Chalkbeat

Como muchos estudiantes siguen teniendo problemas técnicos que les impiden presentar la solicitud de ayuda financiera federal en línea, existe una posible solución: un formulario en papel, como se hacía antes.

Pero las organizaciones de acceso a la universidad y los expertos en ayuda financiera advierten que para muchos estudiantes, ésta podría no ser la mejor alternativa.

Esto es lo que debes saber antes de llenar la versión impresa de la Solicitud Gratuita de Ayuda Federal para Estudiantes, o FAFSA:

¿Qué es el formulario FAFSA impreso? ¿Dónde lo consigo?

Los funcionarios federales han publicado durante mucho tiempo una versión en papel de la FAFSA, aunque solo una pequeña porción de los estudiantes presentaron una copia impresa en los últimos años, razón por la cual es posible que no hayas oído hablar de ella antes.

La copia impresa de la FAFSA en inglés está aquí, y en español aquí.

¿Por qué podría considerar llenar un formulario FAFSA en papel?

Ahora mismo, los padres que no tienen número de Seguro Social no pueden añadir su información a la solicitud en línea de ayuda financiera universitaria de sus hijos, y en algunos casos, es posible que no puedan obtener credenciales para entrar al sistema en línea.

Esto se debe a un problema técnico y los funcionarios federales dicen que están trabajando para solucionarlo. Un alto funcionario del Departamento de Educación de EE.UU. le dijo a la prensa el lunes que los funcionarios se están reuniendo a diario para tratar de resolver el problema, pero en este momento no es posible decir cuándo se resolverá. Este problema ha impedido que miles de estudiantes cuyos padres son inmigrantes puedan llenar la FAFSA.

El formulario en papel permite que los padres y cónyuges sin números de Seguro Social llenen esa información con ceros, como podían hacer en años anteriores en línea, y que indiquen un número de identificación individual del contribuyente, o ITIN, si lo tienen. Los padres pueden llenar el formulario en papel sin pasar por el proceso de verificación de identidad que impide que algunos obtengan las credenciales de acceso en línea.

Si tu universidad, estado u organización de becas tiene una fecha límite estricta para presentar la FAFSA, y esa fecha se está acercando, quizás debas considerar llenar el formulario en papel como una forma de cumplir con esa fecha límite. Una vez que envíes el formulario en papel por correo, el día en que se reciba la solicitud en el correo se marcará como la fecha de recibo.

¿Debo esperar a que se arregle el formulario en línea en lugar de llenar el formulario en papel?

Si no tienes una fecha límite para presentar la FAFSA dentro de poco, podría ser mejor que esperes a que se arregle el formulario en línea, dijo MorraLee Keller, directora senior de la organización sin fines de lucro National College Attainment Network.

Esto se debe a que los formularios en papel se procesarán después de las solicitudes en línea, por lo que te arriesgas a estar más atrás en la cola de procesamiento si optas por enviar un formulario impreso. Esto es importante porque algunas universidades otorgan las ayudas por orden de llegada.

Los funcionarios federales anunciaron recientemente que no compartirán la información de los estudiantes en las solicitudes en línea con las universidades hasta marzo. Debido a los retrasos en el proceso de la FAFSA, las universidades tendrán menos tiempo para preparar los paquetes de ayuda financiera y los estudiantes tendrán menos tiempo para revisarlos y tomar decisiones. Si llenas un formulario en papel, es posible que la universidad no revise tu solicitud de ayuda financiera hasta abril.

El formulario en papel también deja más margen para cometer errores, ya que las instrucciones pueden ser más complicadas de seguir. Si estás pensando en llenar el formulario en papel, acude a un orientador universitario de tu escuela o a una organización de acceso a la universidad para que te ayuden, sobre todo si nunca has llenado una FAFSA.

“Se trata de todas esas familias que no tienen a nadie que les guíe y que podrían cometer errores en el formulario en papel, aunque haya páginas y páginas de instrucciones”, dijo Keller. “Hay mucha más orientación en el formulario en línea”.

Si lleno el formulario en papel, ¿puedo también llenar el formulario en línea?

Sí. Si envías una FAFSA impresa por correo y luego llenas la versión en línea, el gobierno federal se basará en la versión en línea y tratará la copia en papel como un envío duplicado.

Y si cometes un error en la FAFSA, no te preocupes: también hay un proceso para enviar correcciones.

“Sólo queremos animar a las familias a seguir adelante”, dijo Keller. “No renuncies a la idea de ir a la universidad solo porque el formulario está siendo una barrera ahora mismo”.

Traducido por Milly Suazo-Martinez

Kalyn Belsha es reportera nacional de educación con sede en Chicago. Se habla español. Para comunicarte con ella, envíale un email a kbelsha@chalkbeat.org.

A glitch blocks thousands of immigrant families from a new, simpler FAFSA. The fix is TBD.

2024-01-25T22:20:06+00:00

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Update as of Feb. 21: There are now two workarounds for the Social Security number problem, one a paper form and the other online. Federal officials promise a permanent fix is coming in March.

Like many high school seniors, 18-year-old Jocelyn is trying to get through her college application to-do list.

She’s applied to 10 colleges so far. Northeastern University in Chicago and the University of Illinois at Chicago are her top picks. She’d like to study veterinary medicine and work with animals like her two cats, Strawberry and Copito.

With the help of her sibling, Jocelyn completed her portion of the federal application for financial aid in around an hour. But now she’s stuck. That’s because her mom doesn’t have a Social Security number, so she hasn’t been able to add her financial information.

The new Free Application for Federal Student Aid that debuted last month was supposed to be easier for students and families to complete. And in many ways it is: It’s shorter, and it pulls tax information directly from the IRS instead of asking families to enter it themselves. The goal is to get more students to apply for aid and attend college.

But the form was released months later than usual, leaving students much less time to complete it and schools scrambling to offer help. On top of that, many families have experienced glitches. One of the biggest issues is that parents who don’t have a Social Security number can’t enter their information right now, and workarounds from prior years are gone. Potentially tens of thousands of U.S. citizen students and others with legal status — who are eligible for federal financial aid regardless of their parents’ immigration status — could be affected.

Federal officials say a fix is on the way, but can’t say when. Education advocates say there needs to be a stronger sense of urgency to resolve the issue, as some colleges award aid on a first-come, first-served basis.

Eighteen-year-old Jocelyn shows the Instagram video she watched to make sure she filled out her portion of the FAFSA correctly.

“We need to be working around the clock,” said Amalia Chamorro, who directs the education policy project for UnidosUS, a civil rights group that advocates to improve educational opportunities for Latino students. “We do worry that this is just another hurdle, another barrier, another way that they’re getting the message that they don’t matter, that they’re not as deserving of pursuing post-secondary education. That’s not the message that we want them to get.”

Jocelyn, whose last name Chalkbeat is withholding so as not to jeopardize her mother’s immigration status, is feeling stressed. But she’s trying to stay optimistic that she’ll be able to check this off her list soon, too.

“I didn’t want to turn in the FAFSA form late, and now I’m going to have to wait,” she said. “I know that my other friends have turned it in already, and I feel like I’m a little behind.”

Why some students are getting stuck on new FAFSA

Jocelyn isn’t the only one of her classmates having trouble.

On a visit in mid-January to Kelvyn Park High School in Chicago, just two of the 15 students in her class that helps students prepare for and apply to college had managed to complete the FAFSA. The high school serves predominantly Latino students from low-income families, many of whom will be the first in their family to attend college.

Some students got tripped up trying to add their parents as “contributors” to the FAFSA, a new step that requires them to sign up for an account and verify their identity. In the past, students could more easily fill out their parent’s portion for them.

That has presented challenges especially for families who are unfamiliar with the financial aid process, who have language barriers, or who worry about sharing personal information with the federal government.

When students are the first in their family to attend college, or there are immigration concerns, “You’re going to have a lot of paranoia, you’re going to have a lot of anxieties around it,” said Josh Kumm, who teaches Jocelyn’s class in partnership with OneGoal, a nonprofit college access organization that works in over 30 high schools in Chicago.

Eighteen-year-old Breann Sanford was one of the lucky ones who got through.

It helped that her mom was familiar with the FAFSA — she filled one out when she took a few college classes — and Sanford’s college and career coach knew just what to do when Sanford accidentally entered her email instead of her mom’s in one instance.

“It was a big help,” she said. “I knew I had a lot of different support options that I could go to if I needed help.”

Breann Sanford, 18, was able to submit her FAFSA successfully by mid-January. In her class at Kelvyn Park High School in Chicago that helps students apply to college, only a few completed the form without challenges.

Others are struggling for other reasons. During the recent visit, 18-year-old Ángel Serrano said he was still trying to tell his mom that he’s applying to college and needs her help with the financial aid form. His window to do that is on Wednesdays — the only day she’s not exhausted or working, Serrano said.

Another student in the class needs financial information from his mom, but they’re no longer living together or on speaking terms.

“You’ve got all these other things going on,” Kumm said. “It’s not just socioeconomic, it’s also the social-emotional parts of the family dynamics … That’s complicated.”

One-on-one help is key, but some FAFSA issues need federal fix

One-on-one support has been crucial for students to navigate FAFSA hiccups, though school counselors and college coaches have been swamped with requests for help. Sometimes the fix is to sit on hold with the U.S. Department of Education for hours — a step that’s impossible for many working parents.

Elve Mitchell, the senior director of program operations for College Possible in Chicago, a college access organization that works with a half-dozen high schools in the city, said one big thing his organization’s coaches are working on is making sure students and parents know the right questions to ask when they finally do get through to a live person on the department’s helpline.

Another way school staff and coaches are trying to help is by finding other ways students can work on their applications, such as fine-tuning a personal essay or using a federal student aid estimator to do some rough comparisons of college costs.

But for students whose parents do not have Social Security numbers, there isn’t much a school counselor can do right now.

When Jocelyn met with her school’s college and career coach this week, the advice was to sit tight, keep checking the federal government’s website, and wait for “the green light on what to do.”

Schools like Kelvyn Park High School in Chicago have been stepping in to offer students help when they've struggled to complete the new FAFSA form.

In the past, parents without a Social Security number could enter all zeros and sign a paper form.

The education department set up a new process for these parents to verify their identity through a credit agency, but educators say it’s not working consistently. Parents have had to call the federal helpline, open a case, and then share documents that prove their identity.

“For someone who’s undocumented, it’s very scary to give the federal government any documentation,” said Tony Petraitis, a college and career curriculum specialist for Chicago Public Schools, who’s been assembling how-to guides with screenshots to support school counselors. “For one of our most vulnerable populations, it’s a pretty big deal.”

Even if the credit agency produces a correct match, these parents still can’t share additional information on the FAFSA until the federal government comes up with a fix.

Chamorro, of UnidosUS, hopes the added delays and frustrations don’t deter students from applying to college.

“We don’t want them to give up,” she said.

Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.

Frustrated with FAFSA? There is a paper form, but it might not be the best option.

2024-02-13T19:37:25+00:00

Leer en español

As many students continue to experience technical glitches preventing them from submitting their application for federal financial aid online, there is one potential workaround: an old-fashioned paper form.

But college access organizations and financial aid experts caution that for many students, this may not be the best route.

Here’s what you should know before you fill out the paper version of the Free Application for Federal Student Aid, or FAFSA:

What is the paper FAFSA form? Where can I find it?

Federal officials have long released a paper version of the FAFSA, though only a small share of students submitted a hard copy in recent years, which is why you may not have heard about it before now.

You can find a paper copy of the FAFSA in English here, and in Spanish here.

Why might I consider filling out a paper FAFSA form?

Right now, parents who don’t have a Social Security number cannot add their information to their child’s online application for college financial aid, and in some cases may not be able to obtain login credentials to access the online system.

That’s because of a technical glitch federal officials say they are working to fix. A senior official for the U.S. Department of Education told reporters on Monday that officials are meeting daily to try to resolve the issue, but right now there is no timeline. This problem has prevented thousands of students whose parents are immigrants from completing the FAFSA.

The paper form allows parents and spouses without Social Security numbers to write in all zeroes, as they could in past years online, and to provide an Individual Taxpayer Identification Number, or ITIN, if they have one. Parents can fill out the paper form without going through the identity-verification process blocking some from obtaining login credentials online.

If your college, state, or scholarship organization has a hard deadline to submit the FAFSA, and that’s coming up, you may want to consider filling out the paper form as a way to meet that deadline. Once you mail in the paper form, the day the application is received in the mail will be marked as your submission date.

Should I wait for the online form to be fixed instead of filling out the paper form?

If you don’t have a pressing FAFSA submission deadline, it may be a better option to wait for the online form to be fixed, said MorraLee Keller, a senior director at the nonprofit National College Attainment Network.

That’s because paper forms will be processed after online applications, so you risk putting yourself farther back in the processing line if you go the paper route. That matters because some colleges award aid on a first-come, first-served basis.

Federal officials recently announced that they won’t be sharing students’ information from online applications with colleges until March. Already, because of delays in the FAFSA process, colleges have less time to put together financial aid packages and students will have less time to review them and make decisions. If you fill out a paper form, a college may not review your financial aid application until April.

The paper form also leaves more room for mistakes, as the instructions can be more complicated to follow. If you’re considering filling out the paper form, reach out to a college counselor at your school or a college access organization for help, especially if you’ve never filled out a FAFSA before.

“It’s all those families out there who don’t have someone guiding them that there would be potential that they could make mistakes on the paper form, even though there’s pages and pages of instructions,” Keller said. “There’s a lot more guidance in the online form.”

If I fill out the paper form, can I still fill out the online form?

Yes. If you mail in a paper FAFSA and then fill out the online version, the federal government will rely on the online version and treat the paper copy like a duplicate submission.

And if you make a mistake on your FAFSA, don’t worry: There is a process to submit corrections, too.

“We just want to encourage families to stay the course,” Keller said. “Don’t give up on the idea of higher education or going to college because the form is a stumbling block right now.”

Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.

In the IB track, I learned persistence, patience, and the power of community

2022-05-12T12:00:00+00:00

During my first two years at Science Park High School in Newark, I knew very little about the International Baccalaureate, or IB, program.

The program’s coordinator explained how “high-level thinkers” and “self-motivated students” would excel in this environment. It would involve rigorous academic classes, including a philosophy course called Theory of Knowledge, or TOK; multiple lengthy research papers; 50-plus hours of community service, and a roughly 4,000-word “extended essay” on the topic of your choice.

Two years ago, I was one of 14 rising juniors to enroll in our school’s IB program. I felt highly motivated to excel academically, but in the beginning, I didn’t know how I would survive the seemingly never-ending papers and exams, being with the same small group of students for all of my main courses, and fitting in so many volunteer hours. It felt daunting to know how many deadlines were ahead.

But I did more than survive. I adapted and thrived. I learned how to conduct in-depth research, write analytical and compelling papers, and pace myself. I learned about patience, persistence, and the power of community (my committed teachers and my supportive classmates). I learned how interconnected different subjects can be.

Spoiler alert: The extended essay that was so nerve-wracking two years ago is now complete. I chose to write about Toni Morrison’s, “The Bluest Eye,” as it was one of the most memorable and powerful novels I have read.

As soon as I began preparing for the extended essay, I recognized that this was not going to be an average book report. My EE, as the extended essay is called, needed to be a meaningful exploration of “The Bluest Eye,” as seen through my chosen academic and philosophical lenses. It would require me to learn more about feminism, racism, colorism, intersectionality, and even existentialism. That meant dozens of books — including works by Kimberlé Crenshaw, a legal scholar who helped develop critical race theory, and activist Mikki Kendall, who wrote “Hood Feminism” — and many more hours in the library and in front of my computer.

Luckily, I was prepared. One of the main benefits of the IB program is the quality writing skills students develop. From creating a comprehensive outline to conducting research at my local public library to identifying reliable sources, I had learned the skills needed to complete the most complicated assignment of the IB program. Moreover, I had developed the ability to manage my time and complete assignments promptly. (Not all of my peers in Newark have the same access to advanced courses like IB or Advanced Placement: While more than 50% of 11th and 12th graders at Science Park take advanced classes, less than 10% do at some other Newark high schools.)

Daniela, top row, second from right, with a group of her IB classmates.

But IB is more than courses to pass, papers to write, and transferable life skills to learn. It is a community. When I started the program my junior year, all of our classes were remote due to the pandemic. Even in the virtual space, I bonded with my 13 fascinating and passionate IB classmates. Since we all take the same academic classes with the same teachers at the same time, we not only learned together; we learned about each other. Each of us adds something to our “IB group” with our unique interests and backgrounds.

Since coming back to school in person this year, our bond has grown even stronger.

It is crazy to think many of us didn’t know each other during the first two years of high school. IB provided this necessary foundation for our unique journey together, and we have developed genuine connections.

Since coming back to school in person this year, our bond has grown even stronger.

In our IB Physics class, for example, students often attempt problems on the board. If someone does the problem incorrectly or misses a step, we don’t criticize that person. We remind them of the missed step and uplift their efforts. Given our strong emphasis on academic excellence, we want each other to do well and offer support.

This spring, as our IB exam season approached, my peers and I would go to our school’s library after we ate lunch. There, we reviewed practice exams, tested each other on terms and concepts, and answered each other’s questions. For certain classes, we have created comprehensive study guides and shared them with each other. These group sessions have helped me hold myself more accountable for reviewing the necessary material.

We also share in each other’s joys. In late April, Science Park seniors celebrated College Signing Day, when students decide which college to attend. (All of my IB classmates are headed to four-year schools.) It was a bittersweet moment. It was thrilling to see my classmates in their college apparel and gear. Their hard work had paid off. But it also felt like the beginning of the end of an era — one that bonded us and brought us to this moment.

I am currently in the final stretch of my senior year, and I am thankful that I accepted the challenge to join the IB program. As I move toward higher education, I will keep with me fond and long-lasting memories of my peers and teachers who were fundamental to my high school journey.

Daniela Palacios (she/her) is a senior at Science Park High School. She will be attending Columbia University in the fall. Daniela is the creator of Para KIDS!, a media company that publishes bilingual children’s stories with immigrant characters. She is the author of a forthcoming Spanish bilingual children’s book, “Sara’s New Country and New Friend/ El nuevo país y la nueva amiga de Sara.” Daniela is a Chalkbeat Student Voices fellow. Read her recent Chalkbeat piece in English here or en español here.

