a Colorado Springs Republican; and state Rep. Mike Weissman, an Aurora Democrat.

The bills would significantly increase state investment in adult high school programs that advocates say will reach Coloradans who have the greatest difficulty finding good-paying jobs. On average, adults without a high school diploma earn about $32,500 a year, according to the Bureau of Labor Statistics.

Advocates and civic and business leaders say diplomas and training will steer those adults toward in-demand jobs.

Bills would expand adult education, but not reach all

Colorado’s adult education system is spread out among colleges, school districts, and nonprofits and teaches courses required for high school graduation and also subjects ranging from basic language to college and career skills.

Some charge for classes or exams. Students who never made it past elementary school may not be ready to jump into high school courses. Because limited education diminishes their earning capacity, these students might struggle even more than other adult students do to pay for child care and transportation, and to take time off work to learn.

Students who didn’t finish high school have the option of passing a test to earn a high school equivalency diploma — generally accepted by colleges and employers — or taking the courses they would have taken had they stayed in school and getting a fuller education.

The extra $2 million in Senate Bill 7 would help adult programs but is not enough for the thousands of adults needing an education, Zenzinger said.

Colorado provides less than $1,000 annually per adult enrolled in state programs, Zenzinger said. That figure is augmented by grants and other assistance. In comparison, the state spends about $10,000 annually on educating each high school student.

About 40% of eligible adults have less than a ninth grade education, Zenzinger said. That includes Coloradans who never graduated and immigrants and refugees who didn’t get a full education in their country. All need more support to finish high school, advocates say.

Colorado spent about $5 million total in federal relief funds for adult education in 2021 and 2022, Zenzinger said. That one-time money has run out.

Proposals would expand options for adults

Both bills will provide more programs for adults.

Senate Bill 7 would smooth the path to a diploma. Currently, colleges, which provide about a third of all adult programs, aren’t allowed to award diplomas. Instead, they must partner with a school district.

During public testimony, college leaders said partnerships expire or leadership changes, forcing schools to educate districts on the need.

Dwenna Holden, Colorado Mountain College English language program director, said colleges can provide a more consistent experience for adult high school students if they have more authority.

“This is streamlining the process for students and allows them to keep all their records in one place,” Holden said.

Colleges, nonprofits, and districts currently offer options for students, including night and weekend programs. Those might include in person, hybrid, or virtual diploma programs.

Senate Bill 3 would offer adults an alternate, more targeted service with an experience similar to a traditional high school.

The program is modeled after Goodwill’s Excel Center in Indiana, which offers an accelerated diploma course with college-level training, said Sarah Thomas, Goodwill’s national director of business development and network advancement. Goodwill operates the program in six states and Washington, D.C.

The program would allow the Colorado Department of Education to partner with a nonprofit such as Goodwill and enroll up to 400 students a year. It’s unclear where that school would be located. If successful, the program could expand, Buckner and Gardner said during a Wednesday Senate Education Committee hearing on the proposal.

“This is a way to get people back on track,” Buckner said.

Digital literacy skills are necessary to get jobs

Senate Bill 7 would require diploma programs across the state to teach digital literacy skills.

Many students are missing those skills, said Jocelyne Bisimwa, 32, lead adult education instructor at Spring Institute. It helps immigrants gain English language and digital literacy skills, as well as diplomas.

Bisimwa said when she moved from Uganda, she knew how to use email but couldn’t do much else on a computer. The Spring Institute connected her to classes to become a paraprofessional. She now teaches fellow immigrants.

Inability to send emails keeps many from finding jobs or furthering their education, she said. Students are also held back by unfamiliarity with other types of technology, she said.

Bisimwa said offering digital literacy skills to adults will help them unlock what Colorado has to offer.

“It’s going to change a lot of people’s lives,” she said.

Colorado’s science and engineering university wants to enroll more Pell students. Here’s how

2023-01-18T21:20:38+00:00

Sabastian Ortega’s mom cried when he told her he was accepted to the Colorado School of Mines. He thought, as he talked to her on the phone, that she was crying tears of joy. She wasn’t.

Instead, his mom worried about whether the family could help pay for school — tuition alone is about $17,500 a year for in-state students. And living on campus can cost about $40,000.

“It hit me hard,” Ortega said. “I ended up crying once I hung up because I was wondering, ‘How am I going to pay for this?’” He asked himself after that call: “What am I going to do?”

Thanks to a high school counselor, Ortega applied for numerous scholarships, eventually earning a full ride to Mines, a science and engineering school in Golden. But Ortega, 21 and now a junior, is one of a small number of low-income Coloradans who has found a place at Colorado’s most selective public university.

In 2020, Mines ranked 46th from the bottom among all public and private universities in the share of students on campus receiving Pell Grants, the federal aid awarded to students from low-income families, according to an analysis of U.S. Department of Education data by Education Reform Now. That was just 13.8% of the student body.

The school seems not to be progressing. In 2020, the most recent data available, just 13.4% of its 2020 freshman class had Pell Grants — slightly lower than the school as a whole, and the sixth lowest Pell enrollment rate in the country among public colleges, according to Education Reform Now. In comparison, Pell students represented 27% of the 2020 freshman class at all Colorado four-year universities.

And Mines’ share of Pell students hasn’t changed much since 2015, when the school had the 15th lowest share of Pell students among four-year colleges across the country.

To qualify for Pell funds, students must demonstrate financial need. Among Pell recipients, federal data shows about 93% come from families who make $60,000 or less a year. The share of students receiving Pell Grants at a university has become a proxy for how many low-income students an institution is serving. Pell share matters because it shows the degree to which that institution is helping students from all walks of life to find opportunity.

Its school leaders want Mines to become more representative of the state’s economic and demographic makeup. Many of their efforts to get there — like pushing K-12 schools to offer more advanced math and science classes, starting a federal program to help students get to Mines, and encouraging low-income students to come together as a community — are still nascent. Administrators said there were talks for years about what needed to happen, but they were slow to act.

A list of goals the university hopes to reach in 2024 and beyond includes becoming “accessible and attractive to qualified students from all backgrounds.” The Pell share illustrates just how far the school is from that goal, and administrators acknowledge there’s work to be done to connect low-income students to an education that offers one of the highest returns on investment in the country.

President Paul Johnson, who has led the school since 2015, has sent a message to administrators to “double down on figuring this out,” said Sheena Martinez, assistant vice president of student life for equity and engagement. Martinez’s position is new and meant to strategize how to help students of color and those who are low-income. She said the school is building the foundation that will help students for years to come.

“We’re working on being elite, but not elitist,” Martinez said. “And if you talk to students from underrepresented backgrounds, they historically have not seen Mines as a place that is available to them.”

Sabastian Ortega, who finished an associate degree by the time he graduated high school, earned a full ride to the Colorado School of Mines.

Preparation for a school like Mines starts early

Ortega got interested in science, technology, engineering, and math (STEM) by middle school. Odyssey Early College and Career Options High School in Colorado Springs prepared him well, he says. By the time he graduated, he had earned an associate degree.

His experience isn’t one that every high school student gets, he said.

“The issue is that if you don’t take any college classes during high school, you’re behind,” Ortega said.

Mines leaders know this is a problem. Mines requires students to have a background in advanced classes such as trigonometry, pre-calculus, and chemistry.

Many Colorado students never take those classes, and Mines administrators more and more are reaching out to high schools to encourage them to include classes that are rigorous and lead to college credit in math or science, said Lori Kester, associate provost of enrollment management.

“We’re trying to get in front of high school counselors and make sure that they get students on the right track early on so that students can be admitted to Mines,” Kester said. “That is really critical to our success.”

Mines leaders have created some opportunities to prepare low-income students and get them interested in the university. But they’re limited.

Programs such as The Challenge Program prepare incoming students through math and science classes and seminars on time and stress management. The school offers tutoring programs at DSST: College View Middle School in southwest Denver, where nearly all students come from low-income families of color, and sends Mines students to volunteer at schools throughout the state.