Why I see myself at an HBCU

2022-02-01T15:34:11+00:00

In May 2018, my eighth grade class flew to Atlanta, Georgia, which some have called “The Black Mecca,” for a trip marking the end of our middle school years. We were about to start high school.

True to my Newark charter school’s precocious image, the educators who staffed the trip took us to visit colleges around the city. We were able to see Clark Atlanta University, Morehouse College, and Spelman College — three historically Black schools that make up the Atlanta University Center.

Chimdindu Okafor

Being there on a beautiful spring day — the sun shining down and the trees blooming— reminded me of my visit three years earlier to Howard University. Though I was young at the time, I vividly remember the warmth I felt there. The students looked like me. They seemed so happy and independent; they seemed like they belonged. I wanted to belong, too.

As an immigrant and a child of West African parents, I’ve long felt pressure to attend an Ivy League university or the like. But in the physical presence of HBCUs, I could reimagine what college could look like for me: the comfort, the beauty, and the welcoming atmosphere. I envisioned myself walking through their yards, talking and laughing with my friends. Visiting a lecture hall at Howard and seeing students joyously enter a class and eagerly dive into the material inspired me.

The students there looked like me. They seemed so happy and independent; they seemed like they belonged.

I’ve since learned that early HBCUs were founded to provide educational liberation for the newly freed, formerly enslaved Black people. The first HBCUs, Cheyney University of Pennsylvania and Lincoln University of Pennsylvania, were founded before the Civil War in 1837 and 1854, respectively. They were followed by the so-called “Black Ivies” Howard, Morehouse, Spelman, and Hampton University in the 1860s and 1880s. Today, HBCUs offer so much more than cultural markers of African American resilience and steadfastness. They are forces of real change and social markers for upward mobility, even amid an uneven playing field. (Black students, for example, have comparably more college debt than their white counterparts.)

Even today, Black students may feel othered or marginalized at Predominantly White Institutions. Some 52% of Black people who attended college said they had been treated as if they weren’t smart, according to the Pew Research Center.

That is why I think it’s so important to acknowledge those Black students who are accepted at HBCUs but ultimately must choose schools with larger endowments and, therefore, able to provide them with more financial aid. They should not have to compromise their dreams to fit into spaces where they feel at odds. Making sure HBCUs have the resources they need to support admitted students who see themselves at these illustrious, historically Black institutions must be a priority.

As for me, I owe it to myself to join the legacy of Black changemakers who graduated HBCUs and altered the course of our world for the better. Changemakers like Dr. Martin Luther King Jr., who attended Morehouse College and advocated for a world of equality. And changemakers like Zora Neale Hurston, a celebrated writer from the Harlem Renaissance whose work captured the joys and pains of the Black American experience; she graduated from Howard University.

I hope to work in medicine, possibly as a healthcare administrator focusing on the technology side of medical practices. I believe that attending an HBCU would put me directly on that path to that work. I love the thought of learning from professors and faculty who care deeply about my success.

The thrill of opening up my acceptance letters these last couple of months — from schools including Howard, Hampton, Spelman, and Morgan State — has been like none other. It gave me a glimpse into the excitement that I would experience attending one of these institutions.

HBCUs are some of the last-standing safe spaces where Black students from across the diaspora can enjoy academic rigor while celebrating the beauty in their identities. To me, it means a chance to explore my Blackness deeply as I encounter different identities across the diaspora and am embraced by a community of love.

Chimdindu Okafor is a senior at North Star Academy Lincoln Park High School in Newark, New Jersey. She has been accepted to 23 colleges so far. Chimdindu is a Chalkbeat Student Voices fellow.

There’s more than one way to write a college essay

2021-12-23T13:00:00+00:00

“You’re smart, you’re Asian, you’re queer and nonbinary, and you were raised by a single mom. Colleges will love you.” That’s the message I heard from friends even years before applying to college. In high school, advisers chimed in, too; they made it seem like it was a cool thing to be from a marginalized background.

When it came time to do my college applications, I think they assumed that I’d write about the challenges I faced growing up in an immigrant family with limited means, with minority racial, gender, and sexual identities. I knew that I could tell a phenomenal story about all the struggles I had overcome. I was, after all, applying to college through QuestBridge, a national nonprofit that connects low-income youth with colleges and opportunities. My peers initially encouraged me to use the hardships to my advantage. Tell them how you adapted and thrived through it all, even the pandemic, they urged me.

Lin Lin

I drafted an essay, then I discarded it and tried again. And again. One was about growing up in a neighborhood that is slowly being gentrified. Another was about living in a world that perceives me as an Asian woman and the violent consequences that come with it. Another still was about coping with my weight. None of them felt right. I knew some of what I went through was tough, and some saw my ability to persevere as remarkable. But is that all I had to offer? Is that all I am worth?

It felt like an exercise in proving my worth to college admissions officers.

And what, exactly, was I trying to prove? That despite the disadvantages I faced, I am still at the same academic level as those who didn’t face such adversity? That I can handle college because I grew up handling so much?

I resented the expectation that I lead with my trauma.

When I focus only on the worst things that ever happened to me and on the challenges and pain that come with my racial, gender, and sexual identity, it feels toxic and takes away from my humanity. Trauma is not the only thing that defines me, and it’s not the only reason I deserve to go to college.

I drafted an essay, then I discarded it and tried again. And again.

Of course, if other applicants want to open up about their hardships, they should tell their stories. I would never want to take this away from them. It’s just that I refuse to believe that it’s the only way to write a college essay.

Conflicted, I reached out to a fellow community organizer Van Sam, of VietLead. They were a great help. While overcoming challenges is character-building, Van reminded me that I have many other things to contribute. They urged me to question what actually makes up my identity.

Here’s what I came up with:

I am funny with a contagious laugh. I am loud. I like talking to people and always want everyone to feel included. I love urban green spaces and spending time outdoors, especially running or hiking. I’m addicted to romantic comedies and Chipotle. I’m someone who is growing constantly.

So what did I end up writing about? My love of nature, how much I adore analyzing the world around me and reveling in that same world. I also wrote about being non-binary through the lens of my liberation. Specifically, I wrote about buying my first chest binder. “When I put it on, it was euphoric,” I wrote. I compared the experience to eating candy without consequences. I compared it to flying.

The essays I submitted were more reflective of my character than my earlier drafts because they were rooted in the joy that defines me as much as anything else.

I felt good about what I had turned in, but as early decision day approached, I was overcome with doubt. I thought of all of the reasons they would reject me. I hadn’t submitted my SAT or ACT scores, which were optional. I worried that my essay wasn’t good enough and that I couldn’t compare to other high-achieving students who did more than I did in high school.

I tried to calm my nerves. I prayed to my ancestors. My hands were stained with the reddish color of the incense I’d been burning. My fingers were the color of sangria. It wouldn’t come off, no matter how much soap I used.

When I finally worked up the nerve to go log on, the “Dear Lin” letter waiting for me began: “Congratulations!” I had been accepted to Dartmouth and, thanks to QuestBridge, I would receive a full scholarship.

In the days since, I’ve spent time scrolling through Dartmouth’s website. I’ve decided I want to double-major in government and sociology. I want to join campus clubs and take part in Greek life. I want to study abroad. I want to learn how to swim and how to ride a bike and how to drive a car. Maybe I’ll get a tattoo of a rabbit and a tiger after saving up money. There’s so much joy ahead. I’m going to lead with that.

Lin Lin is a senior at Central High School in Philadelphia, the president of the citywide student newspaper the Bullhorn News, and a Chalkbeat Student Voices fellow. They will be attending Dartmouth in the fall.

Career and technical education needs a mental health revolution

2023-04-11T12:00:00+00:00

As a longtime public school occupational therapist, I know what students look and sound like when they’re ready to transition from the work lab to the workforce.

In recent years, I’ve personally witnessed more of my students struggle to make that transition or not make it at all. It has nothing to do with a lack of technical skills, as I’ve seen them master complicated vocational concepts and tasks — graphic design, woodworking, 3D printing, and CNC programming. The struggle has everything to do with skyrocketing anxiety, depression, and trauma experienced by my students as they prepare to enter the workforce.

Michele Morgan

Our students are experiencing a mental health crisis across our state and country, and that’s something all of us can and must work to address. That’s why I’m focused on helping our general education and special education students develop job skills and strengthen their mental health while still in our hallways.

Starting about six years ago, I worked with my colleagues at Warren Woods Public Schools in Warren, Michigan, to launch a new approach to student mental health and wellness to complement our existing emphasis on pre-vocational skill development. The program, available at our district’s two high schools, includes an OT lab that combines technology-driven and traditional machines, a reset room where students can process emotions in a calming environment, and an after-school program called Scratch the Surface.

This curriculum helps students process uncomfortable feelings, such as loss, grief, or anger.

When we first launched the after-school program, it served only as an alternative to traditional disciplinary measures for students who were skipping school or getting behavior referrals in class. But nearly all of the students referred to the program voluntarily continued attending well past what was required.

I also collaborate with our school social worker to provide students with a series of weekly sessions that center on mindfulness, self-compassion, and the principles of psychological flexibility. This curriculum helps students process uncomfortable feelings, such as loss, grief, or anger, and recognize that painful thoughts will pass and do not define them. My program has reached up to 82 students year-round, including programming offered over spring break and during summer.

Some of the artwork produced by Michele Morgan’s CTE students.

In our OT labs, students use raw materials (donated by a local kitchen and bath manufacturer) and machines, such as lathes, 3D printers, CNC routers, laser engravers, and wood burners to make functional art infused with meaning and messages related to mental health. Student art has included granite memorial markers, engraved wood cutlery, mosaic art, candles, jewelry, and more.

The results speak for themselves.

Attendance has gone up and behavior referrals down to near zero for every Warren Woods-Tower High School student who has participated since the program began. At Enterprise High School, the principal of our alternative education program says the OT lab has given students a supportive outlet when they need it most since they can choose when during their school day to visit. Through the power of mindfulness, my students have learned to process their feelings in a constructive way at school. This has allowed them to refocus on developing job skills and preparing for career success.

As our program has evolved, we have gained partners at the local and state levels, including Michigan Works! and Michigan Rehabilitation Services, which support program costs and pay students an hourly wage during spring break and summer sessions. I’ve also worked with interns from occupational therapy programs at Eastern Michigan University, Macomb Community College, and Wayne State University, developing a pipeline of prospective OT lab practitioners. It’s been exciting to see professional and community partners recognize the value of our work and help keep it going.

I’m not a psychotherapist. The good news is that occupational therapists, too, can have a long-lasting impact on student well-being. The key to our success has been making a personal investment in their health, welfare, and happiness — not just one focused on grades or performance.

Michele Morgan is an occupational therapist at Warren Woods Public Schools. Learn more about her work at makeitworkprogram.com.

Film, health care, and Bard early college: New high schools coming to Brooklyn and Queens

2024-02-02T20:34:39+00:00

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Attention, New York City families: Three new high schools may soon join the hundreds of secondary school options across the five boroughs.

A Bard High School Early College may be coming to Brooklyn, while Queens is getting a career and technical school focused on the film industry as well as a school aiming to create a pipeline to health care jobs.

Schools Chancellor David Banks previewed the schools at a budget hearing in Albany this week, holding them up as examples of strong partnerships with outside organizations, as well as the many career pathways offered to the city’s students.

“This is not your father’s vocational ed stuff — this is not shop class,” he said during the Thursday hearing. “These are highly rigorous, credentialed programs. When kids come out with these kinds of credentials, they can step right into the 21st century workforce and put themselves in a position to be on the track to the middle class and beyond.”

In Brooklyn, Bard is poised to launch a new campus, offering families in the borough access to the network of coveted public high schools that allow students to earn an associate degree by the time they graduate.

The Bard model gives students an opportunity to take courses with college instructors, as well as engage in small, writing- and discussion-based seminars. Its Manhattan and Queens locations are highly sought-after, and it just opened a site in the Bronx in September.

“The demand to get into the school is simply overwhelming,” Banks said of the new Bronx location during the hearing. “And we have plans to open up a Bard in Brooklyn as well.”

The proposed expansion into Brooklyn is slated to be considered at a Feb. 27 meeting of the city’s Panel for Educational Policy, a board that votes on major policy proposals and contracts.

If approved, the new Bard location at 301 Vermont St. in East New York would open in the 2024-25 school year, taking on a ninth and 11th grade class, according to city documents. The new school would serve roughly 150 students in its first year, scaling up over time to reach a full enrollment of approximately 500 students — with admissions priority given to students in East New York’s District 19, Brownsville’s District 23, and other neighboring Brooklyn school districts.

Meanwhile, in Queens, two new schools will offer students a chance to explore career pathways before graduation.

Motion Picture Technical High School will allow students to wade into the film and television industry. Opening in September at a temporary site in northern Queens, the school comes as a collaboration with the Roybal School of Film and Television Fund and offers students a chance to explore aspects of the industry, such as cinematography, editing, sound design, set construction, special effects, and post-production, according to the city’s admissions portal.

The school will open with about 100-200 ninth graders for its inaugural year, giving priority to students who live in Queens, according to its website. It follows an educational option admissions process, meaning the school sets aside seats for students at different academic levels to promote academic diversity. (It is hoping to move into a new building in Woodside, at 53-16 Northern Blvd. in the 2025-26 school year.)

The school aims to create pathways into the industry for underrepresented communities, and notes its proximity to the city’s film and television studios will help students obtain hands-on experience.

Queens will also see the addition of a health careers high school in the coming years through a partnership with Northwell Health, according to Bloomberg Philanthropies. The school comes as part of a Bloomberg initiative to establish public high schools across the country that graduate students directly into health care careers.

Expected to open by 2026, the school will offer students “robust academic programming, specialized healthcare classes, work-based learning at the partner health system and the opportunity to earn industry-valued credentials and certifications,” according to a Bloomberg press release last month. The Queens program will be one of 10 established across the country by the $250 million Bloomberg initiative.

The new schools come as Banks has described expanding career and technical education options for students across the city’s schools as a major focal point of his administration.

A spokesperson for the city’s Education Department said details about the new schools would be released at a later date.

Julian Shen-Berro is a reporter covering New York City. Contact him at jshen-berro@chalkbeat.org.

Newark and Camden square off in 2024 FAFSA challenge

2024-01-23T20:32:10+00:00

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Newark is going head-to-head against Camden in a first-ever competition to see which city can achieve the highest federal student aid application rate.

The city with the highest completion rate for the Free Application for Federal Student Aid form, or FAFSA, will receive a cash prize for their class of 2024 seniors and high schools, education leaders from both cities said Tuesday at dueling press conferences in Newark and Camden.

The friendly contest is meant to motivate students to pursue higher education, said Barbara Martinez, executive director of the New Jersey Children’s Foundation and sponsor of the competition along with the Camden Education Fund.

Newark Mayor Ras Baraka, a former teacher, wished students and families good luck during the press conference in his city as he teased Camden with “friendly competition.”

“This gives us an opportunity, in a fun way, to push our young people, push our teachers, our educators, the leaders of our institutions to get folks to work,” Baraka said.

In total, $70,000 will be awarded to high schools in both cities with the New Jersey Children’s Foundation and the Camden Education Fund each contributing $30,000 in prize money for the schools with the highest completion rates in their respective cities. In addition, the organization in the losing city will pay an extra $10,000 to the winning city’s organization to be distributed to participating schools.

Newark, New Jersey’s largest school district, made completing the FAFSA application a graduation requirement in 2022. State leaders are hoping this year’s seniors will tap into federal funds by requiring that high schools in the state provide graduating seniors with the FAFSA form before they receive their diplomas.

Gov. Phil Murphy signed that mandate into law last week. It applies to high school juniors this school year who will be required to fill out the form online when it becomes available in October 2024. Other states, including Louisiana and Illinois, also have similar requirements.

FAFSA is the only way students can apply for federal financial aid, Pell Grants for low-income families, state aid packages, work-study programs, and money directly from colleges. Graduating seniors who are undocumented must complete the New Jersey Alternative Financial Aid Application (HESAA).

FAFSA helps many states and colleges determine financial aid for qualifying students, but tens of thousands of dollars go unclaimed yearly for undergraduate and associate degrees and technical or career schools.

Newark Superintendent Roger León, who was at the press conference in Newark, said getting students to complete their application is part of the district’s “ongoing process” to ensure students are financially prepared for college, trade school, or other eligible certificate programs. The district is also working to provide information to students and families about FAFSA, the most critical part of their work in this process, León added.

“Obviously, the Office of Student Life, which was created in 2018, when I started, is a big part of the catalyst of making sure that students are aware of different scholarship opportunities that are available,” León said

During Tuesday’s press conference, Macai Fields, an Eagle Academy graduate and senior at Saint Elizabeth University, said he felt thankful he learned about FAFSA and completed the form despite how overwhelming it seemed. Currently, he works with Eagle Academy seniors to help them navigate the process.

“When I was in their shoes looking for schools, I quickly realized that the cost of tuition and other expenses could be quite overwhelming,” Fields said. “But FAFSA provided a sense of relief by helping me understand that financial aid was available based on my family resources and circumstances.”

Shayaka Wilson, a West Side High School alum and 2022 Rutgers University graduate, said as a first-generation college graduate and immigrant, she knew how important it was to get that aid. Wilson always knew she wanted to go to college, but when she first moved to the country, she was concerned about how she would be able to afford it without taking on significant debt.

“I know there are families here in the city who have a similar concern as I did and they think college is out of reach or not even an option,” Wilson said. “I want you as a young person to think of it as an application that the government uses to determine your family’s financial strength and whether they would be able to fund your college education.”

In New Jersey, roughly $92 million in unclaimed Pell Grant money was left on the table by the class of 2022, according to data from the Washington D.C.-based nonprofit, National College Attainment Network. In 2021, roughly $90 million was left by Garden State graduating seniors, according to the same data.

In 2022, the state’s graduating class had a 57.4% FAFSA completion rate. But rates vary among cities, states, and school districts – with the lowest performing below 50% and the highest over 70%, according to a Rutgers University Cornwall Center report.

As of 2022. 24.9% of Newark residents aged 25 and older hold an associate degree or bachelor’s degree, said Robyn Brady Ince, executive director of the Newark City of Learning Collaborative, during Tuesday’s press conference. She said initiatives such as the FAFSA contest “will provide what we need to galvanize more people toward achieving those goals.”

The winner of the competition will be announced in April and results will be uploaded on a tracker online daily, Martinez said.

This year, the FAFSA process opened on Dec. 31 rather than Oct. 1 after the U.S. Department of Education said the delays were due to the launch of a shorter, more simplified version of their form now called the Better FAFSA.