The school also has a summer program that allows juniors and seniors who are students of color, first-generation, or low-income to live and learn on campus.

Newer efforts include an Upward Bound Math Science Program at Lakewood’s Alameda International Jr./Sr. High School. The program is federally funded and one that many colleges across the country have participated in to help underserved students for decades.

Even when schools push students toward STEM, it’s difficult to get them to persist in that field, said Analise Gonzalez-Fine, the DSST charter network’s director of college initiatives. The school focuses on building STEM skills, but many students might never end up at a school such as Mines, she said.

About 55% of the school’s Class of 2022 intended to go to a STEM college. But just 25% of the students from low-income families said they’d go to a STEM college, Gonzalez-Fine said.

Sabastian Ortega works in class on standard operating procedures for water quality parameters. He knew he wanted to go to the Colorado School of Mines and become an environmental engineer, but the huge cost of attending the school was an issue.

Ortega almost took a different route — like so many others

When it came time to apply for schools, there wasn’t a backup option for Ortega — he only applied to the Colorado School of Mines. He knew he wanted to become an environmental engineer with a focus on water resources.

He participated in Mines programs such as Challenge. The finances, however, just didn’t work. He considered joining the National Guard or taking a year off from school to work and save.

“I felt like that was my only way to pay for college,” Ortega said.

The cost of attending Mines is hands down the biggest deciding factor for students who want to attend the university, Ortega said.

Jill Robertson, financial aid director, said the school has merit-based grant programs for Colorado residents. The school also has increased efforts to find donors who will provide scholarships and support for those students.

The school also has partnered with the state’s community colleges where students can earn credit toward a Mines degree but not have to pay Mines tuition.

Robertson said the school has tried to limit annual tuition increases to the rate of inflation. The state, however, has spent less on higher education over the last three decades, and as a result all schools across the state have increased their tuition.

Ten years ago the university charged about one-quarter less per semester for in-state students. The increases have further priced out the state’s low-income students, especially when Pell Grants only pay up to about $6,900 a year, far less than the yearly cost of attendance.

“We really try to keep the cost within a manageable range,” Robertson said. “But it is expensive to educate a really good engineer.”

Sabastian Ortega asks a question during a civil and environmental engineering class at Colorado School of Mines. He has watched friends from similar backgrounds to his drop out of the school at higher rates than his other peers.

Admitting students isn’t enough. They need support too.

Most students at Mines make it to graduation within six years — about 83%, according to federal data. But fewer low-income Mines students, about 75%, graduate during that time frame. Mines isn’t alone. Pell students graduate at lower rates at colleges across the state.

Ortega said he saw friends with similar backgrounds drop out at a higher rate than did wealthier friends. Many couldn’t balance jobs and the heavy workload, he said. The students of color who are left include many international students.

“One of my friends, his dad owns an oil company,” Ortega said. “So it’s hard to make a connection when it comes to that part of his life.”

The school has begun to bring freshmen from similar backgrounds together so they can build a community that understands their struggles, Martinez said. The hope is that students have a peer group that can help them along the way.

Ortega said he’s seen the school also place more focus on its Multicultural Engineering Program, which began in 1989. Since he started at Mines, he’s seen more events and more administrators showing up to talk about financial, tutoring, or counseling services, he said.

“I think they finally realized that they need to really help these kids,” Ortega said. “I think they finally realized that to really help these kids, they need to finally feel like they belong here.”

Ortega also tries to do his part. He works in the financial aid office several times a week. His goal is to let prospective students from backgrounds like his know they have a place at Mines.

He doesn’t want any moms to worry or cry about the cost of college — because there are options. He also tries to tell families that Mines will help students get jobs that will make them money and help change the world.

“It’s something I wish my mom could have gone through,” Ortega said, “just someone saying ‘hey, it’s going to be OK.’”

Colorado higher ed leaders to lawmakers: Funding isn’t keeping up with inflation

2023-01-13T00:41:41+00:00

Get the latest reporting from Chalkbeat Colorado on college and career paths for Colorado high school grads in our free monthly newsletter Beyond High School.

Colorado’s college and university leaders said their schools need more money than proposed by the governor, and pleaded with the legislature Thursday to boost spending on higher education.

In a joint letter, the 15 higher education leaders said they need at least $144 million more to keep up with inflation, pay competitive wages, and provide crucial support to students.

It’s the second year in a row that college and university presidents have banded together to demand more funding. It represents a new, more vocal approach in a state where higher education often takes a back seat to K-12 advocacy — and one that was successful last year.

The Monday letter asks for double what Gov. Jared Polis requested for their operations in the 2023-24 year. They also want to keep the ability to raise tuition by up to 4%. College and university leaders said the additional funding would help cover inflation and support students of color and those who are low-income.

Polis has proposed increasing college and university budgets by $70 million for operations and $16 million for student financial aid. College leaders say that amount is not enough to keep up with inflation.

Colorado ranks 49th, down from 45th, in spending per student, according to a State Higher Education Executive Officers Association report from last year. The letter to the state says that “Colorado is still approximately $900 million below the average funding of our national peers.”

The association report looks at the 2021 budget year, when the state slashed higher education funding and backfilled those cuts with federal funding. The state increased funding this budget year, but Colorado continues to trail the majority of states.

“Greater state investment in higher education has never been more important as we seek to meet critical state workforce shortages, while also keeping tuition in check and addressing inflationary pressures on our operations,” the letter from the state’s university and college leaders says.

During the Thursday Joint Budget Hearing on higher education budgets, state lawmakers asked how tuition increases would impact students. Colorado Mesa University President John Marshall said that when schools increase tuition, they also increase financial support for students who need it the most. Colorado public university students already carry one of the highest tuition burdens in the nation and also face rising inflation.

Marshall said schools risk losing administrative and instructional staff if the state doesn’t provide more aid.

“We’ve dealt with double-digit increases in utilities, diesel gas, and all the various challenges you’re dealing with both in your personal budgets and here in the state budget,” Marshall said to lawmakers.

While the governor crafts a budget that reflects his priorities, the six lawmakers on the Joint Budget Committee write the budget presented to lawmakers for approval each spring.

In asking for more money, colleges and university leaders outlined their role in training workers for in-demand jobs.

More and more, state leaders have expressed worry that the state isn’t keeping up. Colorado has two job openings for every qualified worker, according to state economic data. The state’s colleges and universities train those workers to meet the demand, the letter says.

In addition to operational funding for colleges, Polis has proposed $70 million to provide free training, mostly at community colleges, and financial aid for schooling and apprenticeships to connect students to high-demand fields such as health care, teaching, law enforcement, fire fighting, construction, and advanced manufacturing. The governor wants the money to help educate more than 35,000 students.

Colorado Mountain College President Carrie Besnette Hauser told the Joint Budget Committee the state should allow students to use money from the governor’s training program for housing, especially in expensive mountain areas.

Joe Garcia, Colorado Community College System chancellor, said he’s grateful the governor is recommending more money to support job training programs, but more is needed.

Fewer older adults and students of color have enrolled at two-year colleges since the start of the pandemic. They’re groups in need of training.

“We have gained a lot of ground in this state over the last decade. We’re losing ground now,” Garcia said. “We think that by working together, and when supported by the state, we can again begin to reach those students — and those students will ultimately help our state’s economy.”

CSU’s teacher preparation program wins state approval, gets kudos for science of reading shift

2023-01-11T23:43:22+00:00

Colorado State University’s teacher preparation program won the state’s seal of approval Wednesday and a nod to recent changes in how the university trains future educators to teach young students how to read.

The State Board of Education voted unanimously to approve all 15 majors in the university’s traditional teacher prep program, including early childhood education — the only one that includes a focus on reading instruction.

The decision is the latest development in an ongoing state effort to hold Colorado’s teacher preparation programs accountable for how they train prospective teachers on reading instruction. The state began the reading crackdown in 2018 and in recent years ordered several prominent universities to revamp reading coursework, including the University of Northern Colorado, Metropolitan State University of Denver, Regis University, and University of Colorado Denver.

While the coursework critiques differed a bit at each university, state reviewers generally found too little or inconsistent focus on reading fundamentals, such as phonics; textbooks that don’t align with the science of reading; and teacher candidates unfamiliar with the state’s main reading law, known as the READ Act.

The “science of reading” refers to a large body of research on how children learn to read.

Colorado State University is one of a handful of universities that earned the state’s full approval on the first try, with state reviewers noting that reading courses there were updated both last spring and this fall.

“We found that their content and their training was deeply aligned and the [teacher] candidates could speak well to … strategies aligned to scientifically based reading,” said Mary Bivens, executive director of educator workforce development at the Colorado Department of Education, during Wednesday’s meeting.

Asked by a board member about the attitudes of Colorado’s teacher prep program leaders toward the state’s science of reading push, Bivens said, “I think our institutions have recognized … that some of them needed to bring in faculty who truly understood scientifically based reading instruction at a deeper level or train up their current faculty.”

Colorado State, which is based in Fort Collins, produces a relatively small number of future teachers who will teach young students how to read. This year 67 students are enrolled in its early childhood education program, most of them undergraduates. The university doesn’t have an elementary education or special education major — two other programs that produce future reading teachers.

The University of Colorado Boulder, which has an elementary education major, will be one of the next teacher prep programs to come up for reauthorization before the State Board of Education, probably in February.

Ann Schimke is a senior reporter at Chalkbeat, covering early childhood issues and early literacy. Contact Ann at aschimke@chalkbeat.org.

Colorado Gov. Jared Polis budget update: money for workforce development and math instruction

2023-01-04T00:37:47+00:00

Colorado residents could get access to free training for jobs in education, health care, construction trades, and other sectors that have more openings than qualified workers, under an updated budget proposal from Gov. Jared Polis.

Expanded workforce training — including some free college — was among several education proposals from Polis. He also proposed a major expansion of after-school tutoring focused on math and science skills and state money to help employers offer on-site child care.

Polis announced the proposals at a press conference Tuesday. They expand on his November budget request and address areas of growing concern for employers, workers, parents, and education advocates.

Polis, who will be sworn in for his second term next week, said there are more job openings in the state than people qualified to fill them, part of a growing skills gap. Polis wants to spend $70 million over two years providing free training primarily at community colleges to get residents the skills they need for in-demand jobs.

In math, Colorado faces a worsening trend of students falling behind. Polis’ proposal would provide a short-term fix, with $25 million to expand after-school programs focused on science, technology, engineering, and math. The budget would also set aside $3 million in state and federal money for math instructional materials and teacher training — a step toward a longer-term solution.

Tuesday’s announcement adds to the $42.7 billion budget Polis proposed in November. He also proposed updates that include property tax changes, housing relief, and clean energy tax credits.

The November budget included $9 billion next year for K-12 education and $86 million more for student financial aid and college and university operations. Polis’ budget serves as a starting point. Six lawmakers on the Joint Budget Committee will craft a budget proposal for their colleagues in the House and Senate to vote on.

Money would help address a growing crisis

In prioritizing workforce development, Polis hopes to expand on work last year to train more qualified workers.

“Price is a barrier, especially in these challenging professions,” Polis said.

Lauren Larson, Polis’ budget director, said the money would go to address an “arising crisis.” Even doubling the number of high school students with the necessary training wouldn’t meet workforce needs, she said.

And the state has a large pool of older adults who could benefit from training. Colorado is a highly educated state, but many of its low-income residents have trouble getting the education and training they need to get in-demand jobs that pay well. The pandemic has caused fewer residents to attend college or get training, worsening the problem.

To address the labor shortages, lawmakers, education, nonprofit, and business leaders last year released a report on how to spend $100 million in one-time federal pandemic relief money to boost workforce training. Colorado leaders noted that the state would also need to continue investments over the long term.

The $70 million in new state money that would be spent over the next two years would provide free training in early childhood education, teaching, law enforcement, fire and forestry, construction trades, advanced manufacturing, and nursing fields — all experiencing shortages, Polis said.

The governor wants the money to help educate more than 35,000 students and expand short-term community college programs to train more than 250 additional nurses annually, according to a Polis spokeswoman.

The proposal builds off $61 million the state invested last year to train and support health care workers, with about $26 million going to the Colorado Community College System.

The free training has paid for tuition, fees, and books, but students can also use federal and state grants and scholarships to offset living costs like day care, transportation, and other life expenses, Larson said.

Polis wants $25 million to improve math skills

State and national test data shows K-12 students lagging in math skills.

Colorado has made a concerted effort in recent years to improve reading instruction: making sure all early elementary teachers have special training, requiring school districts to update their curriculum, and pushing university programs to give teacher candidates the best practices for teaching reading.

But the state has made no similar push on math instruction — and evidence shows math skills suffered more during remote learning than did language arts. State and national test scores show larger declines in math and slower recovery, with the declines more significant among older students.

Polis’ $28 million for after-school programs and math resources is not on the same scale as the effort Colorado mounted in reading.

Still, he said, “We want to make sure we turn around this trend in Colorado.”.

Polis offers a preschool update

Polis also included $10.5 million to expand work-place child care initiatives. He added that the state will be able to provide more hours of free preschool than originally expected.

The state should be able to provide at least 15 hours of free preschool for families, he said. Low-income families will be eligible for more, he said. The original goal was 10 hours.

Polis included $10 million in his November budget to help with the rollout of universal preschool.

“There could of course be a few areas where because of capacity there’s still 10-hour programs, but in general, most families will be able to benefit from 15 hours of free preschool for their 4-year-olds next fall,” he said. “We’re very excited about getting that right.”

Bureau Chief Erica Meltzer covers education policy and politics and oversees Chalkbeat Colorado’s education coverage. Contact Erica at emeltzer@chalkbeat.org.

Beyond High School: Tips from college graduates who took the scenic route

2022-12-22T17:04:11+00:00

This story first appeared in Beyond High School, a free monthly newsletter all about life after graduation in Colorado. Want news like this in your inbox every month? Subscribe below.

It’s what you can’t predict that makes the path to graduation difficult.

Just ask Diane Sanchez, 26, who dropped out of Colorado State University for financial reasons. She then had a daughter and decided to put her dreams on hold to care of her family.

Diane Sanchez

She was crushed. She wanted to graduate to fulfill her immigrant parents’ dream for their kids. But she said she made the right decision.

Two years ago, she went back to school online at the University of Colorado Denver. There she met a professor who mentored, encouraged, and supported her. She began to believe in herself, and she graduated this month with a bachelor’s in human development and family relations.

She now plans to enroll in graduate school. One day, she hopes to become a social worker helping other immigrant families.

“We have to be an example,” Sanchez said. “For me, it would be for the Latino community, for my siblings, and for my 4-year-old daughter.”

James Dolores remembered feeling lost when he started college. He was figuring out his identity, working full time, and trying to navigate college as the first in his family to go.

James Dolores

“I changed majors three times — I think it was four,” he said. “And then I finally just realized, I’m wasting money.”

Dolores, 30, needed to pause. After dropping out, he worked a hotel job and eventually taught ballroom dancing — which made him realize his real passion was teaching.

Almost a decade later in 2021, he graduated from CU Denver with a degree in Spanish. And this month, he graduated a second time at CU Denver with a masters in teaching. He works at North High School in Denver.

The pause gave him perspective, he said. And he wants others to know that getting to graduation, no matter how long it takes, is worth the journey.

Seven issues we’re watching in the 2023 Colorado legislative session

2022-12-21T23:24:34+00:00

How to fund Colorado schools in ways that reflect student needs. How to open college opportunities to more students. How to narrow pandemic learning gaps, especially in math.