Jessie Gómez is a reporter for Chalkbeat Newark, covering public education in the city. Contact Jessie at jgomez@chalkbeat.org.

FAFSA form completion could become a Michigan high school graduation requirement

2024-01-23T20:13:14+00:00

Michigan students would be required to complete a federal financial aid form to graduate from high school under a bill that supporters hope will help remove a barrier to the pursuit of higher education.

The proposal would bring Michigan in line with about a dozen other states that have passed laws to make completing the Free Application for Federal Student Aid a graduation requirement. A few more states are contemplating a similar rule.

The FAFSA is used to determine a student’s eligibility for federal grants, work-study funds, and loans. It’s also used in some cases to determine whether a student qualifies for state or and private aid, as well as tuition assistance programs offered by the state’s major universities to students from low-income families.

State Sen. Darrin Camilleri, a Democrat from Trenton, said he introduced the bill to help students recognize the post-secondary opportunities available to them.

“In 2023, only about half of graduating high school seniors completed a FAFSA in Michigan, and this year was not an outlier, " he said during a Senate Education Committee hearing in October. “On average, Michigan students are leaving nearly $100 million in federal aid on the table simply because this form is not filled out.”

Skeptics of the bill have been concerned that the FAFSA requirement would force families to disclose sensitive financial or personal information, either to complete the form or to seek a waiver from the requirement. The bill has been modified to address some of their concerns.

Others say it would add a new burden on college counselors to help students comply. The online form can be confusing, and usually requires students and their parents — or anyone else who might help pay for a child’s education — to set up separate accounts and logins and complete their respective parts of the form.

The federal government’s rollout of a new FAFSA form with fewer questions was supposed to make the process easier. But the changes have not gone as smoothly as intended since the soft launch on Dec. 31, with numerous reports of technology issues.

“I’ve spoken to colleagues who have their own kids who are seniors and are filling out FAFSA this year,” said Wendy Zdeb, executive director of the Michigan Association of Secondary School Principals. “They thought the form would be easier this year, and they have found that not to be true. It took them a lot more time, and these are people who are already familiar with the process.”

Expect more such challenges for people who are not familiar with the form.

Ninth-graders Omari Pennington and Brayden Lewis said they had never heard about the FAFSA.

They are both interested in going to college but haven’t talked with a counselor at Detroit Public Schools Community District’s Henry Ford High School about the opportunities available to them yet.

Both children of single mothers, Omari and Brayden said it might be difficult for their moms to find the time to fill out the form with them if it were a requirement.

“My mom is busy,” said Brayden. “She goes to work from like 7 to 12 in the morning.”

But both Omari and Brayden said they can see the benefit the bill might have in allowing more kids to see that there is funding available for their education.

States with FAFSA requirements see higher completion rates

Onjila Odeneal, senior director of policy and advocacy in Michigan for the Institute for College Access and Success, said that overall the bill will help a lot of students see college as something they can attain, especially in low-income and minority families.

“A lot of kids are not completing FAFSA because they don’t think post-secondary education is possible for them,” Odeneal said. “It’s important for them to be aware of what’s available for them.”

Filling out the FAFSA unlocks grants and funding from Michigan universities, such as the University of Michigan’s various tuition discount programs and its Go Blue Guarantee, and Michigan State University’s Spartan Tuition Advantage.

The form is also required for students to qualify for money from two key state programs. One of them, the Michigan Achievement Scholarship gives up to $5,500 a year for qualifying students to attend an in-state public university, $4,000 a year to go to an independent nonprofit college, $2,750 for community college, or $2,000 for career training programs. The other, Michigan Reconnect, pays tuition at local community colleges for students age 21 and older.

States that have adopted the requirement have seen big increases in FAFSA completion rates among high school seniors. Texas’ FAFSA completion rate went from about 50% to around 63%. In Louisiana, 2020 research by the Century Foundation found the requirement helped close the gap in FAFSA completion rates between school districts in low- and high-income communities.

However, the research also revealed information gaps and other hurdles for students applying for aid.

For example, the number of applications with incomplete information was higher in districts with higher rates of students of color and students from low-income families. English-learners also had difficulty interpreting the form, and students who didn’t have documented legal immigration status struggled to fill it out because they didn’t have Social Security numbers.

Zdeb, from the principals group, worries that the legislation undermines the efforts of educators to destigmatize the idea of going to trade and technical schools, rather than four-year colleges, after high school. “This is kind of contradicting that message,” she said.

Camilleri noted that the bill would still help many students pursuing those educational options, because FAFSA is also used to determine eligibility for federal Pell grants, which can be used to attend some trade and technical schools.

Bill allows for waivers from FAFSA requirement

Under the most recent iteration of the bill, the law would take effect with this year’s sophomore class — the high school graduating Class of 2026 — and require every public school student to submit a FAFSA form to the U.S. Department of Education, unless they receive a waiver. School districts and the Michigan Department of Education would be required to compile data on how many students complete the form and how many receive waivers.

Parents could sign a waiver to exempt their children from the requirement. Waivers would also be available for students 18 or older, emancipated youth, and youth experiencing homelessness, among other circumstances, such as when parents or guardians are unwilling or unable to submit their part of the form.

The bill would require the newly created Michigan Department of Lifelong Education, Advancement, and Potential to create an information packet on the FAFSA for school districts to distribute to high school students.

School districts would have to come up with funding they need to enforce compliance with the legislation, according to a fiscal impact analysis of the bill.

A big concern for administrators and school groups is whether high schools have enough counselors equipped to take on the new task. Michigan ranks among the lowest in the nation for the ratio of counselors to students, and the problem is especially acute in rural areas.

“There couldn’t be a worse time to put another initiative on our counselors and administrators,” said Zdeb. “Their focus right now is on student mental health and making sure kids can graduate. Putting another thing on them is not good timing.”

Odeneal acknowledged the shortage of counselors but said the bill should provide the impetus and the time — two years before it takes effect — for schools to hire more.

Legislation changed to address privacy concerns

The current version of the bill reflects changes made to address questions about privacy.

Groups including the Michigan Immigrant Rights Center argued that the bill would require parents and students to disclose sensitive information such as immigration status in order to get a waiver from the requirement.

“We were able to work with legislators on some meaningful changes to the bill and we have now shifted our position to neutral,” said Christine Sauvé, the center’s community engagement and policy coordinator, said Monday. “Significantly, the updated version involves community partners in the development of the waiver form and allows vulnerable students to opt out due to privacy concerns.”

The changes were important to protect immigrant and LGBTQ+ students, students who are victims of child abuse and neglect, and other vulnerable populations who may not want or be able to disclose why their parents can’t sign a waiver, Sauvé said.

“The updated bill also adds a requirement for school districts to take reasonable steps to provide language access to students and families with limited English proficiency throughout the FAFSA submission and opt-out process, ensuring that materials will be translated into the language spoken by the family,” Sauvé said.

Hannah Dellinger covers K-12 education and state education policy for Chalkbeat Detroit. You can reach her at hdellinger@chalkbeat.org.

New lawsuit targets program to diversify NY’s college STEM majors

2024-01-17T22:11:19+00:00

A prominent conservative legal foundation is backing a new lawsuit challenging a New York state program that seeks to increase the enrollment of “historically underrepresented” students in college science and technology programs on the grounds that it excludes some white and Asian American students, according to legal filings.

The Pacific Legal Foundation is taking aim at the state’s 39-year-old Science and Technology Entry Program (STEP), which offers eligible students in seventh through 12th grade extra summer courses at local colleges and admissions help.

The lawsuit claims the program violates the Constitution’s equal protection clause by making Black, Hispanic, and Native American students automatically eligible, regardless of their family income, according to the federal suit filed Wednesday in New York’s Northern District. White and Asian American students are only eligible if their families fall below the income threshold.

“All students of all races should have equal rights based on their merit to participate in programs like New York State’s STEP,” said Wai Wah Chin, the president of the Chinese American Citizens Alliance of Greater New York and a plaintiff in the case, in a statement.

Plaintiffs and lawyers in the new case say their argument fits squarely with the U.S. Supreme Court’s decision last year to strike down race-based admissions at the college level.

The court “reaffirmed that racial discrimination in admissions is unacceptable, and ‘eliminating racial discrimination means eliminating all of it,’” added Chin, who is also slated to speak Thursday at a New York City event for Moms for Liberty, a parent group that’s sought to restrict access to gender-affirming care for transgender youth and block LGBTQ-focused books and curriculum.

The program in the crosshairs of the new lawsuit is a nearly four-decades-old initiative codified in state law to offer extra support to “students who are either economically disadvantaged or minorities historically underrepresented” in the STEM fields. The law leaves it up to the Board of Regents to define which students fit in those categories.

Fifty-six colleges and universities across the state got state money during the 2021-22 school year to offer extra summer courses, counseling, and research and internship experiences to more than 12,000 qualifying middle and high school students. More than 80% of the program’s graduates said they planned to attend college, according to the state Education Department.

The plaintiffs argue that the racial criteria unfairly discriminates against white and Asian American applicants who are above the income threshold.

“The Hispanic child of a multi-millionaire is eligible to apply to STEP, while an Asian American child whose family earns just above the state’s low income threshold is not, solely because of her race or ethnicity,” the suit states.

Yiatin Chu, a parent activist and plaintiff in the suit, said her seventh-grade daughter wants to participate in the NYU STEP program this summer, but is ineligible because she doesn’t meet the race or income criteria, according to the suit.

The state Education Department didn’t immediately respond to a request for comment about the lawsuit or how the eligibility criteria was determined.

The state’s definition of “underrepresented” groups in STEM majors and careers appears to align with both state and national data. As of 2015, both Asian American and white workers in New York were overrepresented in STEM jobs relative to their share of the population, while Black, Hispanic, and Native American residents were underrepresented. That pattern also holds true nationally, according to a 2021 report from the National Science Foundation.

The plaintiffs are asking a federal judge to block the state from using any “racial classifications or criteria” as a part of the STEP program.

The suit isn’t the Pacific Legal Foundation’s first attempt to block New York’s efforts to diversify selective institutions.

The group previously filed a lawsuit against the Discovery program that offers admission at the city’s specialized high schools to disadvantaged students who scored just below the cutoff on the admissions test and complete a summer course. A federal judge ruled against the plaintiffs in the Discovery suit in 2022.

Correction: A previous version of this story misstated the name of the Chinese American Citizens Alliance of Greater New York.

Michael Elsen-Rooney is a reporter for Chalkbeat New York, covering NYC public schools. Contact Michael at melsen-rooney@chalkbeat.org.

Mental health, literacy, college access: Hochul’s 2024 education agenda

2024-01-09T20:11:06+00:00

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Improving student mental health services, urging school districts to adopt new literacy curriculums, and expanding access to the state’s public colleges and universities are among the education initiatives that New York Gov. Kathy Hochul hopes to accomplish this year.

Hochul outlined her priorities for the year on Tuesday during her annual State of the State address — a speech that governors deliver each January. She pointed to a series of key policy proposals, including those that could impact children across the state, while emphasizing the need to strengthen public safety and mental health services in particular.

But some critical education issues were absent from the more than 200 initiatives outlined by state officials on Tuesday. Hochul noted her plans for addressing “the toughest fiscal issues” facing the state — including providing care for the influx of asylum-seeking and other migrant families — would come when she presents her budget proposal next week.

Here are the education policy highlights from Hochul’s State of the State address:

More school-based clinics and limits on social media

On Tuesday, Hochul referred to mental health as “the defining challenge of our time,” blaming pandemic isolation and the “toxic algorithms that govern social media” for fueling a crisis among the state’s young people.

“When schools closed during the pandemic, kids turned to social media to stay connected with friends and families,” she said. “But a darkness lives on those platforms.”

Hochul’s proposed initiatives would take a two-pronged approach to addressing student mental health — bolstering access to resources at schools, while seeking to limit the potential negative impacts of social media.

The governor wants to make on-site mental health clinics available to any school that desires one. The clinics offer students a place to receive services from mental health professionals. The proposal would build on past efforts by her administration to increase the availability of such clinics. In November, Hochul announced more than $5 million had been awarded to support 137 school-based mental health clinics across the state, including more than 80 at high-needs schools.

Hochul has also called for expanded funding for youth-driven peer support programs, as well as intensive care programs that support students who need daily treatment.

State officials, including Hochul, have also pushed for legislation that would impose restrictions on how social media companies interact with minors. Under two proposed bills, social media companies would be unable to offer algorithmically devised “addictive” content to minors by default, while giving parents the ability to block access to the sites between certain hours, and limiting the companies’ ability to collect and sell the personal data of minors.

Guaranteed college admissions for top students

To expand access to higher education across the state, Hochul has proposed automatically admitting top-performing high school students to the state’s public colleges and universities.

Under the proposal, students graduating in the top 10% of their high schools would be guaranteed admission to one or more selective colleges in the State University of New York system. A similar proposed program at City University of New York campuses would further expand access.

Other higher education priorities included increasing completion rates of federal financial aid applications, broadening outreach around food stamp benefits at public colleges, and driving up voter participation on college campuses.

A reading curriculum shakeup

During her Tuesday speech, Hochul referred to her recently announced plan to change how students across the state learn to read. The governor hopes to move schools toward embracing the “science of reading,” an established body of research about how children learn to read.

As part of her plan, the state will support programs that emphasize phonics lessons, which explicitly teach the relationships between sounds and letters and are backed by research.

Hochul has also proposed investing $10 million to partner with the state’s teachers union, training 20,000 educators and expanding efforts from the city and state university systems to help educators learn about the science of reading.

New York City has already adopted its own sweeping literacy curriculum mandate that is largely in line with Hochul’s proposal. Curriculum overhauls can be difficult to enact, and it remains unclear whether the governor’s proposal will prompt significant changes statewide.

Swimming safety, food insecurity, and other initiatives

Outside of the classroom, Hochul has also prioritized programs that seek to support families and young people across the state — including efforts to prevent drownings, tackle food insecurity, and expand access to child care.

State officials said drownings have reached record highs in recent years, becoming one of the leading causes of death among children. Racial disparities have persisted in drowning deaths, with Black children experiencing drowning death rates roughly three times higher than their white peers, according to the U.S. Centers for Disease Control and Prevention.

To address this, the state will provide funding to renovate and construct pools in high-need neighborhoods, build “pop-up pools” during the summer months, and offer reimbursements to municipalities for costs related to hiring and staffing lifeguards, among other initiatives.

The city has also aimed to expand access to swimming facilities and programs, with a “floating pool” set to open next year.

The state has also opted into a federal meals program that provides families who usually receive free meals at school with funds to help cover food costs during the summer. That program is estimated to provide more than $200 million in federal benefits to about 2 million children in the state, officials said.

Hochul also called for continued investments in child care programs, noting the state will continue to use underutilized federal pandemic funds to provide grants to help such programs retain and hire staff.

Julian Shen-Berro is a reporter covering New York City. Contact him at jshen-berro@chalkbeat.org.

For Colorado’s class of 2023, the graduation rate was up and the dropout rate was down

2024-01-09T18:00:00+00:00

Colorado’s graduation rate ticked slightly up for the class of 2023, continuing a long-running trend of rising graduation rates except for a brief dip during the pandemic.

The dropout rate for the class of 2023 was slightly down, which was more good news. But the 2023 dropout rate, which counts how many seventh through 12th grade students disenroll from schools, was still higher than the historic lows the state saw just a few years earlier.

The Colorado Department of Education released graduation and dropout rates for the 2022-23 school year on Tuesday. Statewide, 83.1% of the class of 2023 graduated on time last spring, meaning within four years of starting high school. That was up from 82.3% in 2022.

In a statement, Colorado Education Commissioner Susana Córdova called the 0.8% graduation rate increase “modest.” She credited the hard work of educators, families, and students and nodded to the educational difficulties of the pandemic.

“Given the challenges that our students and educators have faced over the last four years, I am glad that in Colorado we continue to see an improved graduation rate and a decreasing dropout rate,” Córdova said. “It shows students know the value of staying in school and receiving a quality education.”

The statewide dropout rate dipped to 2.1% in 2022-23, down from 2.2% in 2012-22. That’s higher than the 1.8% dropout rate in 2019-20 or the 2% rate in 2018-19, before the pandemic.

Black, Hispanic, and white students all posted higher graduation rates in 2023 than in 2022. But wide gaps by race remain: In 2023, about 90% of white students in Colorado, 80% of Black students, and 77% of Hispanic students graduated in four years.

The class of 2023 were freshman in their second semester of high school when the pandemic began in 2020 and schools were closed. Experts have said that the worst impact on graduation rates may be years ahead, as students who were in elementary school during the pandemic, or switching from elementary into middle school, or middle school into high school, make their way through high school. That’s unless schools are successful in helping students get back on track.

This coming spring, the graduating class will be made up mostly of students who missed out on a typical start to their high school years due to remote learning.

Among the 10 largest Colorado school districts with the highest percentages of students of color, just three districts — Mapleton, Aurora, and Adams 14 — saw a decrease in graduation rates compared to the previous year. Both Aurora Public Schools and Adams 14, in Commerce City, are on a state watchlist for persistently low student achievement.

The largest increases among these 10 districts were in East Otero, Pueblo 60, Weld Re-8 in Fort Lupton, and Denver. East Otero had the highest increase of 6.6 percentage points, rocketing from an 85% graduation rate in 2022 to a rate of 91.6% in 2023.

Rick Lovato, the superintendent for East Otero in southeast Colorado, said he attributes the jump in graduation rates to the district’s alternative education school, which is in its third year.

The school has worked with around 30 students that may not have graduated otherwise, and that “has made a big difference,” he said. East Otero offered some online programs before opening its own campus with in-person courses and workforce readiness programs that help students connect their learning to the workforce.

Denver Public Schools’ graduation rate rose from 76.5% in 2022 to 79% in 2023, the highest rate for the state’s largest district in at least a decade. Its dropout rate remained the same at 3.8%, which meant that about 1,680 students left Denver schools in 2022-23.

Although the graduation rates for white students and Hispanic students in Denver both rose, the gap between the rates widened to more than 13 percentage points in 2023, worsening a problem that has plagued the district and the state for many years. More than half of the students in DPS are Latino, and about a quarter are white.

In Boulder, where gaps by race have also historically been among the largest in the state, the graduation rate for Hispanic students decreased to 81% in 2023 from 81.8% in 2022. By comparison, 94.3% of Boulder’s white students graduated in 2023, which is more than 13 percentage points in difference, a larger gap than in the previous year.