When Colorado lawmakers convene Jan. 9, they’ll have pressing education issues to address, competing needs to balance, and a tricky budget to navigate.

Expect bills that seek to address youth mental health, school safety, and teacher shortages. Lawmakers could find bipartisan agreement on efforts to improve math instruction and better connect higher education and job opportunities. But debates over rewriting the school finance formula and overhauling the school accountability system could divide Democrats.

For a fifth session, Democrats will control both chambers and the governor’s office. They grew their majorities in November’s election. The Colorado General Assembly will be full of new members, many from the progressive wing of the party, potentially introducing new political dynamics.

At the same time, lawmakers with a long history of engagement on education issues have moved into leadership positions. Members of a special committee on school finance, for example, now lead the House Democrats, the Senate Republicans, and the powerful Joint Budget Committee. The House Education Committee has at least four former teachers, a former school board member, and members with experience in mental health and higher education administration.

Colorado economists expect the state to have more money in its 2023-24 budget, but inflation will play an outsize role controlling spending. And the risk of a recession could diminish revenue. Questions of short-term uncertainty and long-term sustainability will affect K-12 and higher education.

Here are seven issues we’ll be watching in the 2023 legislative session:

Colorado could get a new school funding formula — or not

Is this the year? The interim committee on school finance has been trying for five years to rewrite a decades-old school finance formula that nearly everyone agrees is unfair.

In November, the bipartisan committee voted unanimously to begin reworking the formula to better account for student needs and educational changes like fifth-year high school students taking college classes.

The chair of the school finance committee, state Rep. Julie McCluskie, is also the incoming speaker of the House and has the power to marshal support for a new approach. But rewriting the school finance formula will be politically challenging.

The current formula sometimes sends more money to well-off districts than to ones serving more students in poverty, and no school district wants to get less than they get now. Bret Miles, head of the Colorado Association of School Executives, said his members would object to a formula rewrite that “takes from one school district to give it to another.”

State Sen. Rachel Zenzinger, chair of the Joint Budget Committee, said one of her priorities will be developing a “hold-harmless” provision for the new formula. Fewer students and higher local property tax revenues take some pressure off state education funding obligations. Lawmakers could use that cushion, she said, then phase in a new formula to ensure no district gets less than it does now.

Brenda Dickhoner, president and CEO of the conservative education advocacy group Ready Colorado, expects Republicans to push their own priorities for school finance, which means more focus on money following students and less concern for the impact on district budgets.

Dickhoner said she hopes all sides are “at the table thinking about how we can more equitably fund our students and really get to a student-focused formula.”

Colorado could make a push on math instruction

State and national test data show that students’ math skills took a bigger hit from pandemic learning disruptions than did reading. Right now, Colorado doesn’t have the tools to address it.

House Education Chair Barbara McLachlan said she’s working with Gov. Jared Polis’ office on legislation that would better train teachers on best practices in math instruction and make training available to parents so they can better support their children.

In his November budget letter, Polis called on lawmakers to ensure that every school district adopts high-quality instructional materials and training and gets all students back on track in math.

How to improve math skills also remains a priority for conservatives. Dickhoner said her organization is looking to higher-performing states for ideas.

The push comes after years of intense focus on improving reading scores. Expect the debate over the math bills to mirror ones about reading instruction, including how much the state should be involved in setting curriculum.

There’s never enough money for either K-12 or higher ed

Last year Colorado flirted with fully funding its K-12 system after years of holding back money for other budget priorities. But a last-minute deal to reduce property tax increases would have reduced state revenues, and Democrat lawmakers held back.

Getting more funding for schools is always a top priority for the Colorado Education Association, the state’s largest teachers union, but wiping out the withholding known as the budget stabilization factor and fully funding Colorado schools are unlikely to happen this year.

Colorado will have less money overall after voters approved two ballot measures — one lowering the income tax rate and the other setting aside money for affordable housing. That shouldn’t cut into budgetary spending, but will reduce the buffer the state has in case of an emergency.

Zenzinger said it’s important to increase K-12 spending and that lawmakers hope to do better than the $9.1 billion proposed by Polis in his budget recommendation.

But budget writers also have their eye on long-term sustainability and any future recession.

The picture is different for higher education, which has to fight for scraps. Polis wants to increase university budgets and financial aid by 6.8%. Schools are expected to make a case for more funding, especially to keep tuition low and because inflation exceeds that.

Metropolitan State University of Denver President Janine Davidson said the school will seek more investment from lawmakers. Programs to help students from low-income backgrounds or who are the first to go to college in their family are costly, she said. And the state funds schools with a lower share than it did 30 years ago.

College access could be increased

Lawmakers also may address how to ensure students can get to and stay in college.

Elaine Berman, Colorado Trustees Network chair, said college board members want more support for students who need skills or credentials for in-demand jobs. School trustees want more funds to build partnerships with businesses and communities to better connect college degrees to jobs, she said.

Lawmakers also may explore how to make it easier for students to get college and workforce skills earlier, including extending opportunities in college and vocational schools.

The Colorado Community College System also wants more college options for incarcerated people. The federal government will begin to allow those students access to federal grants, and the system wants the state to prepare for the changes. It’s also a priority for Representative-elect Matthew Martinez, D-Monte Vista, who led Adams State University’s prison education program.

“I think it’s time that we really boost up education for this population,” Martinez said.

Meanwhile, the Colorado Department of Higher Education has a small agenda starting with removing military draft questions from college enrollment applications, which colleges report stops some students from enrolling.

Students are leaving financial aid on the table

Advocacy groups plan to ask lawmakers to make filling out the FAFSA a requirement to graduate. That’s the federal application for financial aid, and each year Colorado students who don’t finish the form leave behind almost $30 million in federal grants. Plus students who fill out the FAFSA are more likely to go to college, according to research.

“We want to make sure that we get it right,” said Kyra DeGruy Kennedy, Rocky Mountain region director for the advocacy group Young Invincibles. “And so if that means we have to wait another year, we’ll totally wait another year, but we are hopeful that this is a year that we’ll be able to make some progress on it.”

Superintendents want to rework the school accountability system

The top priority of CASE, the school executives group, is convening a task force to consider changes to the school accountability system. They will press this even though a recent audit found that the system is largely “reasonable and appropriate” and that most schools receiving state intervention improve.

Miles said the system still hurts school districts that receive low ratings called turnaround and priority improvement, even if the intentions are good.

“It’s terrific that they make a difference,” he said of the state teams that work with schools with low test scores. “It doesn’t change the fact that it’s harder to hire in a turnaround school than a performance school” — the schools that meet state academic goals.

Jen Walmer, state director of Democrats for Education Reform, said she expects any reform to be contentious, with debate about the makeup of the task force and the scope of its work — as well as whether Colorado needs a change at all.

Bureau Chief Erica Meltzer covers education policy and politics and oversees Chalkbeat Colorado’s education coverage. Contact Erica at emeltzer@chalkbeat.org.

How did Colorado community colleges double their graduation rate? By better meeting student needs

2022-12-13T21:54:47+00:00

Colorado’s community colleges more than doubled their graduation rates from 2015 to 2020 by focusing on student support in and out of the classroom, according to a study released Tuesday.

The Colorado Community College System’s graduation rates rose to 31% from 15% five years earlier, according to the report by Complete College America that details four- and two-year college graduation rates at states, systems, and jurisdictions that are members of the organization. The nonprofit organization advocates for states and college systems to focus on improving graduation rates; the report cites the challenges schools face to graduate more students.

Graduation rates improved among students from all backgrounds, including Black and Hispanic students who graduate at lower rates than their peers.

Meanwhile, at four-year colleges, Colorado’s schools improved graduation rates to 35% during the same time period — up from 33%.

Complete College America leaders attribute increases at two-year colleges to the state changing how it offers remedial education, a better focus on supporting students who face life challenges, and more academic advising.

“Colorado really went all in as much as possible,” said Charles Ansell, vice president for research, policy, and advocacy at Complete College of America.