The graduation rate for Latino students at Adams 14′s main high school, which has often been higher than the state rate for Latino students, decreased significantly in 2023 compared to the previous year. Adams City High’s graduation rate for Hispanic students was 84.8%, down from 86.8% in 2022.

Look up your school or district’s four-year graduation rates below:

Melanie Asmar is the bureau chief for Chalkbeat Colorado. Contact Melanie at masmar@chalkbeat.org.

Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.

Supreme Court affirmative action cases could bolster attacks on school integration

2022-10-28T21:53:35+00:00

Monday could mark the beginning of the end for affirmative action in higher education.

The U.S. Supreme Court will hear oral arguments that day in two cases challenging the use of race in college admissions. The court’s decision earlier this year to hear the cases, which seek to overturn prior rulings that upheld affirmative action, suggests the longstanding policy might be on its way out.

The case doesn’t directly involve schools that educate kindergartners through 12th graders, yet its outcome could alter those students’ post-grad trajectories: If selective universities can no longer consider race in admissions, they are likely to enroll fewer Black and Latino students.

But the higher-ed cases could also portend changes to K-12 schools, where efforts to promote racial diversity already face legal challenges. Advocates fear that if the Supreme Court ends race-conscious admissions in higher education, K-12 integration efforts could be next.

“I think anybody who cares about preserving any semblance of diversity in educational institutions, be they K-12 or higher ed, is paying attention to this case,” said Stefan Lallinger, a desegregation expert who helped form a peer-support network for districts pursuing integration.

As the closely watched case begins, here’s what you need to know:

The ruling shouldn’t immediately affect K-12 schools

The central question before the court is whether colleges and universities should be able to use race as one of many factors in selecting students and pursuing educational diversity.

The cases stem from lawsuits against Harvard and the University of North Carolina brought by Students for Fair Admissions, a group led by conservative legal activist Edward Blum. The group alleged that the admissions process at Harvard discriminates against Asian American students by holding them to a higher standard than other applicants, and that UNC’s process discriminates against Asian American and white students by giving preference to Black, Latino, and Native American applicants.

The institutions denied the allegations and lower courts ruled in their favor, saying the universities had met the strict standards for race-conscious admissions policies established through four decades of Supreme Court decisions. The plaintiff appealed the rulings to the Supreme Court, which agreed in January to hear the two cases.

Because the cases turn on legal precedents specific to higher education, their outcome should not directly affect K-12 schools with programs meant to increase student diversity, said Genevieve Bonadies Torres, an attorney at the the Lawyers’ Committee for Civil Rights Under Law, which is representing some students and alumni in the Supreme Court cases.

However, she warned that opponents of race-conscious admissions might use the higher-ed ruling to attack K-12 integration efforts.

“The ultimate goal of these groups is to scare and chill and litigate against diversity programs,” she said.

Colleges and K-12 schools follow different rules about race

Colleges and universities have more leeway than K-12 schools to use race in pursuit of diversity.

In rulings stretching from 1978 to 2016, the Supreme Court has set a high bar for race-conscious admissions in higher education, or affirmative action. Institutions may not set racial quotas, they must consider race-neutral approaches, and they may only use race as one factor among many in a holistic review of each applicant.

In the majority opinion in Grutter v. Bollinger, a 2003 case in which the court upheld affirmative action by a 5-4 vote, Justice Sandra Day O’Connor cited two reasons for allowing the “narrowly tailored use of race in admissions:” Students benefit from diversity, and courts should defer to universities on academic decisions, including whom to admit.

Because of the “expansive freedoms of speech and thought associated with” higher education, O’Connor wrote, “universities occupy a special niche in our constitutional tradition.”

Four years later, the court declined to grant the same leeway to K-12 schools.

In a landmark 2007 ruling, the court ruled 5-4 to strike down two school districts’ voluntary integration plans. The goal of diversity, or “racial balance,” is not a sufficient reason for public school districts to assign students to schools based on their race.

“The way to stop discrimination on the basis of race is to stop discriminating on the basis of race,” Chief Justice John Roberts memorably wrote.

In a concurring opinion, Justice Anthony Kennedy agreed with the judgment but insisted that districts can take some voluntary steps to combat segregation. Whether by redrawing attendance lines or strategically locating schools, districts can try to promote diversity through race-conscious policies so long as they operate at a general but not individual level, Kennedy wrote. (The ruling did not affect court-ordered desegregation plans.)

But even though Kennedy’s concurrence left room for some voluntary integration, the threat of lawsuits has made most districts wary of walking that line.

There are more than 13,000 districts nationwide, but a 2020 report could identify only 119 districts with active integration plans. (The researchers also found 66 charter school organizations with plans.) The vast majority of the plans consider students’ socioeconomic status but don’t factor in race — even in the general way that Kennedy allowed.

For that reason, even if the Supreme Court one day banned any consideration of race in district diversity plans, relatively few schools would be affected.

“My first instinct is that this decision wouldn’t necessarily change the landscape that much for K-12 school districts,” said Halley Potter, a senior fellow at the Century Foundation think tank, who co-authored the 2020 report. “Frankly, there are so few voluntary race-based integration plans in K-12 already.”

The end of affirmative action could lead to K-12 legal challenges

Still, if the Supreme Court’s conservative majority rules against affirmative action, as is widely expected, advocates worry it could invite challenges to the few remaining K-12 integration plans.

The most likely targets are elite public high schools with selective admissions policies. Many such schools have historically admitted few Black or Latino students, prompting some school districts — including Boston, New York City, and San Francisco — to adopt diversity plans.

Critics have attacked the high school diversity plans and affirmative action along similar lines. They say the schools have improperly tried to engineer a “racial balance” of students, failed to consider other ways to pursue diversity, and discriminated against Asian American and white applicants.

The “pernicious practice of racial balancing has spread to K-12 education, where it is now depriving children of spots at some of the best public schools in the nation solely because of their race,” reads a friend of the court brief supporting the challenge to affirmative action. Submitted by the Pacific Legal Foundation, a conservative group that has won more than a dozen Supreme Court cases, the brief argues that race should play no role in either college or K-12 admissions.

Several K-12 education groups filed briefs supporting affirmative action, arguing that students at every level benefit from diversity. One brief urged the court to allow colleges and school districts to continue using race to promote diversity according to the standards set in prior rulings.

“The Court need not, and should not, revisit either longstanding precedent,” said the brief submitted by national associations representing school boards, principals, and counselors.

But even if the court’s affirmative action ruling does not address K-12 schools, future rulings might.

A case currently in federal court challenges the diversity plan at Thomas Jefferson High School for Science & Technology, a selective public school in Fairfax County, Virginia. The prestigious school overhauled its admissions policies in 2020 following years of complaints that it enrolled very few Black and Latino students.

Last year, the Pacific Legal Foundation helped Coalition for TJ, a group that includes parents and alumni, file a lawsuit against the district. Similar to the Harvard case, the lawsuit accuses the district of discriminating against Asian Americans, whose enrollment dropped sharply after the admissions change. But unlike Harvard, the high school did not explicitly consider each applicant’s race, instead using other measures — such as admitting the top-performing students from each middle school — to boost diversity.

“That is still every bit as much of a violation of someone’s Equal Protection rights as if you sit in front of an audience and said, ‘I’m discriminating on the basis of race,’” said Erin Wilcox, a lawyer at the Pacific Legal Foundation, who called the school’s diversity plan “proxy discrimination.” (The district says its admission system is based on merit, not race.)

Lallinger, the integration advocate, called the foundation’s argument extreme because it suggests that even the goal of racial diversity is suspect.

“Essentially they’re arguing that any effort to address historical discrimination against Black and Latino students is inherently unconstitutional,” he said, “because, they argue, admissions is a zero-sum game.”

In oral arguments last month, a federal appeals court appeared skeptical of the case against the district.

If the group behind the challenge loses, it could appeal to the Supreme Court. And if the high court rules against affirmative action in higher education, that could bolster the case against diversity efforts in K-12 schools, Wilcox said.

“It will take away this reliance on diversity as a compelling government interest,” she said, adding that in her group’s ongoing legal campaign against school diversity plans, “That will certainly be a supporting precedent that we will use.”

Patrick Wall is a senior reporter covering national education issues. Contact him at pwall@chalkbeat.org.

Education stories we’re watching in 2024

2024-01-02T14:22:00+00:00

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This spring, the students who spent most of their freshman year of high school on Zoom will walk across the graduation stage. This fall, schools will face the expiration of billions in pandemic aid that allowed them to reenvision what schools could do for students.

This is a critical year as the nation grapples with the long-term effects of the pandemic amid a technological revolution, a still-unfolding refugee crisis, and a presidential election that could intensify political tensions.

These are some of the education stories we’ll be watching in 2024:

School districts confront the ESSER fiscal cliff

This is the last year school districts will have access to federal pandemic relief, an unprecedented influx of money meant to mitigate the effects of COVID disruptions and support student recovery. Schools received a total of $190 billion in three waves. So far, roughly $122 billion has been spent or committed, and schools still need to spend an additional $68 billion.

Some schools have spent this money on programs directly related to pandemic recovery, such as tutoring and counseling. Some have stood up or expanded programs that help families find housing or provide more intensive mental health support.

Running those programs often meant hiring more people, workers whom districts might not have the money to employ after this year. And while the money is going away, students still have significant needs.

Already major districts, such as Detroit and Montgomery County, Maryland, have announced cuts to services like college transition planning and summer school that were funded with pandemic dollars.

Districts that want to maintain these programs will face tough decisions about where to find the money and what else to give up.

“There was a clear need and with the extra funds, in many cases, really hard-working people responded,” said Marguerite Roza, the director of Georgetown University’s Edunomics Lab. “But you can still say, from the outside, this was really a precarious model. It relied on one-time funds that we knew were going to go away, and we didn’t build anything to last beyond that.”

In some communities, districts have used pandemic aid to shore up budgets amid declining enrollment and to delay painful cuts and school closures. For these communities, 2024 could bring a difficult reckoning.

The expiration of pandemic aid will prompt a larger conversation about what students and schools got from that investment and whether the money was spent well or poorly.

Jennifer Reczkowicz assists a student during a typing lesson at Lincoln Elementary School in Dolton, Illinois. Max Herman for Chalkbeat

Schools must adapt to serve migrant students

Last year, many school systems across the country — but particularly New York City and Chicago — enrolled thousands of asylum-seeking students from Central and South America.

Some of these children have been out of school for months or even years. Some carry emotional wounds from things they saw and experienced on their journeys. Some are sleeping outside in tents. All are navigating a new country and a new school system with few financial resources.

In 2024, schools will need to rise to the challenge of serving these students over the long haul. Bilingual teachers were already in short supply — and bilingual counselors and school psychologists even more so. Some school districts are stepping up international recruitment to bring in more Spanish-speaking educators.

There are so many new students that cities as different as New York and Denver are seeing enrollment increases after years of declines. Increased enrollment could result in more state funding, but it’s not clear if the additional money will be enough to meet students’ needs or whether these students will stay in the cities where they first arrived or disperse to suburbs and smaller cities.

Many of these students’ needs — for mental health counseling, for academic recovery, for housing assistance — mirror those of students who were already here but at a larger scale or with greater intensity.

Even children who seem OK now may need significant support down the road, said Kevin Dahill-Fuchel, executive director at Counseling in Schools. The nonprofit provides counseling services to about 70 schools in New York City and is trying to expand its bilingual staff. Younger children, especially, may be in a honeymoon period now that they’re physically safe, getting meals at school, and making new friends, he said.

“That’s going to shift as they go from 8 years old to 12 years old. Those pains are kind of festering over time,” Dahill-Fuchel said. One smiling child his organization works with crossed the Rio Grande with about a dozen people who drowned. “That’s PTSD-kind of stuff that’s going to come up later.”

Advocates say schools need to think beyond the immediate crisis. They need to accurately assess where students are academically and think about how to serve older students with limited English skills who may be at higher risk of leaving school entirely. They also see a greater role for state education departments in offering guidance and helping school districts learn from each other.

Will our schools rise to the challenge?

AI will play a larger role in American classrooms — we’re still figuring out the ground rules

ChatGPT is a little more than a year old. In the education space, the new technology’s ability to produce an eerie mimicry of human thought and writing initially prompted fears that students would cheat widely and with impunity.

But a recent Stanford study found that cheating among high school students hasn’t increased much. And while most respondents thought it would be acceptable to use ChatGPT to generate ideas, few thought it would be OK to have AI write an essay for them. “It shows that a majority of students truly want to learn,” the lead researcher told CNN.

In the meantime, ChatGPT and other AI-powered technologies are showing up in the classroom in all kinds of ways. Students recently told Chalkbeat that they’ve used such programs to better understand concepts in history texts or to identify problems in the code they wrote for computer science class. Some schools are using AI to tutor students. The National Education Association has a guide for using ChatGPT to create lesson plans.

Given that the technology isn’t going away, K-12 schools and colleges will need to grapple with what constitutes cheating and what constitutes legitimate use that might even enhance students’ learning experience.

Researchers, meanwhile, are experimenting with using AI to read students’ college essays and grade student papers. Some observers are optimistic about the potential for AI to reduce bias and notice trends, while others worry about inaccuracy and outsourcing human judgment.

The culture wars are dead. Long live the culture wars.

November’s school board elections were generally seen as a setback for cultural conservatives, with Ballotpedia estimating that more than half of candidates endorsed by Moms for Liberty lost their races. The right-wing advocacy group itself is in disarray amid associations with white supremacists and rape allegations against the husband of one founder. The founder acknowledged she had participated in a threesome with her husband and the woman who accused him of assault in an unrelated incident.

But conservative candidates still picked up seats on school boards around the country, where some are reshaping what students learn about U.S. history and how LGBTQ staff and students are treated.

Conservative concerns about progressive ideologies in public schools have also been used to justify the expansion of private-school choice in states, such as Tennessee, Florida, and Arizona.

Even as education politics remains intensely polarized, surveys find that most parents report they’re pretty satisfied with their kids’ schools — and the most negative opinions come from those without children in the schools.

This year could see some of the most intense debates recede into the background or take on new forms. The presidential election has the potential to exacerbate divisions even if education isn’t a dominant issue.

The biggest question is how these debates and policy shifts affect students and families.

Students are reconsidering the value of college — for better or for worse

This spring’s graduating class was in eighth grade in March 2020 when schools shut down, and many of them spent their freshman year — a critical year for students’ academic and social development — mostly online or bouncing in and out school due to quarantines.

These students are applying to college in the aftermath of the U.S. Supreme Court decision banning racial preferences in admissions. They’ve had to rethink how they talk about themselves in college applications. The federal government has delayed the release of a new federal financial aid application, raising fears that fewer students will fill out the form and creating more uncertainty for families waiting on financial aid packages.

Colorado School of Mines in Golden is the most selective public university in Colorado. The science- and engineering-focused school historically has enrolled few students from low-income backgrounds.

Recent surveys show high school students are interested in education after high school but unsure about the value of a four-year college degree. They’re worried about taking on debt and not being able to pay it back. And they want to start earning money sooner.

Conservative parents, too, are less keen on sending their kids to college as they increasingly see higher education institutions as being at odds with their own values.

At the same time, Americans with college degrees still outearn those without.

The most recently available national data on college-going covers the high school class of 2022 and shows overall college enrollment increasing or stabilizing after a sharp dip during the pandemic. But enrollment is down for white, Black, and Native American students.

Meanwhile, colleges are putting more effort into retaining the students they have. High school counselors are rethinking how they support students interested in careers that don’t require a four-year degree.

The decisions the class of 2024 makes could tell us a lot about the lingering impacts of the pandemic and what students need from their schools to be successful.

Senior Reporter Kalyn Belsha and New York Bureau Chief Amy Zimmer contributed.

Erica Meltzer is Chalkbeat’s national editor based in Colorado.

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

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

Chalkbeat Colorado es un noticiero local sin fines de lucro que informa sobre las escuelas públicas en Denver y otros distritos. Suscríbete a nuestro boletín gratis por email en español para recibir lo último en noticias sobre educación.

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.

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.

Éxito y sacrificio: una década de grandes avances en las tasas de graduación de estudiantes hispanos en Colorado

2022-06-02T09:58:00+00:00

Cuando Rosa Beltran estaba en high school a finales de los años 1990 en un pequeño poblado en el sur de Colorado, nunca pensó que se graduaría.

“Mis padres estaban muy preocupados por trabajar y poner comida sobre la mesa. Creo que tampoco tuve ese apoyo en la escuela”, Beltran dijo sobre su high school en Center, una comunidad agrícola mayormente hispana en el valle de San Luis.

Beltran dejó de ir a la escuela y se convirtió en madre adolescente. Pero decidió que sus hijos terminarían la escuela.

“Siempre me lo inculcaron; voy a graduarme, voy a ir a la universidad”, dijo Marisa, su hija mayor ahora de 25 años. “Nada de peros.”

Antes del noveno grado, Marisa descubrió que podía tomar clases universitarias como estudiante de high school. La escuela la transportaba en autobús a y desde el campus universitario.

“Era una escuela muy pequeña y alentadora”, dijo.

Marisa Beltran se graduó de Pueblo en 2015, durante una década en la que la tasa de graduación hispana en Colorado aumentó casi 20 puntos porcentuales, el doble de lo que aumentó la tasa entre todos los estudiantes, y más rápido que entre cualquier otro grupo demográfico.

Las tasas de graduación hispana aumentaron radicalmente por múltiples razones, incluidas nuevas estrategias escolares, mejores condiciones económicas y la intensa determinación de las familias. Sin embargo, las tasas de graduación de high school y universitaria entre los hispanos siguen siendo más bajas que las de los estudiantes blancos. Y con la pandemia generando un alto costo en el bienestar de las familias hispanas, muchos se preocupan de que también reduzca gradualmente los recientes avances en educación.

Chalkbeat examinó las tasas de graduación de high school como parte de “Buscando Avances”, un proyecto de Colorado News Collaborative sobre la equidad social, económica y en salud de los coloradenses negros e hispanos. Graduarse de high school es clave para continuar con una educación superior, obtener mejores trabajos y ganar mayores salarios.

Entre 2010 y 2020, las tasas de graduación de high school entre los estudiantes hispanos, quienes ahora constituyen más de un tercio de todos los estudiantes de kindergarten a 12º grado en Colorado, subieron del 55.5 al 75.4 por ciento, un marcado aumento.

“Definitivamente debieron haber subido; había mucha oportunidad para que aumentaran”, dijo Jim Chavez, director ejecutivo de la Latin American Educational Foundation.

Otra señal del progreso alcanzado fue que la tasa de estudiantes hispanos que abandonaron sus estudios se redujo casi por la mitad, al 2.8 por ciento, y la tasa de estudiantes universitarios hispanos que necesitaron clases compensatorias disminuyó.

Pero sigue siendo menos probable que los estudiantes hispanos asistan a la universidad, y dos veces más probable que necesiten clases compensatorias, en comparación con los estudiantes blancos.

Por lo tanto, aun cuando los estudiantes se gradúan de high school, con frecuencia enfrentan una difícil trayectoria, Chavez dijo.

Y la pandemia amenaza una década de avances, ya que las familias hispanas se han visto muy afectadas por la pérdida de trabajo, muerte y enfermedad grave debido a COVID, y por interrupciones en el aprendizaje. La tasa de graduación hispana disminuyó 1.2 por ciento el año pasado, mientras que la tasa entre estudiantes blancos aumentó. Las pérdidas podrían continuar conforme los estudiantes más pequeños, quienes se vieron más afectados durante la pandemia, se abren camino hacia high school.

Para entender los cambios, Chalkbeat habló con más de una docena de educadores, activistas, padres y estudiantes y analizó datos de los distritos escolares para encontrar a aquellos distritos en los que los estudiantes hispanos ahora tienen una tasa de graduación más alta que el promedio estatal para ese grupo. La tasa de graduación hispana disminuyó en solo un distrito grande entre 2010 y 2020, el Distrito 49. Este distrito no le dio una entrevista a Chalkbeat.

Políticas estatales y federales impulsaron las tasas de graduación

Para identificar las causas de estos recientes avances, algunos atribuyen políticas establecidas hace más de una década en Colorado. Cuando el exgobernador Bill Ritter fue elegido en 2006, estableció una meta de reducir la tasa del abandono escolar por la mitad en 10 años. Luego, en 2008, legisladores en Colorado establecieron nuevas metas para la educación pública y en 2009 empezaron a evaluar cada high school en parte según su tasa de graduación.

Eso puso presión en los distritos escolares para que aumentaran sus logros y tasas de graduación, y generó un sistema de organizaciones no lucrativas y consultores para proporcionar ayuda.

Factores sociales también contribuyeron. Por ejemplo, en la década que terminó en 2020, la tasa de embarazos entre adolescentes hispanas de 15 a 19 años en Colorado disminuyó radicalmente, de 66.8 por cada 100,000 adolescentes a 24.4 por cada 100,000, lo cual ayudó a que más adolescentes continuaran sus estudios.

Las familias hispanas obtuvieron avances económicos en la última década que quizás hayan disminuido la presión de trabajar y estudiar al mismo tiempo entre los adolescentes. Los ingresos medios por hogar entre las personas latinas, según datos del Censo, fueron de $57,790 en 2020, un aumento del 26 por ciento cuando se ajusta según la inflación.

Además, un aplazamiento federal contra la amenaza de deportación quizás haya aumentado el valor de la educación entre los estudiantes indocumentados. En diciembre, Colorado tenía 13,720 beneficiarios de lo que se conoce como el programa DACA, según el Migration Policy Institute.

En la familia Beltran, mamá Rosa ha notado que las escuelas de sus hijos son más alentadoras que cuando ella fue a la escuela. Ha visto a sus hijos hablar con reclutadores universitarios y tener múltiples oportunidades para pensar sobre un futuro después de high school.

Sin embargo, su hija Marisa dijo que ella y su hermano necesitaron más ayuda.

“Tuvimos que encontrar [servicios de] tutoría, ayudarnos entre nosotros y pedir ayuda externa”, Beltran dijo. “La encontramos, pero tuvimos que descifrarlo nosotros solos”.

“Siempre me lo inculcaron; voy a graduarme, voy a ir a la universidad”, dijo Marisa Beltran, quien se graduó de la Universidad de Grand Canyon y ahora está estudiando una maestría.

El noveno grado es un año crucial

Steve Dobo, fundador y director ejecutivo de Zero Dropouts, atribuye los avances en las tasas de graduación a la habilidad de las escuelas para analizar minuciosamente los datos, lo cual antes no era una práctica común.

Dijo que las organizaciones no lucrativas ayudaron a los distritos a separar subgrupos de estudiantes con dificultades, según su grupo racial, género, nivel de grado u otros factores, para diseñar soluciones específicas.

“Los distritos con los que trabajamos verdaderamente empezaron a entender que realmente necesitas mejorar en el noveno grado”, Dobo dijo.

Varios distritos se enfocaron en estudiantes que entraban a high school. Después de que el superintendente Rico Munn llegó a Aurora en 2013, encontró que muchos estudiantes de noveno grado no estaban recibiendo horarios completos con clases obligatorias.

“Si empiezas a desviarte del camino en el noveno grado, eso es un problema”, Munn dijo.

El distrito examinó datos para identificar problemas y a los estudiantes que necesitaban ayuda, y luego trabajó para cambiar sistemas y la cultura escolar, Munn dijo. Aurora también abrió un centro de orientación universitaria y vocacional en cada high school. Los más nuevos se inauguraron el otoño pasado.

En 2010, Aurora tenía una tasa de graduación hispana de solo 34.2 por ciento, pero la tasa casi se duplicó, el mayor aumento entre los distritos más grandes de Colorado, a 76.4 por ciento en 2020, antes de bajar un poco el año pasado.

El distrito de las Escuelas Pública de Aurora abrió centros universitarios y vocacionales en cada high school como parte de una estrategia para mejorar la tasa de graduación y los resultados de la educación postsecundaria.

Las intervenciones con frecuencia tienen que ver con “enseñarles cómo ser un estudiante de high school”, mantenerse organizados y pedir ayuda a sus maestros, dijo Susannah Halbrook, una intervencionista de noveno grado con Zero Dropouts.

En Greeley, la intervención temprana significa dar seguimiento a los estudiantes de noveno grado para crear planes individuales que los ayuden a evitar el fracaso.

“Hace años, la mayoría de nuestros recursos se invertían en estudiantes que ya tenían tres o cuatro efes en su expediente académico”, dijo Deirdre Pilch, superintendenta de las escuelas de Greeley-Evans en el Distrito 6.

Ahora, dijo, “tan pronto una calificación empieza a bajar a D, intervenimos”.

Ayuda cuando se necesita

Andy Tucker, director de preparación postsecundaria y laboral en el departamento estatal de educación, dijo que ha visto a distritos ser “mucho más intencionados” en el trabajo de equidad, “en incluir a aquellos estudiantes que quizás caigan en esas brechas”.

Greeley, por ejemplo, promueve su programa de verano enfocado en niños hispanos, el subgrupo con menos probabilidad de graduarse.

A Saul Sanchez, de 18 años, lo invitaron a unirse después de que reprobara algunas clases su primer año de high school. Dudaba que terminaría la escuela.

“No me gustaba la escuela para nada”, dijo Sanchez, quien se acaba de graduar de Northridge High School en Greeley. “Odiaba el hecho de tener tarea”.

Consejeros y otras personas intentaban preguntarle cómo andaban las cosas cuando no le iba bien, pero Sanchez no creía que les importara.

Pero el Programa de Recuperación para Estudiantes le abrió los ojos. Recibió ayuda para ponerse al día con sus créditos. Los consejeros dieron seguimiento a su progreso.

“Siempre estaban encima de mí”, dijo. Le preguntaban si se había acordado de entregar sus tareas o estudiar para exámenes. “En ese entonces pensaba que era una molestia que siguieran insistiendo”.

Pero en algún momento durante su experiencia escolar, Sanchez se dio cuenta de que era todo para su beneficio. Y se hizo amigo de los otros estudiantes, quienes se ayudaban entre ellos. Sanchez se convirtió en el estudiante a quienes todos acudían para pedir ayuda con matemáticas. La ayuda mutua rindió frutos. Casi todos los estudiantes de último año en el programa se graduaron.

Preparándose para el futuro

Otro factor quizás sea que más estudiantes están tomando cursos que ofrecen créditos tanto de high school como universitarios. Los cursos pueden ofrecerse en un colegio comunitario o universidad, o en una high school. Los distritos escolares cubren los costos.

Conocido como matriculación simultánea, este programa reemplazó opciones más limitadas en 2009. Datos demuestran que más estudiantes de todos los grupos están tomando cursos de matriculación simultánea, pero es menos probable que los estudiantes hispanos aprovechen el programa en comparación con los estudiantes blancos.

Alexandra Reyes Amaya, quien se graduó de Hinkley High School en Aurora en 2020, dijo que el programa le dio la seguridad de que estaba preparada para la universidad. Pero solo se enteró del programa a través del hermano mayor de una amiga, apenas con suficiente tiempo en su último año de high school. Tomó clases por la noche para incluir más en su horario.

Ahora, ya en la universidad, está en camino a graduarse un año antes.

Pero la universidad solo es una vía hacia el éxito, y los distritos deseosos de mantener a los estudiantes interesados en regresar a la escuela también están ampliando oportunidades para cursar estudios vocacionales y técnicos.

Chavez de la fundación de becas advirtió que los mensajes que dicen que la universidad no es para todos están limitando el progreso de los estudiantes latinos.

“Se han enfocado y escuchado muy desproporcionadamente entre los adolescentes negros y latinos”, Chavez dijo. “Quizás ganen un buen salario, pero los están limitando de una carrera con mayores ingresos potenciales. Realmente los están limitando de un puesto donde tomen decisiones, un puesto de liderazgo”.

Cambiando las definiciones del éxito

El aumento en las tasas de graduación también refleja una reevaluación de cómo las escuelas definen el éxito. Varios distritos escolares han estado considerando nuevamente lo que se necesita para aprobar una clase. Conocidas en conjunto como la calificación basada en estándares, nuevas pautas animan a los maestros a que tomen en cuenta toda evidencia del aprendizaje de un estudiante.

Mark Cousins, un director regional con Zero Dropouts y exdirector de una high school en Greeley, dijo que con frecuencia habla con maestros que no otorgan ningún crédito por tarea que reciben tarde. Cree que dar un crédito parcial disminuye la probabilidad de que el estudiante fracase.

“¿Me estás diciendo que una tarea no vale nada?” Cousins dijo.

Algunos distritos han creado opciones que establecen una meta diferente, a veces menos alta, para que los estudiantes se gradúen. Colorado no requiere que los estudiantes tomen un examen para graduarse, como lo hacen otros estados. En lugar de eso, cada distrito puede establecer sus propios requisitos de graduación.

Para la generación que se graduó en 2022, el estado amplió la meta al requerir que los distritos demuestren que sus estudiantes dominan el inglés y las matemáticas. Como evidencia, los distritos pueden usar múltiples factores, como los resultados del SAT, la aprobación de un curso universitario o un proyecto estudiantil.

Thompson y Pueblo crearon nuevas opciones para que sus estudiantes obtengan su diploma de high school. Desde el año pasado, Thompson ha estado permitiendo que sus estudiantes se gradúen con menos créditos optativos si ya aprobaron los requisitos principales, como inglés, matemáticas y ciencias.

“Igual sabemos que estamos proporcionando un diploma sólido”, dijo Theo Robison, director de estudios secundarios en Thompson.

Los diplomas de Pueblo requieren la misma cantidad de créditos, pero diferentes clases, como un curso técnico de matemáticas, para ciertas carreras profesionales.

“Solo son diferentes vías que llevan al mismo camino”, dijo Charlotte Macaluso, superintendenta del distrito escolar de Pueblo.

Sin embargo, a algunas personas les preocupa que las escuelas estén aprobando a los estudiantes sin educarlos bien, solo para mejorar las tasas de graduación.

“Reducir los estándares es algo que se ha hecho a lo largo del tiempo”, dijo Joe Molina, un defensor latino en el norte de Colorado. Dice que cuando se graduó en 1992, solo podía leer a nivel de tercer grado, y luego aprendió más por sí solo. “¿Realmente estamos proporcionando más oportunidades?”

Un factor que los líderes escolares toman en cuenta para asegurar que sus avances sean reales son las tasas de estudiantes que toman clases compensatorias. En Colorado la tasa de estudiantes universitarios hispanos que necesitaron clases compensatorias disminuyó 16 puntos porcentuales al 43.8 por ciento.

Permitir que los estudiantes visualicen varias posibilidades para su futuro los ayuda a seguir participando y en camino a graduarse, dijo Jordan Bills, una consejera en los centros vocacionales de Aurora. Bills ha llevado a estudiantes para que visiten universidades y los ha conectado con profesionales o con reclutadores militares. También ha ayudado a las familias para que sepan sobre las diversas formas de pagar por la universidad.

“Nuestro trabajo es reducir la brecha de los conocimientos”, Bills dijo. “Tiene que haber un poco de autonomía y opciones, darles más, la autonomía de ser quienes conducen su vida”.

Jordan Bills, la consejera en William Smith High School en Aurora, habla con Eli Garcia, de 17 años, centro, y Jeffrey Forbis, de 18, derecha, mientras los dos estudiantes se preparan para asistir a la Universidad de Colorado el próximo otoño.

La pandemia presenta nuevos desafíos

Con vistas al futuro, lo que más les preocupa a los líderes de los distritos son los estudiantes ausentes y desinteresados.

“El principal factor que ahora estamos tratando de entender familia por familia es por qué un estudiante se ausenta continuamente”, dijo Munn, el superintendente de Aurora. “Estamos escuchando más y más que ‘están trabajando’, o que están cuidando a alguien mientras sus parientes trabajan”.

Charlotte Ciancio, superintendenta del distrito escolar de Mapleton, está pensando en ofrecer aprendizaje virtual o híbrido para estudiantes que ya no consideran valioso pasar todo el día sentados en un salón de clases.

“¿Es un día escolar la cantidad adecuada de horas?” Ciancio dijo.

En Pueblo, la superintendenta Macaluso dijo que los estudiantes que estaban viviendo en la pobreza ahora también deben lidiar con el aislamiento, el trauma, el dolor y la pérdida.

“Cuando ya estás enfrentando dificultades, esas cosas tienen un gran impacto”, dijo.

“Todos se han visto afectados, de una u otra forma”, Molina dijo, lo cual afecta la forma como los estudiantes participan en su educación. “Hay mucha gente sin esperanza y solo tratando de vivir en el momento”.

Marisa Beltran se benefició al estudiar en un ambiente escolar más alentador que el de sus padres, pero igual tuvo que buscar oportunidades por sí misma.

Avanzando

En medio de ese desafío diario, el avance académico continuo en general es difícil de apreciar. Pero es evidente en historias individuales.

Rosa Beltran dijo que está orgullosa de sus tres hijos, incluidos dos que fueron a la universidad.

“Mi mamá fue la que presionó a mi papá para que viniera a los Estados Unidos, ese fue su sacrificio por nosotros”, Beltran dijo. “Yo sacrifiqué mucho al no poder estar tanto con mis hijos porque tuve que trabajar”.

“Ahora es solo este orgullo que llevas contigo. Mis esperanzas para ellos son que tengan una carrera para que puedan mantener a sus familias y no tengan que preocuparse”, dijo. “Que tengan un trabajo estable y [que] tengan seguro. Mis padres siempre se tuvieron que preocupar. Mi esposo y yo siempre nos tuvimos que preocupar”.

Esos sacrificios y esperanzas son el motor que impulsan lo que los estudiantes llaman “ganas”: su fuerza de voluntad.

“Si no fuera por los sacrificios de mis padres, no estaría aquí”, Marisa Beltran dijo. “Por eso me aseguraré de que todo su trabajo no haya sido en vano”.

Yesenia Robles es una reportera de Chalkbeat Colorado dedicada a cubrir temas sobre los distritos K-12 y la educación multilingüe. Comunícate con Yesenia enviándole un mensaje a yrobles@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.

2021-12-13T15:01:00+00:00

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?

2022-05-06T20:00:44+00:00

¿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.”

Mamás latinas en Boulder abogan a favor de la equidad en clases avanzadas

2023-08-30T16:00:00+00:00

Chalkbeat Colorado es un noticiero local sin fines de lucro que informa sobre las escuelas públicas en Denver y otros distritos. Suscríbete a nuestro boletín gratis por email en español para recibir lo último en noticias sobre educación dos veces al mes.

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Cuando Adriana Paola y su familia llegaron a Boulder en 2017, a su hijo, quien estaba iniciado sus estudios de high school, le encantaban las matemáticas.

Poco a poco, Paola vio cómo la pasión de su hijo por la materia fue desapareciendo, y se dio cuenta de que su clase de matemáticas era demasiado fácil. Así que fue con su hijo a la oficina del consejero escolar y le pidió que lo inscribiera en una clase más avanzada.

Recuerda que el consejero cuestionó su solicitud, diciendo que su clase era “la clase donde van los latinos”. Tuvieron que hablar con el director de la escuela para que les aprobaran su pedido. Cuando empezó a tomar la clase avanzada de matemáticas, su hijo notó que era uno de solo dos estudiantes latinos.

Paola recuerda la experiencia como un shock para ella y su familia.

“Allí fue como nuestra primera alerta de decir que el sistema está mal”, dijo. “Veíamos que no había equidad”.

Esfuerzos para inscribir a más estudiantes de color en Colorado en cursos avanzados a veces se enfocan en animar a los estudiantes para que vean su propio potencial. Las experiencias de estas mamás de Boulder muestran cómo el prejuicio de los educadores puede moldear las oportunidades de los estudiantes.

Un informe reciente de un grupo de distritos escolares del nordeste de Colorado que recibió un subsidio estatal para aumentar la diversidad de las clases avanzadas encontró de manera similar que muchos de los maestros subestiman las habilidades de los estudiantes.

Además, obtener acceso a cursos avanzados en high school puede ser un factor importante para entrar a la universidad, estar preparados para ella, y hacer que los estudiantes se sientan seguros de que pueden triunfar.

Los padres señalan problemas sistémicos

En años recientes, Paola ha conectado con otras mamás hispanas cuyos hijos han tenido experiencias similares en múltiples high schools en el distrito.

La hija de Noemi Lastiri llegó a su clase avanzada de ciencias el primer día del año escolar pasado y el maestro le preguntó si estaba en la clase equivocada. En otra clase, a su hija la sentaron junto a los pocos estudiantes latinos que había, y le dijo a su mamá que cuando levantaban la mano nunca los elegían para hablar.