Joe Garcia, Colorado Community College System chancellor, said the shift began in the last decade because the state focused less on enrolling students and more on getting them to graduate.

Associate degrees earned at two-year community colleges give students the necessary skills for jobs in internet technology, healthcare, or energy production. Some students also transfer to four-year colleges and continue their education.

The state reformed remedial education programs so students could do college-level coursework without paying extra for classes that don’t get them credit toward graduation. Instead, students now learn college algebra or English skills through tutoring or additional class time while they’re in a class that leads to credit.

Ansell said the practice is good for students because it ends up reinforcing lessons. And it doesn’t damage student morale by making them take a class that doesn’t earn them credit. That keeps students enrolled, Ansell said.

Remedial classes “end up being a real downer because you’re told you’re college material and then the first thing that you’re told is you have to take the classes that you just took in high school,” Ansell said.

The college system has also emphasized ensuring students have basic needs met. More community colleges have food pantries or step in when students face housing insecurity.

And the community college system has ramped up advising over the years so students can see a path toward a degree, Garcia said. The system has streamlined course catalogs, which Garcia said were overly confusing and caused students to take classes that didn’t connect to their eventual career goals.

The state has more work to do, Garcia said. In the last two years, community college leaders have expanded degree programs that allow community college students to easily enroll in four-year colleges. One example is a recent engineering partnership with the Colorado School of Mines.

Ansell said the state will also need to increase support for basic needs or other challenges students are facing by placing more funding into those programs, especially because the pandemic has changed whether students decide to go to college.

More students of color are choosing not to enroll in college, Garcia said. Since the pandemic, more students are choosing to work or don’t enroll because they worry about college costs. That’s contributed to a dip in community college enrollment that hasn’t recovered since the start of the pandemic. And fewer students are taking classes full time and instead opting to go to school part time, Garcia said.

The Complete College of America report shows students who don’t take classes full time have a tougher time graduating.

“What all of us in higher education are worried about right now is losing ground we fought so hard to gain over the last 10 years,” Garcia said.

COVID has left students less prepared for higher education. Here’s how colleges are trying to help.

2022-12-08T23:44:18+00:00

Arizbeth Cortez felt confident college would be just like high school and she’d ace all her classes. After all, she’d never received anything less than an A grade at Denver’s Bruce Randolph School.

On her first exam at the University of Northern Colorado, however, she got a B. It brought a flood of tears and worries that she didn’t have the skills to meet her expectations.

“I ended up with anxiety about exams because I didn’t know how to study very well,” said Cortez, 18, a freshman.

The challenge of college can be an eye opening experience for even the brightest student. But Cortez realized she didn’t know how to manage her time or know how to prepare for a test.

They’re skills she missed while attending high school during the pandemic, when she took her classes virtually for more than a year, rarely had homework, and most of the tests she took were open book. Most of her junior year was spent learning from home and she saw her mom and sister more than peers and teachers.

Cortez isn’t alone in her first semester struggles, which at times left her rattled. College leaders have encountered many more freshmen like her this year — students who don’t have the base of skills that will make them successful in college. And they all agree about the cause: nearly five high school semesters upended by the pandemic, and less accountability placed on students because of it.

Educators say students entering college this fall have fewer study and test-taking skills, such as simple tactics like preparing note cards or the value of study groups. They’re less communicative with professors when they need extra time to complete assignments, have difficulty staying on task, and have fewer coping mechanisms when adversity strikes.

University of Northern Colorado administrators say they have had to double down on efforts to help freshmen succeed, teaching basic skills to help them adjust and navigate the new environment.

The gap between how prepared freshmen typically are for college and how this year’s class is performing surprised Stephanie Torrez, the university’s student academic success assistant vice president, who has spent more than 26 years in higher education.

“This is who students are now. It’s not what I’ve expected, even from my own children,” she said. “I have a freshman in college here and he’s not the person he was two years ago.”

The college has a few strategies to help, such as an increased emphasis for peer mentors, tutors, and counselors to connect one-on-one with freshmen so they can figure out if they need on-campus resources.

University leaders say they are optimistic a focus on individual needs will pay off. The retention rate for the Class of 2021 was the highest it’s been in the last decade, offering hope that the school is on the right track. But they realize that as more students come unprepared, the school might need to increase the number of mental health counselors and train more staff on how to help when students are struggling with classes or with their mental health.

Caleb Quiroz, 18, right, presents his group project during University 101 class at the University of Northern Colorado.

Pandemic disruptions leave gaps in classroom, social skills

In 2021, Cortez returned to in-person classes for her senior year. While returning to the classroom was manageable, she felt less willing to interact with classmates. Even now, social situations are tough. It sometimes feels easier to close herself off.

“I have to tell myself it’s not so bad being social,” Cortez said. “But it can be scary. I’m used to always having my mom or my sister around.”

Those anxieties are showing up in lots of classes at the University of Northern Colorado this fall, faculty said. Students are disengaged and less motivated to attend events, even fun ones like football games.

College leaders know that ultimately, they have to meet students wherever they’re at to address those gaps, said Hollie Chessman, research director at the American Council on Education who studies student mental health and well-being. And students are heading to college after unique circumstances, she said.

Some schools have responded to the challenge by using federal relief money to increase mental health resources on campus. Others are using summer bridge programs to help students adjust to college life, Chessman said.

About 40% of University of Northern Colorado students are the first in their family to go to college. That’s a population that historically has needed more support to adjust to campus life because their parents can’t give them as much guidance. But even students from college-going families can struggle in a new environment.

One strategy: University 101, an elective offered to all freshmen. This fall, about a quarter of the freshmen took the class, similar to previous years.

But instructors have struggled more this fall within that class, which covers study skills, work-life balance, and stress management. Attending therapy counts as extra credit.

In a class that’s supposed to be low-stakes and teach students about accountability in college, this year, more students than usual have turned in assignments late, and they sometimes argue whether they should show up in person, said Jordan Martell, who has taught the class for four years.

Vianney Ocampo, 18, seated center left, asks a question to class leader Jordyn Faelber, 20, left, during University 101 class at the University of Northern Colorado.

Students are also more disruptive during class — talking during lectures or arriving late, Martell said. Students have also argued against a zero grade rather than do the work.

“Students kind of are struggling to have that awareness of accountability,” Martell said.

Still, now that the semester is wrapping up, some students are feeling more comfortable. Cortez chatted quietly with some peers on the last day of University 101, and says they have helped her break out of her shell.

The university’s Center for Human Enrichment, a program that supports students who are the first in their families to go to college, has provided crucial academic and other support.

Through one-on-one help, Cortez has learned how to study through repetition, and the value of note cards and color coding her notes. Staff encouraged her to get more involved with campus and provided a safe space for her to talk about what’s going on in her life.

“The program makes me feel like I am at home,” Cortez said.

College students have housing and food insecurity. Red Rocks Community College wants to help.

2022-11-16T17:00:00+00:00

At Red Rocks Community College, staff discovered that some students were sleeping in cars or struggling for days to buy food — too overwhelmed or embarrassed to ask for help.

So the school stepped up: It organized a food pantry and tried to launch a project that would have provided for up to two semesters lodging and designated study space to students who needed it. During the height of the pandemic, when food and housing needs increased and students could not come to campus, school leaders also organized food drives.

And the school has set up academic alert systems that flag when students are struggling in class — a possible sign of a food or housing need.

The efforts reflect the growing number of students in need before and after the start of the pandemic, forcing community colleges such as Red Rocks to expand their traditional role beyond just educating students.

“These are real-life people with real-life problems,” said Armando Burciaga, Red Rocks dean of students. “Our goal is to know what students are bringing to the table, consider the whole student, and then educate them.”

A 2021 Community College Survey of Student Engagement recently found among a sampling of survey participants nationwide that 1 in 3 students didn’t have the food they need and almost 1 in 7 were in need of housing. Many community college students face greater life challenges because they are from lower-income backgrounds, the first to go to college in their family, or are older adults balancing family and school.