Las cosas cambiaron cuando otra compañera latina se salió de la clase, frustrada, y fue directamente a la oficina de la escuela para quejarse.

Algunas mamás dicen que maestros o administradores escolares les han dicho que sus hijos con autismo o TDAH (trastorno por déficit de atención e hiperactividad) que necesitan apoyo no pueden recibir ayuda en clases avanzadas. Si los padres creen que sus hijos necesitan ayuda adicional, les han dicho que pueden obtener tutores privados fuera de la escuela o poner a sus hijos en clases de educación general.

Recientemente, han estado compartiendo sus experiencias públicamente, y quieren que el distrito haga cambios.

“No es que unos niños puedan y otros estudiantes no puedan”, Paola dijo. “Cualquiera podría usar esas clases si realmente se les motivara y tuvieran un acompañamiento, que realmente hubiera una estructura de apoyo, especialmente para los estudiantes que menos han podido acceder estas clases”.

Los representantes del Distrito Escolar del Valle de Boulder dicen que, mientras que no pueden responder a casos individuales, empezaron a escuchar historias similares recientemente y están haciendo cambios.

“Es absolutamente doloroso. Es absolutamente inaceptable que estudiantes estén teniendo estas experiencias”, dijo Lora de la Cruz, superintendenta adjunta de asuntos académicos para el distrito de Boulder. “Lo que estamos observando aquí no concuerda con nuestros valores como distrito, nuestros valores como una comunidad”.

De la Cruz dijo que después de escuchar sobre los problemas que los estudiantes latinos han tenido para entrar a clases avanzadas, o para obtener apoyo cuando ya están inscritos en ellas, los líderes del distrito están implementando una nueva iniciativa de capacitación para los maestros.

Los maestros de Boulder usualmente cuentan con muchas oportunidades de capacitación para elegir, incluidas clases sobre prácticas culturalmente sensibles, pero este otoño fue la primera vez que los maestros estarán obligados a aprender cómo crear entornos inclusivos en sus salones para que todos los estudiantes sientan que pertenecen.

“Conforme nos vamos enfocando en nuestro trabajo sobre lo que vamos a cambiar, sobre lo que vamos a ir desarrollando en nuestra enseñanza [para] fortalecer un ambiente y una cultura positiva en nuestros salones y escuelas, decidimos que queríamos enfocarnos aún más en el aprendizaje profesional”, de la Cruz dijo.

A los padres les alegra que el distrito esté enfocándose en todos los maestros. A muchos les preocupa que los problemas que sus hijos han vivido empiecen desde la edad temprana.

“Los alumnos van recibiendo mensajes. Desde que ingresan en el kínder, van recibiendo esos mensajes de lo que pueden hacer y lo que no pueden hacer”, Anna Segur dijo. Su hijo, quien está en high school, ya no está interesado en tomar clases avanzadas, a pesar de que ella lo anima, debido a una mala experiencia que tuvo en años anteriores. “No es problema de inteligencia”.

El plan estratégico del distrito destaca la necesidad de equidad

De la Cruz señala el plan estratégico actual del distrito, el cual hace un llamado a implementar varios esfuerzos para cerrar la brecha del logro entre los estudiantes blancos y los estudiantes de color. Debido a esos objetivos, el distrito cuenta con un sitio web público que da seguimiento a los datos sobre brechas educativas. Uno de esos es cuántos estudiantes están inscritos en cursos avanzados, combinando cifras de clases como las de honores, colocación avanzada, inscripción simultanea y otras. Los cursos de inscripción simultánea les dan a los estudiantes créditos universitarios a la vez que cuentan para los requisitos de graduación de high school.

Actualmente, el tablero informativo muestra que el 14.7 por ciento de los estudiantes inscritos en cursos avanzados son hispanos, mientras que constituyen el 20 por ciento de la población estudiantil total del distrito. Los estudiantes negros también se ven subrepresentados, mientras que los estudiantes blancos y asiáticos se ven sobrerrepresentados.

Datos adicionales proporcionados por el distrito muestran que del año escolar 2021-22 al año escolar 2022-23, el porcentaje de estudiantes hispanos en clases de colocación avanzada (AP, por sus siglas en inglés) o bachillerato internacional (IB, por sus siglas en inglés) en realidad ha disminuido. Pero al mismo tiempo, muchos más estudiantes hispanos tomaron clases de inscripción simultánea u otras clases avanzadas, compensando por la reducción en clases de AP y IB.

La cantidad de estudiantes que tomaron clases de inscripción simultánea fue 1,143 en 2022-23, casi el doble de la cantidad en 2021-22. El porcentaje de estudiantes hispanos que participan en esas clases aumentó del 10.9 al 11.8 por ciento el año escolar pasado.

El distrito promociona esas mejoras como resultados iniciales de un nuevo proyecto enfocado en que todos los estudiantes tengan algo que acompañe su diploma de high school. Ese algo puede ser un crédito universitario, experiencia laboral, certificados de industrias o un sello de bilingüismo.

“Sabemos que todos nuestros estudiantes son brillantes y muy capaces y tienen el potencial de alcanzar sus objetivos”, dijo Bianca Gallegos, directora ejecutiva de colaboraciones estratégicas para el distrito del Valle de Boulder. “Estamos muy emocionados de poder abrir vías y oportunidades para todos los estudiantes con un enfoque específico en asegurar que estemos abriendo vías, oportunidades para estudiantes latinx, hispanos, latinos y estudiantes que cumplan requisitos para [recibir] almuerzos gratis y a [precio] reducido”.

El distrito quiere tener más estudiantes que participen en el programa estatal de quinto año de high school, llamado ASCENT, el cual permite que los estudiantes obtengan un título asociado junto con su diploma. Otro objetivo del proyecto es que el 35 por ciento de los estudiantes de high school tomen un curso de inscripción simultánea este año y que las características demográficas de esas clases sean más parecidas a las del distrito.

Lastiri dijo que estaba contenta de escuchar que el distrito esté haciendo cambios y esforzándose por mejorar las cosas. Su hija, quien es una estudiante de segundo año que se cambió de high school en el distrito, está teniendo una mejor experiencia hasta ahora este año escolar.

Está tomando dos clases avanzadas este semestre.

Con respecto a los cambios, dijo: “nunca es tarde”.

Yesenia Robles es una reportera para Chalkbeat Colorado, cubriendo distritos escolares de kindergarten a 12º grado y la educación multilingüe. Comunícate con Yesenia por correo electrónico a yrobles@chalkbeat.org.

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

2022-10-13T23:33:26+00:00

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.”

Dual credit courses growing in Illinois, but students of color less likely to take them, report says

2023-12-08T12:59:53+00:00

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To help students get a head start with college credits without having to pay college tuition, Zion-Benton Township High School District 126 lets its students take college-level courses on everything from history and political science to culinary arts and cybersecurity.

The courses are a part of the small suburban district’s dual credit program, in which the district’s two high schools partner with College of Lake County to offer courses to students. And there’s significant demand for it: Melissa DiGangi, executive director of academic excellence at District 126, said that the district set up the program because more than half of its students say that they want to attend a two- or four-year college after high school.

“We can provide that first college experience in a safe supportive learning environment,” said DiGangi.

Zion-Benton is far from alone. Due to recent changes in state law in 2021, Illinois high schools were encouraged to expand their dual credit courses. And the share of students who are taking these advanced classes has been on the rise over the past several years: Participation in dual credit courses grew from 10.2% of high school students in the 2017-18 school year to 14% for 2021-22, according to a recent report from the Illinois Workforce and Education Research Collaborative.

A separate Chalkbeat analysis of Illinois’ high school students’ participation in dual credit courses between the 2017-18 and 2022-23 school years also found disparities in participation rates between different student demographics

However, the report also found that in Illinois, students of color, students from low-income families, and English learners do not have the same level of participation in dual credit courses as their white, Asian American, and affluent peers. (The report was funded by the Joyce Foundation, which provides funding to Chalkbeat.)

Even within school districts, on average, white and Asian American students have higher participation rates than other racial and ethnic groups, students with disabilities, English learners, and those from low-income families the report found.

Sarah Cashdollar, the report’s author, said that often when schools take steps to expand access, participation increases but gaps along racial and socioeconomic lines tend to widen. She said there are benefits for all students taking advanced coursework in college, but they can be especially helpful for students of color and low-income students.

“There is some evidence suggesting that impacts are especially beneficial for students who historically have been underrepresented as college attendees and college graduates,” said Cashdollar.

Meg Bates, director of Illinois Workforce and Education Research Collaborative, said one reason for disparities could be that school counselors and teachers used to frequently recommend to students that they take advanced courses. Since state law changed in 2021 to automatically enroll students in advanced courses, those disparities might change, but it is too early to tell, Bates said.

State law requires public universities and colleges to accept the credit if a student passes the course. For students from low-income families, this could help them save money on college tuition or prevent them from borrowing student loans. Research also shows that high school students who take college level courses are more likely to attend college in the future.

The report found some bright spots in the state’s participation data between school years 2018 to 2022. For instance, participation rates for Native American, Latino, and English learners grew over that time.

Cashdollar’s research also uncovered a geographic divide. On average, school districts in southern Illinois had a large number of students participating in dual credit courses in comparison to districts in Northern and Central Illinois. Also, there was higher participation in districts located in rural areas and towns than in urban and suburban districts.

State data indicates Chicago Public Schools, the state’s largest district, offers fewer dual credit courses than Advanced Placement courses. A spokesperson for the district said CPS is working to expand opportunities to advanced courses for all high school students, but it is easier for the district to offer Advanced Placement courses.

“There are significant cost and instructional preparation differences between AP and Dual Credit courses with AP courses being more accessible, established, and affordable and still offering students more depth and rigor than traditional high school classes,” said the spokesperson.

Through partnerships with community colleges, high schools can offer dual credit courses in multiple models.

Dual credit courses can be taught by qualified high school teachers, college professors, or college adjuncts at a local high school, on a college campus, or virtually. “In Illinois and nationally, over two-thirds of (dual credit) students attend courses located within their high schools,” the report says.

Sometimes high school teachers are teaching dual credit courses and are labeled as “adjunct college professors.”

DiGangi said that finding teachers with a credential to teach a dual credit course is difficult for school districts. To teach dual credit, a teacher may need to go back to school for additional graduate-level credentials.

“For a math teacher that teaches AP Calculus, they don’t need that,” said DiGangi. “For a math teacher to teach dual credit math, they need to get around 18 graduate hours of mathematics coursework completed.”

Right now, Zion-Benton is working with the College of Lake County to prepare an educator to teach a dual credit math course next fall.

In the past, the district worked to credential three teachers to teach dual credit courses in English and History. Providing these opportunities is easier when school districts partner up with local community colleges.

Zion-Benton’s community college partner, College of Lake County, has found that dual credit courses can be beneficial to institutions of higher education as well. For example, students are more likely to return to the college where they took classes in high school.

The community college with five locations throughout Lake County, works with 24 schools, and provides dual credit courses to about 3,000 high school students.

Sarah Stashkiw, the director of P-20 educational partnerships at Colleges of Lake County, said that of the class of 2022 seniors who took a dual credit course, 30% of those students came back to take at least one course from the community college.

“The more early exposure we can give students to a college experience and college coursework, the more likely they are to be successful long term,” said Stashkiw.

Samantha Smylie is the state education reporter for Chalkbeat Chicago covering school districts across the state, legislation, special education and the state board of education. Contact Samantha at ssmylie@chalkbeat.org.

How Indianapolis-area students can earn college credit in high school

2023-12-07T16:10:41+00:00

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This article was originally published by WFYI.

More than a decade ago, only a quarter of Marion County public high school graduates earned college credit. Today, over half of all graduates earn dual credits from Indiana public colleges during their high school years.

The growing popularity of dual credit comes as the price tag of a secondary degree is questioned by debt-averse students, and Indiana’s college-going rate is stuck at the lowest point in a generation.

In Indianapolis, the number of high schoolers going directly to college after graduation fell to about 47 percent in 2021, according to the most recent state data.

Before the COVID-19 pandemic, more students than ever were choosing to earn several types of advanced credit that count toward their graduation and can not only streamline the transition to higher education but cut the bill. Nearly 63 percent of Indiana high schoolers who graduated in 2021 had some type of college credit, a slight dip from the previous year.

In the next four years, state education leaders want to ensure that every Indiana high school provides students the opportunity to earn 30 core college credits, covering essential subjects like English composition, introductory biology, and chemistry. That’s called the Indiana College Core — a certificate earned by completing a set of coursework that can be transferred between all Indiana public colleges and universities and some private ones. Today more than 220 high schools offer it.

Proponents of College Core say it’s working. Over 1,800 students from the class of 2021 graduated with the Indiana College Core, and 90 percent of those students went on to attend college.

Those students could also save on the price of a degree. The Indiana Commission for Higher Education estimates the average cost for a year at a state public college at $22,000.

Students can still take classes for transferable college credit that work towards earning the Indiana College Core without taking all 30 credits needed to earn the certificate.

Michael Hansen with the Brookings Institution says many people are rethinking the purpose of college credit — including how it could be a pathway to enrolling in and completing college.

“I think, for many students, it does show them that maybe college isn’t that challenging, after all,” Hansen said. “I think some students just sort of tell a story about their academic ability during school, and they just feel like college is not for me, and so I’m not even going to try.”

High schools in Indianapolis provide various dual credit programs, with some large traditional schools like Crispus Attucks High School in Indianapolis Public Schools and Lawrence North in Lawrence Township, reporting around 68 percent of graduates earning credits, according to most recent state data.

Here’s how two Indianapolis high schools provide programs for students to earn college credits and, for some, even a chance at an associate’s degree.

Earning credit on a college campus

Rhymz Johnson is a junior at GEO Next Generation High School. He’s been at GEO since he was a freshman. He arrives at the school in the Meadows northeast side neighborhood every weekday morning around 8:30 a.m. A little bit later, he gets on a bus.

Johnson and two other classmates are headed a few miles to Ivy Tech Community College. It’s the first day of a new term in October.

Rhymz Johnson is a junior at GEO Next Generation High School. Johnson attends classes each day at Ivy Tech Community College as part of a program to earn credit or an associate degree that can transfer to an Indiana college or university.

Johnson, 17, said he feels more like a college student than a high schooler. This semester, he only has one class at the charter high school. The rest of his classes are at Ivy Tech, like the design technology class today.

“Every year since freshman year, I’ve basically had more college classes than high school classes,” he said about the Ivy Tech courses that also satisfy his graduation requirements.

Kevin Teasley, the founder of GEO Academies, said getting students on campus to take classes prepares them for the experience of navigating and learning at college.

“So they walk away with not only a bunch of credits, saving themselves and their family a bunch of money, but they walk away with a lot of experience,” Teasley said. “That’s the key. So if they get an associate’s degree, fantastic. But what we really want them to get is that life experience of going off to college.”

Teasley opened a Gary charter school in 2005. The goal was initially to thwart the high dropout rate in the Northwest region. What he found was a way to connect students with post-grad opportunities.

Now two GEO schools in Gary offer dual credit programs at local colleges. At Gary Middle College, aimed at non-traditional students, nearly 80 percent of graduates reported employment or college enrollment a year after graduation in 2020, according to the most recent data available.

The GEO Next Generation High School Indianapolis opened in 2020 and it offers the Indiana College Core. About 180 students are enrolled at the 7-12 grade school, according to state data. In 2022, 85 percent of students graduated.

“We’re in the business of dropping all barriers,” Teasley said. “We want our students to succeed. So if we have to provide transportation we do. We do pay for the tuition. We do buy the textbooks. We do provide academic and social supports. It’s a complete approach.”

The cost per credit hour for part-time students at Ivy Tech is $170.

Multiple times each day a bus transports students from GEO Next Generation High School on the city’s north east side to the campus of Ivy Tech Community College.

For Johnson, the experience at GEO Academy led him to reconsider a plan to take off time after high school.

“I think I’ll just go ahead and stick to it and just take another year at Ivy Tech, at least to try to get my associate’s degree,” he said.

Now, Johnson is considering transferring to a four year university after getting his associates to major in engineering.

College classes at your high school

Ben Davis University is a three-story building just outside the I-465 loop west of downtown. From the outside, it appears to be a traditional high school but is a partnership between the Metropolitan School District of Wayne Township and the public Vincennes University.

The curriculum is designed for students to earn a diploma and associate’s degree to ease the path to a four-year college. Students take classes to complete one of four degrees and career paths: liberal arts, business management, information technology, and health careers.

The school district covers all the costs.

Gift Akintomide is a junior who picked IT as her focus. She said the smaller, more intimate educational environment at BDU led to her choosing the school over other options. About 390 students are enrolled at the 10-12 grade school, according to state data.

“There’s a lot fewer people [at BDU] than at other high schools. So you feel like you’re getting a tailored education and you have a more personal relationship with your teachers and your peers,” said Akintomide. “But I will say that the early college did draw me in as well. There are opportunities to grow from it.”

BDU students take college classes every other day from a Vincennes University adjunct professor. This semester, Akintomide is taking an advanced computer science class.

She chose IT because it’s a growing field and the skills she’s learning now will be transferable to whichever career path she lands on.

Vincennes counselors are also in the building to help students stay on track for their degree completion. Akintomide says she learned that if you collaborate with teachers to understand the college coursework, “you will excel.”

In 2022, 100 percent of students graduated. In 2021, nearly 95 percent of graduates reported they were employed or enrolled in college after graduating a year earlier.

Wayne Township offers other dual credit options outside of Ben Davis University. The Early College Career Center at Ben Davis High School offers a program for students to earn their diploma and associate degree in pharmacy technology, culinary arts, or precision machining.

Ben Davis University is part of the Metropolitan School District of Wayne Township. Through a partnership with Vincennes University students can earn an associate degree when they graduate with their high school diploma.

“Wayne Township has always had pathway options for students so that they can individualize what they want to do during high school and what they want to do after high school,” said Rebecca Daugherty-Saunders, the district’s Director of College and Career Readiness. “We definitely have seen a growing trend of interest in career certification programs. And so we’re adapting to meet the needs of our students.”

The Area 31 Career Center, also based at Ben Davis High School, offers credentials in welding, cosmetology, and supply chain management. Students get school credit for hands-on work experience.

Akintomide, the junior at Ben Davis University, hasn’t nailed down exactly what she wants to do for her career but wants to go into the medical field. She is considering a major in bioengineering on a pre-med track and then continuing to medical school.

“I think it gave me an idea of what college is. I may not be like physically in an actual college. but it does let me know how the structure works,” Akintomide said about the school. “I also get to talk to the professors, and they let me know how it is at Vincennes University.”

Contact WFYI Marion County education reporter Sydney Dauphinais at sdauphinais@wfyi.org.

How the delayed FAFSA is impacting a new mandate for Indiana students

2023-12-07T11:00:00+00:00

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It’s the first school year that Indiana students are required to fill out the Free Application for Federal Student Aid, known as FAFSA. But they still don’t have access to the form.

The FAFSA is typically released in October. But this year, its release has been delayed as the federal government works on a new version that’s supposed to be easier and quicker to fill out. It’s now expected to be out by the end of the month.

All that change means it’s even more important for resources to reach every student individually, school leaders said.

The FAFSA is how students are considered for federal financial aid such as grants, loans and scholarships as well as some aid from states and individual colleges. Students can also access funds for a Next Level Jobs Workforce Ready Grant for a short- or long-term credential by filling out the form.

The new statewide requirement, which has some exceptions, is part of an effort by state leaders to boost Indiana’s college-going rate, which stood at about 53% for the Class of 2021, the latest data available. That’s roughly the same percentage as for the Class of 2020, although it declined for several years before that.

Filling out the FAFSA is considered an indicator of college-going, and nearly 48% of students in Indiana’s high school Class of 2023 completed the form, per a state dashboard. But the FAFSA delay could create a time crunch; of those students who completed the FAFSA, roughly 60% filled out the form by Dec. 31.

What families need to prepare for the FAFSA

One big change is when students and parents create their Federal Student Aid ID, which serves as a digital signature students need for the FAFSA

As part of creating the ID, they submit personal information to be verified, and the ID can take one to three days, said Bill Wozniak, vice president of communications and student services for INvestEd, which provides free FAFSA help in-person and via phone.

In the past, students and parents could create their FSA ID before sitting down to fill out the FAFSA or at the same time, but the latter is no longer an option, Wozniak said. So families need to have the ID ready before they start the form.

“It really launches the whole process,” said Rebecca Daugherty-Saunders, director of college and career readiness for the Metropolitan School District of Wayne Township.

School leaders and others are telling students to create their FSA IDs now. Otherwise, for example, families might come to a FAFSA event in the spring expecting to complete the FAFSA there with experts to help them, but won’t be able to because they don’t have an ID ready to go.

How sports and free dinners help schools boost FAFSA completion

In years past, Wozniak said INvestEd would hold roughly half of its FAFSA events before the new year, in part because there’s typically a group of students who wanted to fill out the form around the time when college applications are due.

Plus, College Goal Sunday, a free event to help families fill out the FAFSA at locations across the state, is typically in October and in February. But this school year, it’s only on Feb. 25, 2024, said Wozniak, who serves as the event’s co-chairperson.

Still, INvestED has more than 900 events scheduled this year at high schools across the state, including ones this semester about the FSA ID and general information.

And districts including Warren and Wayne townships received the College Matters grant to increase college enrollment in Marion County; they are using it to help students fill out the FAFSA.

Both Ben Davis and Warren Central have added experts and support staff from universities and community groups to answer questions and work with students and families on the FAFSA. District leaders said they are looking for ways to make it as easy as possible for families.

At Warren, that means having people available to help before and during the school day at the district’s community resource center, in addition to the evening sessions for filling out the FAFSA.

It also means ensuring there is FAFSA information at events families attend, such as athletic competitions, said Laura Butgereit, coordinator for college and career readiness, school counseling, and family engagement for the Metropolitan School District of Warren Township.

At Ben Davis, the Indianapolis Urban League is providing hot meals for families during the FAFSA nights. That makes it easier for families to attend, Daugherty-Saunders said: “We’re taking time away from families outside of school. It’s their dinner time.”

Reaching all students can be difficult in a high school as big as Ben Davis, but it’s crucial, Daugherty-Saunders said. She added that teachers and counselors both work to reach seniors about their postsecondary plans.

Butgereit agreed that reaching each student is crucial to the new FAFSA mandate’s success.

“It’s going to come down to our counselors [and] support people working through all the seniors,” she said.

MJ Slaby oversees Chalkbeat Indiana’s coverage as bureau chief. She also covers access to higher education and Warren Township Schools. Contact MJ at mslaby@chalkbeat.org.

Chicago Public Schools students are taking longer than four years to finish college: report

2023-12-05T11:00:00+00:00

Most Chicago Public Schools students take five years or longer to finish college, according to a new report from the To&Through Project at the UChicago Consortium on School Research.

The report — titled “The Four Years Fallacy” — analyzed CPS students who graduated in 2015 and enrolled in college the following year. It found 30% finished their degree in four years, but when looking at college completion rates within six years, the rate climbs to 50%.

Most students — roughly 67% — finished their degree in five years, after one or two extra semesters, while 12% took longer. About 15% finished in four years, exactly eight terms, and 4% finished early.

Jenny Nagaoka, deputy director of the UChicago Consortium and senior advisor for the To&Through Project, said college graduation rates are most commonly reported by the federal government and higher education institutions as six-year rates, but that’s not how students and families think about college when they’re applying.

“The problem is that we call them four-year colleges,” Nagaoka said. “If I’m on a two-hour flight, and if it arrives three hours later and that’s considered on time, I’m going to be pretty unhappy.”

The report did not look at the reasons why students took longer, and the authors said there are many valid reasons students take more time. However, the report points out that taking longer than four years to complete a degree can create financial burdens, including more student debt, and can delay the start of one’s career and earnings.

When looking at a student’s race and gender, disparities in college completion emerge.

Young Black men are least likely to finish their degree in either four or six years, followed by young Black women and young Latino men. Young white and Asian American women have the highest college completion rates, followed by their male counterparts, according to the report.

“We’re seeing a lot more first-generation college students, a lot more low-income students, and we’re seeing more students who are going to college are racially diverse,” Nagoaka said. “What colleges need to do to make sure that students are successful has changed considerably.”

Brian Harris, Director of College Pathways with Chicago Public Schools, said it’s important not to “negatively stigmatize taking six years to finish college.”

“Our focus is on our students’ success in general as opposed to doing it within a specific amount of time,” Harris said.

CPS has a curriculum for all sixth through 12th grade students to help them think about their future careers and how to navigate college applications and enrollment, as well as prepare them academically to be successful in college classes, Harris said.

But once they’re on a college campus, that extra guidance and help can fade away.

“So much of persistence and completion is connected to the type of support they get on the college level,” Harris said.

He pointed out that the district has had a partnership with more than a dozen local universities and colleges since 2014 aimed at collaborating on the question of how best to support CPS students.

“We talk about financial aid, we talk about admissions policies, we talk about student affairs policies,” Harris said. “We have a pretty open line of communication with higher ed institutions in hopes that we get feedback on: How can we best prepare students for success at your institution?”

“And on the flip side, here’s what we’re hearing from our students in higher ed institutions. This is what our students need in order to be successful at your institution,” he said.

Harris noted that the data in the report looks at the Class of 2015 and said district officials anticipate seeing improved four-year and six-year college completion rates in the coming years.

Becky Vevea is the bureau chief for Chalkbeat Chicago. Contact Becky at bvevea@chalkbeat.org.

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.

‘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

CUNY sees ‘enormous’ October application spike, as efforts to boost enrollment continue

2023-11-20T21:47:21+00:00

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An effort to bolster enrollment numbers at the City University of New York is seeing early signs of success, as the number of prospective students applying to schools in the system more than quadrupled last month.

Applications for the fall 2024 semester reached nearly 41,000 in October — a roughly 386% jump from the same time last year, when 8,420 students had applied, CUNY officials said last week.

Of those, more than 34,000 applications — or roughly 83% — came from New York City public school students.

The figures come as both city and state officials have worked to increase enrollment in the city’s network of public colleges, which saw dramatic downturns in student numbers during the pandemic, like many institutions across the country.

Systemwide, the number of enrolled students at CUNY schools fell about 17% over the course of the pandemic, with even steeper losses at the network’s community colleges. Overall, the number of students dropped from roughly 271,000 in the 2019-20 school year to about 226,000 last school year, though preliminary enrollment data shared last month indicated that decline had begun to level off.

To combat those trends, officials sent each senior expected to graduate from one of the city’s public high schools a personalized acceptance letter indicating they had a spot at CUNY and encouraging them to apply.

CUNY’s community colleges have open admissions for high school graduates, and the letters aimed to motivate those on the fence about applying to the network’s schools.

The college system also waived application fees for all NYC public school students for the entirety of October, while eliminating the cost for other high school seniors in the state between Oct. 16 and Oct. 31. The personalized letters included information about the fee waivers, which were also promoted via social media and an ad campaign, officials added.

About 88% of applicants during October received a fee waiver, up from about 52% at the same time last year, officials said.

It isn’t the first time the city’s network of public colleges has waived application fees for local students, but this year, the move came much earlier in the application process.

Schools Chancellor David Banks said he was “thrilled” by the application figures.

“The dramatic increase in applications tells us that our students heard the message: higher education is within their reach, and we have a place for them at our city’s university,” he said in a statement. “We look forward to seeing the impact of a CUNY education on the long-term outcomes for both our students and our city.”

CUNY application spike ‘an outlier,’ expert says

Though college applications have risen across the country this year, CUNY’s October jump in applicants was “enormous, and absolutely an outlier,” said Joshua Hyman, an economics professor at Amherst College who has studied higher education.

The two policy changes at CUNY appeared to complement one another, potentially amplifying the impact that either could have on their own, he said.

“The massive outreach in the letters by themselves would have had some impact,” Hyman said. “But there would have been those students who would have been excited about this, but for whom the application fee is a real barrier.”

And even among those who can afford them, fees can discourage potential applicants, said Philip Oreopoulos, an economics professor at the University of Toronto.

“Even a small fee, where you have to whip out your credit card or you have to get your parents to do that, can cause delays, can cause like, ‘Oh, I’m going to do this later,’ and then it just never happens,” he said.

Applications were up last month even when compared to pre-pandemic figures, with the network receiving roughly 18,000 applicants as of the same time in 2018 and 2019, according to officials.

Any efforts to streamlining the application process can have significant impacts.

“When you make the process of applying easier, it can make the difference between someone going and not going,” Oreopoulos said.

Still, Hyman added, “There’s a big difference between applying and then ultimately enrolling.”

Though he expects to see enrollment increase next year after the spike in applications, Hyman said any growth would likely occur at a smaller scale.

Affordability can be major draw on whether to enroll

For students deciding whether to enroll in the network’s colleges, affordability can be a major draw.

Tuition at CUNY costs about $3,500 a semester for state residents at four-year colleges and $2,400 a semester for New Yorkers at community colleges, though roughly two-thirds of in-state students pay no tuition because of a combination of state and federal financial aid, according to the university.

Among graduates, 75% leave with no debt, officials said. CUNY forgave roughly $100 million in debt accrued during the pandemic.

With more students potentially enrolling next year, experts said it’s critical to ensure new students receive the support they need. Across the country, colleges saw more students dropping out since the onset of the pandemic, and traditionally disadvantaged students who may have been swayed to apply by CUNY’s outreach efforts could be at especially high risk.

Oreopoulos pointed to CUNY’s Accelerated Study in Associate Programs initiative as one example of strong support systems. The program offers additional financial resources, academic structure, and direct support services to students seeking associate degrees within the network — aiming to help them graduate on time.

“It’s nice to see that CUNY is doing this combination of not only trying to help more get in, but also help more stay,” he said.

Julian Shen-Berro is a reporter covering New York City. Contact him at jshen-berro@chalkbeat.org.

Chicago Public Schools graduation rates hit record high, data show

2023-10-31T19:01:51+00:00

A greater share of Chicago Public Schools students graduated last school year than in 2022, reaching a new record, officials announced Tuesday.

The graduation rate of 84% — representing students who graduated in four years — was 1.1 percentage points higher than the graduation rate for the Class of 2022, when 82.9% of high school students graduated on time. The dropout rate for the Class of 2023 was slightly higher at 9.4% than it was for the Class of 2022, which saw 8.9% of students drop out between freshman year and graduation.

Chicago Public Schools’ five-year graduation rate for the Class of 2022 — which includes students who take extra time to finish their diploma either at a traditional or alternative school — was 85.6%, 1.6 percentage points higher than for the class of 2021 when it was 84%.

District officials announced the numbers with fanfare at Walter H. Dyett High School for the Arts, with CPS CEO Pedro Martinez flanked by Mayor Brandon Johnson and joined virtually by U.S. Secretary of Education Miguel Cardona.

Martinez said the rising graduation rate was a sign that the district is continuing to recover from the pandemic, reminding the audience that the students in the Class of 2023 were freshmen as the pandemic started in 2020, followed by two school years of remote and hybrid learning.

“When you think about their last year, their senior year, was probably their most normal year, I want you to take these results and put them in that context,” Martinez said.

Cardona described the graduation rates as “promising signs for the future of education in Chicago.” He highlighted the district’s use of federal COVID relief dollars, which CPS has put toward several purposes, including covering teacher salaries and hiring more instructional staff.

The announcement came one day after Illinois state education officials released statewide data, including graduation rates that had also increased across Illinois. (The state and Chicago Public Schools calculate graduation rates differently, so Chalkbeat is unable to provide direct comparisons.)

Chicago’s graduation rate has steadily increased over time, hitting a record high in 2022 even as students have faced academic challenges connected to the pandemic. Tuesday’s announcement comes on the heels of another report that found a rising share of CPS students are enrolling in college.

Racial disparities among graduates still remain, though they are narrowing. Graduation rates increased for Black, Hispanic and Asian American students, while dropping slightly for white students — by .4 percentage points — compared to the Class of 2022. Rates also dropped for multiracial students by 5.7 percentage points.

Nearly 75% of Black boys graduated in four years, up from roughly 65% five years ago, according to district data.

Despite higher graduation rates, SAT scores dipped for the Class of 2023, to an average composite score of 914. The average score for the Class of 2022 was 927, according to district data. Separately, the district also saw slightly fewer ninth graders — 88.7% — who were on track to graduate by 2026. That’s compared to 88.8% of the class that’s one year older than them.

As the pandemic set in, the district relaxed some grading policies, as did other school systems across the nation — raising questions about how such policies may have contributed to CPS’s rising graduation rates. Martinez argued that an increase in students completing college-level credits was a sign students were held to a high standard. Just under half of the Class of 2023 earned early college credits, a 5% increase from 2022, according to the district.

One of those students is Zaid Orduño, who said at Tuesday’s press conference that he took college-level courses at Daley College during his time at Sarah E. Goode STEM Academy, through the district’s Early College Program. His classes at Daley included English, math, sociology, and psychology, and he ultimately earned an associate’s degree alongside his high school diploma.

Taking those classes, he said, inspired him to pass up his original plan of joining his family’s construction business and instead pursue a civil engineering degree at Illinois Tech, he said.

A wall at Walter H. Dyett High School for the Arts is dedicated to remembering a hunger strike held in 2015 to demand for the reopening of Dyett, which was closed at the time.

Dyett, located in the Bronzeville neighborhood on the South Side, saw its graduation rate tick up by more than 3 percentage points, to 86%. Johnson noted how far the school had come since he and other community members participated in a highly publicized hunger strike in 2015 to demand that Dyett, then shuttered, reopen. He also recognized fellow hunger striker Ald. Jeanette Taylor, who now represents the neighborhood nearby in City Council and serves as the chair of the Committee on Education and Child Development.

“A hunger striker can turn into a mayor and an alderman, and more importantly, a hunger strike can lead to the success that we are experiencing with our students right here at Dyett High School,” Johnson said.

He also used the moment to once again advocate for expanding the Sustainable Community Schools Initiative that Dyett and 19 other schools are a part of. The program partners schools with a nonprofit that provides wraparound services for students and families.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

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.

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.

¿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.

Are KIPP students more likely to graduate college? A recent study offers a complex answer.

2023-10-12T20:23:13+00:00

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KIPP, the country’s largest charter school network, touts its commitment to getting students to and through college, so a recent study offered a compelling test of its model.

Researchers compared students who won a random lottery to attend a KIPP middle school versus others who lost the lottery. The result: Both groups earned college degrees at similar rates: 22%. “KIPP middle schools had little to no impact on four-year degree completion rates,” researchers with the company Mathematica concluded.

But the story did not end there. Researchers then examined a subset of those students who also attended a KIPP high school. Although this was not based on a random lottery, these results were encouraging. Attending a KIPP middle and high school dramatically boosted students’ chances of entering and completing college.

This result was emphasized by KIPP officials and in news coverage of the study when it was released last month.

Put together, though, the findings offer a complex verdict for KIPP charter schools. The results for middle and high school combined are promising, and KIPP already has a track record of boosting student learning. But the less-encouraging middle-school-only results apply to a broader group of students and are more methodologically robust because they are based on a lottery.

That has some experts saying that more research is needed before firm conclusions about KIPP are made.

“This is suggestive evidence,” said Jon Baron, president for the Coalition for Evidence Based Policy, referring to the middle and high school results. “This really needs to be tested in further study before being accepted.” (Baron was previously an official at Arnold Ventures, the philanthropy that funded this research.)

The study examined over 2,000 students who applied to attend one of 21 KIPP middle schools in 2008, 2009, or 2011. Researchers tracked and compared lottery winners versus losers for the next decade plus.

Prior research has found that KIPP improves test scores, but this new study showed limited longer-term benefits from attending a KIPP middle school. While there was some hint that students were more likely to enroll in college, they persisted and graduated college at similar rates as students who lost a KIPP lottery. This was the study’s “primary analysis.”

But then the Mathematica researchers undertook a further “exploratory analysis.” This is researchers’ way of saying that they are a bit less confident in these findings. Here, the study used an approach that is rigorous, but not based on a random lottery. (Nevertheless, a number of news outlets and commentators inaccurately described these exploratory findings as lottery-based.)

This secondary analysis focused on a smaller group of KIPP middle school students who also attended a KIPP high school. Those students appeared to benefit quite a lot from the longer KIPP experience: 39% of them earned a four-year college degree, compared to 20% of a comparison group.

These results, which were distributed to reporters last month ahead of the release of the study, were touted by KIPP leaders.

“The Mathematica study shows that a continuous KIPP education, spanning middle school and high school, is life-changing and would essentially close the educational-opportunity gaps facing Black and Latinx students,” said KIPP foundation CEO Shavar Jeffries in a statement.