The survey authors call for more community colleges across the nation to step up to help the growing number of students facing difficulties, similar to Red Rocks’ approach.

Recent Colorado surveys also illustrate the challenges students face.

About half of all Colorado community college students enrolled last year experienced trouble finding housing and more than a third of students were in need of food.

Shannon Webber, Red Rocks financial aid director, said the school’s goals to help students has been guided by letting students know more about on-campus resources and making help a part of the college experience.

Many Colorado community colleges don’t provide housing. But opening emergency housing would have expanded Red Rocks’ role and made life easier for students. The spread of the coronavirus in housing led Red Rocks to put the idea on hold. It has since been shelved indefinitely.

Although the school couldn’t open the housing, Webber said, the idea shows the “spirit” of the school’s leadership to find solutions for students.

The school’s staff has stepped up in other ways. During the early days of the pandemic when the school couldn’t open its student pantry or have many classes in person, staff organized food drives and assisted students who said they were running into problems.

“It was critical that we didn’t require students to show they needed something,” she said. “If they asked for something, that was enough proof to give it.”

With students returning to campuses after closures, Webber said the school wants students to have what they need and staff ready to help them.

The school has a Housing and Food Insecurity Council to pioneer new ideas to help students and provides continual training for staff and instructors to recognize when students are struggling.

Academic alert systems at the school flag big swings in grades, increased absences, or poor performances on quizzes, which can signal that a student has either a food or housing need, Webber said.

When those alerts trigger, school staff in and outside the classroom are trained to approach students to talk about how the school can help and refer them to services.

“Sometimes it’s too late,” Webber said. “The students don’t get in touch because they’re completely overwhelmed. Or maybe they’re not checking their student email or they didn’t set up their texts.”

And school leadership has tried to destigmatize the help it provides.

For instance, Burciaga said the school’s food pantry is designed like a store where students just need to show their school identification and can take as much food as they want. Instructors also put in their syllabus that there’s a pantry for students to grab food whenever they need, Webber said.

Students might take a cup of ramen to eat while they study or enough food for a few days, Burciaga said. Webber said the goal is to meet students where they are in life and not penalize them for not having what they need.

“Everyone here is trying to come together and build students up,” she said. “They never asked if I should go the extra mile. They’re just doing it.”

Colorado businesses and colleges should speed path to jobs for students, report says

2022-11-11T17:00:00+00:00

College students need more ways to finish classes quickly and learn skills that employers are seeking — and businesses need to do a better job talking to students about career paths at an early age and partnering with colleges and universities so that education leads to better-paying jobs.

Those are the conclusions of a recently released report from Colorado Succeeds, an advocacy group made up of education and business groups. Industry and higher education need to work together if students are to have access to opportunity and if businesses are to have the skilled workers they need to grow, the report says.

“This report is really about meeting students where they are and not asking them to figure out how to do all the things that the system should be figuring out for them,” said Katie Zaback, Colorado Succeeds vice president of policy.

The report offers five guiding principles to start that conversation, including putting the student first, discussing how to create shorter pathways for students, and integrating workplace skills into the classroom.

Zaback said that by making classes less time consuming, students can begin to earn money sooner. Some students must work and can’t wait years to finish school to get a job, she said.

That’s become even more of an issue in recent years as more high school graduates and adults have prioritized entry-level work over schooling. The report notes that community college enrollment has dropped as starting wages have risen, students have shunned debt, and young people have taken on family responsibilities.

That means fewer students are on a path toward long-term economic mobility, the report says.

Colorado community college leaders have said they want to offer more classes in the evening and figure out how to condense learning into weeks instead of semesters.

In the meantime, and without colleges producing enough qualified workers, businesses are suffering from a worker shortage. More employers say they’d like to expand their operations.

Tom Brinegar, a Colorado Succeeds board member, said his Denver technology company PEAK Resources Inc. consistently cannot find qualified workers and must train many new hires in basic skills. Those workers then need further training down the line to keep up with shifting technology.

That’s costly, Brinegar said. He thinks schools have more and better resources than companies do to help students learn. Schools teach students to become learners throughout their careers and to believe that they can acquire new skills, he said.

Brinegar said students also should learn their options early and know what jobs are available. He thinks businesses should help colleges and universities understand what they require of workers.

He hopes the report will bring business leaders to the table to help better prepare students for the job market.

“If we don’t do that, there’s some really dire consequences and we’re already seeing it,” he said. “We’re already seeing kids that are just getting left behind.”

How Colorado educators can help Hispanic students realize their college dreams

2022-10-31T23:10:31+00:00

Bennett High senior Elisabeth Rodriguez delivered two important messages to counselors recently about getting students into college.

She reminded them that counselors should foster students’ dreams of higher education as freshmen rather than when they’re leaving high school. And she called on them to support students in attaining their aspirations.

The dual message is important because many Hispanic students like Rodriguez never make it to college, and never realized in high school that they could get there. In Colorado as in other places, Hispanic women and men go to college at lower rates than do many of their peers.

Rodriguez, 17, and others shared their stories and advice on Friday during a daylong event hosted by the youth-empowering organization INSPiRE to help Hispanic first-generation, immigrant, and undocumented students realize their college dreams. The event at Denver’s Auraria campus offered separate sessions toward about 240 high school counselors and students.

Organizer and INSPiRE founder Jesse Ramirez said he wants educators to know Hispanic students should get support around college options at an early age, especially students without citizenship. Those students often have less family knowledge about what it takes to succeed in college or don’t know that college can be an option.

The day’s sessions focused on topics such as how students can find financial support for college, how to advise students to prepare for college, and what to expect when they graduate.

Keynote speaker Yulisa Muñoz, a Colorado State University graduate student, said Hispanic students should be able to get the help they need in school. But too many students, like herself and Rodriguez, rely on nonprofit organizations to learn about college.

As a Deferred Action for Childhood Arrivals (DACA) student, Muñoz said school counselors didn’t talk to her about her options and she found it difficult to find the resources she needed. She urged more high school counselors across the state to learn more about how to address the challenges students with more complicated legal statuses face.

Rodriguez, who wants to study criminology, told educators they play one of the most important roles in connecting students and families to information and helping them realize their college dreams.

Below are some points for educators and parents to understand resources for college-bound students.

Help students make a plan

Even if a student’s college dream sounds far-fetched, Rodriguez said guidance counselors should nurture those dreams and approach them about college. Even if the idea shifts over time, counselors can help students understand what might be realistic.

Rodriguez also said that counselors should seek out students to help them understand their options after high school, including talking about technical school or jobs they might want to pursue.

Help families understand the college process

Counselors should talk to parents about what education options they can afford, said Shereen Murad, a parent who shared her experience at the INSPiRE event.

She said when her kids were going to college, she took out large loans. She wishes counselors would have helped her investigate financial aid. Debt can keep many families from wanting their kids to go to college, she said. Counselors can help, Murad said.

Even students without papers can get financial aid

Even if a student does not have legal status in the United States, they may qualify to receive aid for college, said Andrea Rascón, KIPP Colorado School college success and career adviser.

Colorado offers students who have lived in the state for at least a year money through the Colorado Application for State Financial Aid. The state’s College Opportunity Fund also offers undergraduate students money.

Scholarships like the TheDream.Us scholarship particularly aim to serve undocumented students. Rascon said some students might be able to get their entire college covered.

Other programs such as RaiseMe allow micro scholarships at participating colleges to students who can show certain accomplishments in high school.

English-learner, special education teacher training program in Colorado gets boost

2022-10-25T21:15:46+00:00

Many school districts have long struggled to hire teachers prepared to work with students with disabilities and with those who don’t speak English as their first language. It’s even harder to find a teacher qualified to do both.

The BUENO Center for Multicultural Education, at the University of Colorado Boulder, has secured a federal grant to expand its ongoing work to get more teachers earning those dual certifications.

“Every child needs an opportunity to be understood,” said Estella Almanza, project director at the BUENO Center. “We are investing in human capital.”

This year, the federal grant for the center was for $2.8 million. Overall the U.S. Department of Education awarded 44 grants nationwide totaling $120 million to projects supporting teachers of English learners. The Bueno Center was the only recipient in Colorado.

The grant enables the center to cover tuition for a master’s degree with double state endorsements for 60 teachers from about a dozen school districts primarily on the Western Slope and in southwestern parts of the state. The Roaring Fork, Eagle, and Summit school districts have partnered with the university before for the training and are continuing the work. New partners include school districts of Aspen and Durango.

Some of the communities are hours away from a university offering master’s courses, and some teachers find it difficult to pay for the specializations.

As part of the project, the university is also focusing on teaching family engagement practices, helping teachers collaborate with each other, and improving lesson plans for reading. The university will track data from the teachers’ classrooms, to evaluate how much progress English learner students of participating teachers make compared with English learners in other classrooms.

Jessica Martinez, the director of multilingual education for Eagle County schools, said that when applications have opened for the program, teachers quickly fill the spots.

Most teachers completing the training then qualify for new roles using one of the two specializations. In Eagle, Martinez said that it’s often hard to recruit teachers for both areas, though the local college now offering a degree program with a culturally and linguistically diverse education endorsement has provided more English learner teachers in recent years. The district also hires dual-language teachers from other countries.

But Martinez said that when teachers can help students who are identified as both having a disability and being English learners, the dual certifications really help.

According to federal data, more than 16,000 students in Colorado, or more than 16% of all students with disabilities, are also identified as English learners. Nationally, some advocates worry that English learners are overidentified as having a disability and many districts struggle with offering these students both services.

Martinez especially appreciates that teachers with both certifications are better prepared to identify whether a student is struggling because of a special education need, or because of a language barrier.

“Having a teacher who can better identify what their needs are — that’s been the big thing,” Martinez said. “If a teacher only has one background, they don’t always know what the other possibilities are, and they aren’t able to identify the root causes.”

Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.

5 tips for students during Colorado’s Free Application Days and college application season

2022-10-17T20:45:25+00:00

Colorado’s Free Application Days event offers every student across the state the opportunity to apply to college free of cost. But even if students miss the three-day window, they haven’t missed their chance to apply to college or prepare for life after high school.

The days, from Oct. 18 to Oct. 20, serve as an unofficial kickoff to the college application season, with state leaders hoping over 70,000 students apply this year during the three-day period. Last year, about 64,000 students applied during the window. This is the fourth year Colorado will hold the event.

Angie Paccione, Colorado Department of Higher Education executive director, said the state wants students to think about college options because the majority of jobs right now and in the future require a college degree of some level — whether it’s a technical, two-year, or four-year degree, or higher. The event helps students from all economic backgrounds get involved with the application process and learn their options, she said.

“The goal is to make sure that every student knows that they can apply, they can apply for free, and they can go to the college of their choice,” Paccione said.

An annual survey by U.S. News & World Report shows an average application fee of about $45 nationally.

In Colorado, the University of Colorado Boulder and Colorado State University Fort Collins charge $50 to submit an application. Meanwhile, Colorado Mesa University charges $40 and Adams State University charges $30.

That money can start to add up, especially if students don’t know where they want to head to school after they graduate.

Here are five tips for students to prepare for Colorado’s Free Application Days and beyond.

Plan which colleges to apply to

The free application period allows students to apply to every school in the state if they want.

But a more effective strategy is for students to narrow down the list of schools they want to apply to, said Erika Pepmeyer, University of Northern Colorado dean of admissions. Pepmeyer encourages students to have a list of about three to five schools.

Limiting the number of schools students apply to keeps them from getting overwhelmed, and allows them to concentrate on the requirements at each school.

For instance, some schools might require essays or personal statements as part of the application. But the University of Northern Colorado doesn’t require an essay if a student has a 3.0 GPA and the required courses taken in high school, Pepmeyer said.

And she said some schools offer their own application or an alternative known as “common applications” — applications that can be used at multiple schools.

Filling out these common applications can take anywhere between 15 to 30 minutes, Pepmeyer said.

“It seems more daunting than it is,” she said.

Help for students who miss out

Colorado students shouldn’t feel like they need to rush through the college application process just to meet the free application deadline.

Students can fill out applications through the fall and into the spring.

A persistent myth among students is that you have to pay to apply to schools, said Analise Gonzalez-Fine, director of college initiatives at DSST Public Schools, a Denver-area charter school network. But that’s not universally true.

Some students don’t always have the financial means to pay for every application. Students with demonstrated need can get the application cost covered by schools

Pepmeyer said most school admissions officers will work with students on the cost, because “there’s always an opportunity for a free application code.”

There are also other free application days hosted by colleges, Pepmeyer said. Students can check websites or talk with counselors or admissions officers about those offers.

Seek help from counselors, admissions officers

Students aren’t alone in the application process, Gonzalez-Fine said.

Like many schools across the state, DSST charter schools have senior seminars that teach students about the application process.

School counselors and teachers are willing to help students if they ask, she said. Admissions officers are also willing to help if students reach out to colleges. Pepmeyer said the sooner students begin talking to admissions officers, the easier it is to get familiar with a college and stay on top of all the requirements needed to enroll at a school.

But many students never ask questions about college because they say they can’t afford college, Gonzalez-Fine said. The goal is for students to think about college and explore their options rather than giving up before they try.

“There are a lot of preconceived notions, like ‘I can’t afford college at all so I don’t want to look into college,’ or ‘There isn’t aid available for me,’” she said. “A lot of our work is on educating students.”

Apply for the FAFSA and scholarships

That’s why Gonzalez-Fine said she tells students that submitting a college application is just the start of the journey.

Students should fill out the Free Application for Federal Student Aid, which opens up grant and scholarship opportunities for low- and middle-income students to help pay for college. (Students and educators can read this story for tips on how to apply.)

Pepmeyer said like college applications, students should select which scholarships are a good fit for them, instead of applying to every one. Schools like Northern Colorado have scholarship pages where students can read the requirements of each.

Filling out about eight to 10 scholarship applications can help give students a better chance of being selected, she said.

Visit a college campus

Students are more likely to complete college if they feel comfortable, said Gonzalez-Fine.

She encourages students to visit campuses and see if it feels like the right place for them.

Gonzalez-Fine said students should ask themselves: “Could I see myself here?”

Community College of Aurora to cut 30 degree, certificate programs

2022-10-06T16:50:09+00:00

The Community College of Aurora will phase out over 30 degree programs that school leaders say have low demand or less utility in the job market.

The majority of the program cuts at the Aurora college focus on the arts, business, and computer and digital technology, according to Bobby Pace, vice president of academic success.

But classes that fall under those degree and certificate programs won’t disappear. Instead, they will be offered as electives or as requirements for other degrees.

An audit found low enrollment or little demand among local employers for the nearly three dozen degree and certificate programs.

College President Mordecai Brownlee said the school wanted to make changes to its programs to better connect students to the job market. He said higher education has been slow to ensure students get the most value from their education.

“What do we need to do to be relevant in this space as educators to truly create opportunities for social and economic mobility?” Brownlee said.

Cuts to degrees, but probably not the classes offered

Nationally, community colleges face declining enrollment due to the pandemic and more pressure for their courses to lead to a job. As entry-level jobs offer higher starting wages than ever and the state faces worker shortages in areas such as health and technology, many people have called on colleges to focus more on providing students the skills needed for the workforce.

Early this year, a state task force recommended connecting more adults, especially those from low-income backgrounds, to job training opportunities in the highest-demand job fields. The recommendations appeared in a report on how the state should spend billions in federal pandemic relief money.

Brownlee said the debate about how to educate students so they land guaranteed jobs is especially significant for a school that serves one of the most diverse populations in the state. About 67% of the Aurora college’s students are of color and half are the first in their families to go to college, Brownlee said. Those students typically don’t make it to college at the same rate as their peers.

Pace said the goal is to do away with those 30 degrees and certificate programs and then incorporate their classes into other programs or offer some of the lessons as individual classes.

For instance, Pace said he learned in conversations that leaders in industry no longer need graduates with certificates in Cisco systems, or skills in computer networking. Instead, the college could offer what’s taught in those classes as part of other classes that lead to an information technology degree.

The school will phase out those programs as current students finish their degrees.

The school has also reached out to former students who never finished their degree in those programs, to give them an opportunity to complete it or direct them to another program.

“It really gives us an opportunity to re-engage with those students,” Pace said.

A de-emphasis on the arts or a revitalization?

But offering classes that don’t lead to a degree in that speciality worries some.

David Chatfield, who has taught art and art history at Community College of Aurora, said he worries the cuts to arts degree programs could deemphasize the importance of art, even if classes still exist. He also worries that fewer programs in the arts will make it harder for students to connect to a subject they’re passionate about.

He also said he’s concerned that the full job potential of art degrees isn’t being factored into the cuts.

Chatfield said the arts play an important role and contribute more than $13 billion to the Colorado economy. Cutting the programs, even if classes still remain, gives fewer Aurora students an opportunity to realize a job in the arts, he said.

Chatfield said art skills might not be the most in demand, “but I think they’re only looking at a very superficial amount of information.”

The college’s Visual and Performing Arts Chair Stacey D’Angelo said the cuts may end up connecting fewer students to the arts, But she approves of creating more flexibility for students and instructors.

For example, students will be able to take a theater class and graphic design class together that expand how they apply their associate of arts degree, she said.

“We’re still going to be able to accommodate students in their goals and dreams,” she said. “We’re just kind of naming it differently.”

Pace said changes needed to happen with the schools’ art degrees. In 2020-21, only three students declared an art history major, 25 chose studio art majors, and 14 elected theater majors, he said.

“What we are working towards now is a revitalization of our arts offerings, not an elimination,” he said. “This may mean we aren’t treating them as majors in the traditional sense, but that we are emphasizing their relevance and integration into our general education.”

A goal to create trust in the value of a degree

By eliminating the degrees, school officials said they hope to be more responsive.

The school doesn’t want students to graduate without finding jobs, which then makes the community question the school’s value.

Brownlee hopes the changes create urgency around addressing economic mobility for students.

“What good did we do for a former student who walked across the stage with a credential and it still doesn’t land them where they need to be,” Brownlee said. “So that’s part of that trust, that’s part of that integrity, that we’ve got to bring back into these classrooms.”

Why you should fill out the FAFSA — even if you’re not sure about college

2022-10-03T22:19:28+00:00

October marks the start of the financial aid application season and one of the most important periods in determining whether a high school student will head to college.

The Free Application for Federal Student Aid (FAFSA), whose application period began Oct. 1, helps students qualify for federal grants and loans or scholarships to pay for college. Filling out the FAFSA helps students realize that college is an option, said Colorado Department of Higher Education Executive Director Angie Paccione.

About 85% of students who go to college filled out the FAFSA, she said.

“We know that if you’re going to college, you complete that FAFSA because you want to make sure you get as much money as you can,” Paccione said. “And, at the same time, students that fill it out realize what schools they can go to because they know how much money they’re going to have.”

Tuition sticker shock is a major reason students who want to go to college end up not going. But the true cost for students from middle- and lower-income backgrounds is often far less than the listed price of tuition after financial aid.

Filling out the FAFSA helps students and families get a realistic idea of what college might cost. It also helps students and families make informed decisions about whether they can afford it.

The deadline for students and families to submit the FAFSA is June 30 to receive aid for the next school year. The earlier students and families submit the form, the easier it is to work through any issues that might pop up.

Unless a student qualifies as an independent, those who are 24 or younger will likely need to fill out the form with family. And there are options for students who don’t have their family’s information or who are undocumented.

Colorado has struggled for years to get students to fill out the complicated form. Last year, just 46% of the state’s graduating seniors finished the FAFSA, well below the national average of 57.5%.

The state has put more focus on raising those numbers through financial aid training and requiring schools to notify parents and students about the benefits of FAFSA. That’s part of a long-term plan to raise Colorado’s FAFSA completion rates to 80%. A task force has also called for the form to become a high school graduation requirement.

Here are some tips from financial aid experts on how to complete the form.

Start the process now, even if you’re not sure you qualify

Colorado State University Financial Aid Director Joe Donlay’s advice for families and students is not to wait.

The process to fill out the form can take time, be overwhelming, and, at times, feel invasive. The form asks for a variety of financial information, including tax documents and banking and savings balances. The federal government might also follow up, including asking for additional documents.

In the end, the process can be worth it, because it opens students to a variety of money for college, Donlay said.

He advises families to fill out the form despite any uncertainty. Even if the federal government doesn’t award students and families money, someone else might.

Without the FAFSA, free money like college grants or scholarships might not be available to students. Plus, Donlay said, some might also qualify for low-interest or zero-interest loans to pay for college.

“FAFSA is really the ticket,” Donlay said.

Donlay said to get started, students and families should first start by visiting FAFSA.gov. The federal website has a detailed walkthrough of how to start the process.

Families and students have help

But families and students shouldn’t feel they need to tackle the process on their own.

They can ask high school counselors for help on which documents to bring. Parents and students should also watch for any financial aid nights hosted by high schools to get additional help or any questions answered. And they can make checklists to stay organized.

Counselors and financial aid experts also can make the process easier by talking with families about FAFSA’s importance, connecting them to workshops, and following up.

Diana Madriz, assistant director of college access at Denver Scholarship Foundation, said when she works with families she typically asks about home life and what does and doesn’t apply to students because she wants to make the process as easy as possible.

For instance, if a student or parent is not a U.S. citizen, filling out financial aid forms will likely require some help and they should check with an expert.

Parents’ citizenship or legal status, however, does not impact whether a student gets financial aid. The form doesn’t ask that question about parents.

Madriz directs students who aren’t here legally to the Colorado Application for State Financial Aid (CAFSA). Those students aren’t eligible for FAFSA because it requires legal status in the United States, but they can still get some college aid through the CAFSA.

In the end, Madriz said a big part of filling out the form is easing fears and concerns and answering plenty of questions about individual circumstances.

“We have had situations where I think families are a little apprehensive about sharing any information,” Madriz said. “I think it’s important for us to never speak in absolutes because things change all the time. But I think we can share with families what we know.”

Counselors also shouldn’t feel afraid to ask questions or for assistance

When it comes to finances, every family’s situation is different.

Cendy De la Torre, Denver Scholarship’s events manager, said counselors can ask careful questions to help build trust among families or students who might be hesitant to fill out the form.

She said asking about legal status or whether family members are estranged can be difficult questions to ask. She said that’s why building trust is an essential part of helping families or students with the application. She advises counselors to speak in hypothetical terms instead of direct questions, allowing students and families to take the lead about their backgrounds.

She added that educators and counselors aren’t alone in helping families. She said, “there’s a lot of us going through those same challenges.”

Madriz and De la Torre said they often run into numerous situations where they’re not sure how to help a family with the form.

Donlay and college financial aid departments across the state are willing to help. He said college financial aid officers can advise on new wording on the application or specific family-related financial questions. Counselors should not hesitate to work with colleges, he said.

“We always encourage the student or the family to reach out to the financial aid office and we can help determine what the answer or the solution might be based on those unique circumstances,” he said.

And counselors and families shouldn’t feel discouraged if they can’t figure out how to address an issue.

Natasha Garfield, DSF director of scholarships, said even financial aid officers who have done this work for years and trained others sometimes get stumped. No matter the situation, families and students can be assured that help is out there — even if there isn’t a clear solution.

“They’re always things we just have to muddle through and give our best shot,” she said.

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2022-09-15T12:00:00+00:00