Mathematica researchers say the gains may be due to the focus of KIPP high schools in getting its students into college. “It is possible that this large effect results from combining the well-established benefits of attending a KIPP middle school (a substantial boost to students’ academic achievement) with the strong emphasis on college-related supports found in KIPP high schools,” the study says.

The two findings create something of a puzzle, though: the group of KIPP middle and high school students who saw big gains in college completion were a subset of the larger group of middle school students who did not experience any improvements. And yet the overall effect on college completion for middle school was estimated to be close to zero. This is possible because the middle and high school group was a small subset of the whole sample, said Ira Nichols-Barrer, one of the Mathematica researchers.

He said that further research would help explain the disconnect between the study’s two big findings. “Our hope is that this is not the last phase of this study,” he said.

Matt Barnum is interim national editor, overseeing and contributing to Chalkbeat’s coverage of national education issues. Contact him at mbarnum@chalkbeat.org.

Rising share of Chicago Public Schools graduates are pursuing college, study finds

2023-10-12T18:25:42+00:00

A rising share of Chicago Public Schools students enrolled in college in recent years, and far more are earning degrees or certificates at two-year colleges.

That’s according to a study released Thursday by the University of Chicago Consortium on School Research and the To & Through Project, which tracks college enrollment. Additionally, the study found that more Chicago students than ever are projected to pursue and complete college over the next decade.

The study’s findings run counter to national trends of sagging college enrollment during the pandemic; nationwide enrollment in two- and four-year colleges fell by .6% from 2021 to 2022, according to the National Student Clearinghouse Research Center. Many young people across the nation are questioning whether higher education is worth the cost, said Jenny Nagaoka, one of the study’s authors and deputy director of the Consortium on School Research.

Higher education is “tremendously expensive, student debt is a huge issue [and] ultimately for a lot of students they’re unclear if the payoffs will be there,” Nagaoka said. “But CPS students are still going to college. They’re still seeing there’s value in it.”

Research shows that a college education can lead to better salary-earning potential, provide better access to high-quality housing, and contribute to better overall health, according to a review of literature by Healthy People 2030, a federal government-led project that tracks health data.

“We are hearing so much discouraging news about achievement in our schools right now, and this is not to say that’s not real, but I think it’s really important to note that at the same time, we’re actually also seeing increases in attainment,” Nagaoka said.

The study used a measure called the Post-Secondary Attainment Index, or PAI, to project college enrollment and completion based on current high school graduation and college enrollment and completion rates. Researchers calculated graduation rates slightly differently from the district, which is why they’ve come up with an 84-percent graduation rate for 2022 versus 82.9% reported by CPS. (The authors emphasized that the index is not meant to be a prediction; rather, it is a “starting place” to understand how to improve current patterns.)

This year the index is 30%, meaning that if CPS graduation and college enrollment and completion rates remained the same over the next decade, 30 out of 100 current ninth graders would earn a college credential by the time they are 25, researchers project. That is a 2.4 percentage point increase over last year and the highest rate on record since researchers began calculating this index in 2013. At that time, the index was 23%.

This year’s ninth graders were in middle school when the pandemic shuttered school buildings.

Nagaoka said they’re “cautiously optimistic” that these trends won’t reverse in the future, since this year’s record-setting data reflects students who were in high school and college during the pandemic.

But the study also found significant racial disparities within the data. For example, 66% percent of Asian American women would earn a college credential over the next decade according to the PAI, but just 13.6% of Black men would do the same.

During an event Thursday announcing the study’s findings, CPS Chief Education Officer Bogdana Chkoumbova acknowledged that the district has more to do to close racial disparities.

“With these groups, especially at the high school level, we’ve learned that one of the most impactful ways we can provide support is by establishing partnerships that will provide mentorship and guidance to the students throughout their high school experience,” she said.

The researchers also studied college enrollment data from 2022 and college completion data from 2021, based on data that was available. Some highlights included:

60.8% of CPS students who graduated in 2022 immediately enrolled in two-year or four-year colleges, 1.5 percentage points higher than the class of 2021.
There are stark racial disparities in who pursued college upon graduation in 2022. For example, nearly 80% of white women immediately enrolled in college upon graduation, while just 45% of Black male students did the same.
Just over 53% of English learners immediately pursued college after graduating last year, compared with 68% of former English learners.
For the class of 2015, nearly 56% of students who immediately enrolled in a four-year college and roughly one-third of students who immediately enrolled in a two-year college eventually earned a bachelor’s or associate degree, or earned a certificate by 2021.
For those who did not immediately enroll in college in 2015, roughly 3% earned a bachelor’s degree within six years. Another 5% completed an associate degree or certificate. While those rates are on the rise, they are 1.7 percentage points smaller than similar completion rates for the class of 2009.
The percentage of students who earned some sort of college credential after enrolling in four-year schools dipped by .6% between the graduating classes of 2014 and 2015.

Chkoumbova attributed the gains to various efforts across district schools to keep students interested in school and prepared for the future, including more career and technical education and dual-credit programs. She also pointed to the district’s work on how it disciplines students. Rather than suspending students, schools are using restorative practices to keep them connected and in class.

A district spokesperson pointed to a host of other programs, such as a new pilot initiative that aims to re-engage young people who are no longer in school or working. The spokesperson also pointed to efforts to get students interested in college and staying there. That includes the Direct Admissions Initiative, which tells seniors whether they can get into a select list of colleges, and another program that provides students with support and mentorship in the two years after they graduate from high school.

Nagaoka also highlighted the increase of 5.6 percentage points in the two-year college completion rate for class of 2015 graduates, the largest increase by far over at least the past six years.

That increase, researchers and Chkoumbova noted, coincides with the onset of Chicago’s STAR Scholarship, which former Mayor Rahm Emanuel announced in the fall of 2014 and offers free tuition to City Colleges for any CPS student with at least a 3.0 grade point average by high school graduation.

Chicago’s college enrollment rates beat national figures for high-poverty schools by about 11 percentage points, researchers found. Nagaoka attributed this in part to efforts by counselors, nonprofits, and others who work in schools to ensure students know about their college options.

More specifically, CPS requires students to create a post-secondary plan, or “evidence of a plan for life beyond high school,” in order to graduate from high school. That requirement forces students to have a conversation about what’s next, she said.

Ninety-seven percent of seniors in the class of 2022 submitted a post-secondary plan, a district spokesperson said.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Detroit special ed aides call for increased hourly pay

2023-10-11T15:40:40+00:00

Special education aides and paraeducators in the Detroit school district are calling for higher hourly wages as demanding workloads, staff vacancies, and inflation amid the pandemic have taxed support staff.

Members of Local 345 of the American Federation of State, County, and Municipal Employees came to Tuesday’s school board meeting to criticize the Detroit Public Schools Community District’s offers in its current negotiations with the union.

“Despite the love and passion that we all share for our students, our wages remain mediocre,” said Sheila Wilson, a special ed paraeducator at Moses Field Center. “On any given day we perform multiple roles, from being a security guard to a substitute teacher. We desperately need a raise to support ourselves and our families.”

The board on Tuesday approved contracts with other employee unions representing security officers, office employees, and school administrators. District officials also reported improvements in the number of students enrolled in college courses, and encouraging enrollment trends following Count Day last week.

Special ed aides call for increased wages

In 2021, AFSCME and DPSCD agreed to a two-year deal that increased hourly wages to roughly $15 to $17.66 for the union’s district employees, who include trainable aides, custodians, bus attendants, and food service workers. Special ed aides currently make $16 an hour.

Michelle Lee, president of AFSCME Local 345, said union members “expect the recognition of our sacrifices and dedication. However, all the district can offer us is a mere 3% to 5% increase.”

“When the world faced the daunting challenges of the COVID pandemic, it was the members of Local 345 that stepped up,” Lee said. “We put our lives and our family’s lives on the line.”

DPSCD and other Michigan school districts have struggled to recruit and retain school employees in light of statewide staffing challenges and budget cuts. In recent years, the district has hosted monthly hiring fairs for hard-to-staff positions such as security guards, cafeteria workers, and bus attendants. This past spring, the district moved to cut and consolidate hundreds of positions due to enrollment losses and the loss of federal pandemic aid.

The district has about 20 special ed paraeducator vacancies, according to Superintendent Nikolai Vitti. The district employs roughly 400 special ed paraprofessionals and aides.

DPSCD’s negotiations with AFSCME come on the heels of a one-year contract the board approved with the Detroit Federation of Teachers in September. The contract raised pay for senior teachers by 6% and provided retention bonuses to all members. In recent years, the district has prioritized improving teacher salaries to compete with neighboring districts.

In the past several weeks, the board also approved contracts with other unions for hourly employees.

AFSCME members “deserve a fair contract, or the district will continue to shed staff,” said DFT Vice President Jason Posey, and AFSCME members’ duties will fall on the shoulders of DFT members.

Crystal Lee, a DPSCD special ed teacher, said that when she was a paraprofessional at Wayne Regional Educational Service Agency 25 years ago, she made $14.51 an hour, only a dollar less than what district employees currently earn.

“That is not a livable wage for no one,” Crystal Lee said.

Vitti said the district remains committed to increasing salaries and wages for teachers and support staff. Hourly wages for special ed aides, he added, have improved from $13 at the beginning of his tenure in 2017.

Vitti did not say what the district’s current offer for special ed paraprofessionals and aides is, but said it is above Michigan’s livable wage. That would be $16.27 for an adult with no children according to MIT’s Living Wage Calculator.

“That offer is there and could possibly increase,” he said. Another bargaining session between AFSCME and DPSCD officials will take place Wednesday.

More DPSCD students flock to college-level classes

College-level course enrollment in DPSCD is back to pre-pandemic levels, following a sharp increase in the number of students seeking credit recovery over the past several years.

Fifty-five percent of high school students are currently enrolled in college and career-prep courses this year, the same percentage as the 2018-19 school year. During the 2021-22 school year, only 39% of students were enrolled.

“We’re starting to make inroads in the damage that was created by the pandemic when students were losing credit,” said Vitti.

The number of DPSCD high school students enrolled in credit recovery programs jumped from 2,742 in 2019-20 to 4,901 the following year. By 2021-22, credit recovery enrollment was 7,480, over half of the roughly 14,000 high school students the district enrolls each year.

School districts have long used credit recovery programs to give students another chance to earn course credits. However, the numbers increased in Detroit and around the country as schools tried to recover from pandemic-related disruptions that left many students off track for graduation due to failing grades, absences, and challenges with online learning.

“As we have more students catch up and (get to) where they should be as far as credits by grade level, then we opened the schedule up for more dual enrollment, more advanced placement, more international baccalaureate classes, more JROTC and general elective classes,” Vitti said.

District enrollment trend looks positive following Count Day

DPSCD student enrollment is projected to be up from this time last year, Vitti said.

The district reported that it has 47,843 students, roughly 350 more than last October. DPSCD schools, however, are still struggling to keep students. The district’s re-enrollment rate has remained roughly 70% since before the pandemic.

“We’re bringing in new students to the district, the lower grades and ninth grade in particular, which is again positive,” Vitti said. “What’s happening, though, is we’re not retaining students that are already in the district from year to year.”

That’s primarily due to the “high transiency rates of our families just moving around the city and out of the city,” he added, as well as competition with city charters and neighboring school districts.

Despite that, Detroit-area charters have consistently reported greater enrollment losses than DPSCD in recent years.

Vitti said he will give a more detailed account of the district’s enrollment trends at the November board meeting.

Ethan Bakuli is a reporter for Chalkbeat Detroit covering Detroit Public Schools Community District. Contact Ethan at ebakuli@chalkbeat.org.

Micah Walker is a reporter for BridgeDetroit, where she covers arts, culture, and education. Contact Micah at mwalker@bridgedetroit.com.

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.”

At six Illinois college campuses, advocates seek to create ‘comfort’ for foster care peers

2023-10-02T10:00:00+00:00

Grace Ward spent four years in foster care before enrolling at the University of Illinois at Urbana-Champaign in 2021. On campus, 200 miles south of her hometown of Rockford, she felt alone.

Before Ward entered care, she had missed three years of school and had briefly lived in homeless shelters with her mother. In her foster home, she was expected to prioritize chores over homework, babysit younger children, and call the police if a child was having a mental breakdown, she said.

A few months before coming to the university, she had a violent disagreement that involved her foster parent, leading Ward to end that relationship and head to school without knowing anyone well on campus.

“You kind of have to figure out and navigate for yourself now,” Ward said. “How do you find comfort in your life?”

Now a junior studying animal sciences, Ward has taken up a new role: peer advocate for youth on campus who have experienced foster care. The new gig, she hopes, will create the support system for others that she craved as a freshman.

Ward has joined the state’s new Youth in Care - College Advocate Program, or Y-CAP, which pairs peer advocates like Ward with other college students who have experienced foster care. The goal is for the advocates to check-in regularly with their mentees, help them navigate college life, and ultimately create a support system they’re missing.

A 2021 study found that of Illinois youth in foster care who turned 17 between 2012 and 2018, 86% enrolled in community college. Of those, just 8% graduated, according to the study conducted by researchers at the University of Illinois at Urbana-Champaign and Chapin Hall at the University of Chicago. Students told researchers that they felt alone, largely weren’t aware of financial aid options, and that they needed more specialized attention.

As for what would help them, some interviewees said they wanted someone to help monitor their academic progress. Others said they wanted a support group, the study said.

“Young people with a background in foster care on college campuses are not getting the supports they need to be successful,” said Amy Dworsky, a senior research fellow at Chapin Hall at University of Chicago who co-authored the study and helped the state create the advocate program.

The state’s Department of Children and Family Services, or DCFS, launched the $200,000 program this year after its youth advisory board signaled that college-bound foster youth needed more support on campus, said Chevelle Bailey, deputy director of DCFS’s office of education and transition services. Some colleges have similar mentorship programs, but “there’s no consistency” across all Illinois campuses, Bailey said.

The program has launched one year after a new state law went into effect requiring each Illinois college to have a liaison that is charged with connecting students who are in foster care or are homeless with resources and assistance.

Department officials want colleges to be more “foster-friendly,” Bailey said, noting that foster youth need extra support in a new environment like college. These youth are at higher risk of dropping out of school, according to the U.S. Department of Education. In Chicago, which houses the most foster youth of any jurisdiction, 40% graduated on time from the city’s public schools last year, compared with 83% of all CPS students, according to the Illinois State Board of Education.

DCFS contracted with Foster Progress — an advocacy organization for foster youth that runs its own high school mentorship program — to oversee YCAP on six college campuses this year. That includes University of Illinois at Urbana-Champaign, University of Illinois at Chicago, Northern Illinois University, Southern Illinois University at Edwardsville, Harold Washington College, and Kishwaukee College.

“One reason we started small is to make sure we do this right and not take on too much we can’t handle,” Kim Peck, DCFS’ downstate education and transition services administrator.

Nearly 20,000 Illinois children were in foster care as of last month, according to DCFS data. These youth have likely experienced abuse or neglect that led them into the system, and often cycle through multiple foster homes before they age out of care at 21.

So far, Foster Progress has hired three advocates on Ward’s campus, and they’ve identified four mentees, said LT Officer-McIntosh, program manager for Foster Progress. She’s expecting to hire a total of 10 peer advocates, who are paid $15 an hour, to support up to 100 mentees across all the campuses.

There are three parts to the mentor-mentee relationship, Officer-McIntosh said.

Advocates are supposed to hold regular check-ins, where they’ll track goals for what the mentee would like out of the experience and will also navigate college questions and deadlines, such as for financial aid.

Peer advocates and mentees will also pick a short group training they want, such as on resume building, and volunteer together so that they feel more rooted in the surrounding community.

Beyond this framework, program leaders want peer advocates and their mentees to figure out a support system that works best for them.

“Our goal with YCAP is to not tell them, ‘This is how you build community from our perspective,’” Officer-McIntosh said. “It needs to be rooted in the things that they identify, that they want out of a campus community and the experience in YCAP.”

Ward wants to help mentees with whatever they need to grow, whether that means being “a shoulder to lean on” or just instructions for how to do laundry.

Sometimes when she walks around campus, Ward thinks about how different her life is now. She wants her mentees to similarly feel like they have a “safe space” that doesn’t involve talking about required paperwork or upcoming court dates, if they don’t want to.

“It’s not something to be like, ‘You’re a foster youth,’ Ward said. “It is something to be like, ‘You have gone through challenges in your life; this is a time to ease those challenges, so you don’t constantly struggle and feel like you’re struggling.’”

Correction: Oct. 2, 2023: A previous version of this story said a 2021 study was conducted by researchers at the University of Chicago. The study was conducted by researchers at Chapin Hall at the University of Chicago.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

Chicago Public Schools shows off training program for students with disabilities — and considers opening more

2023-09-25T22:20:04+00:00

Mary Fahey Hughes, a member of Chicago’s Board of Education, went into mom mode Monday during a tour of her son’s former South Side school, which provides work and life skills training to older students with disabilities.

Standing to the side of a horticulture classroom at Southside Occupational Academy High School, Hughes smiled as she snapped photos of Aidan next to Mayor Brandon Johnson, who was also on the tour. Aidan has come far from when he was diagnosed with autism as a child — and Hughes was unsure what his future would look like, she said.

She credits the Englewood school — from which Aidan graduated in June — with giving him the confidence to chat up the mayor and show off his alma mater.

“He just gained so much independence,” Hughes said in a hallway at Southside. “The thing I love about this place is there is so much respect for students where they’re at.”

Chicago Public Schools officials are considering expanding the model at Southside and a handful of other so-called specialty schools, which are meant to help students with more challenging disabilities transition into the real world, Chicago Public Schools CEO Pedro Martinez said Monday.

Monday’s tour was the district’s opportunity to show off the model to Johnson and a slew of other city and district officials. If the district decides to grow the program, it would need to lobby the state for more funding, Martinez said.

“We’re having the conversation internally about, how do we look at these programs, build on their strengths and potentially expand them,” Martinez said.

The district has seven specialty schools that together enroll about 1,800 students with mild to moderate cognitive disabilities, said Sylvia Barragan, a spokesperson for Chicago Public Schools. Three schools are early childhood programs that serve younger students with disabilities. The remaining four — including Southside — are for older students and have a focus on vocational and life skills.

Unlike traditional high schools, the district assigns students to these schools, Barragan said.

Some students with disabilities who look for work after graduation may benefit more from going through a specialty program first, Martinez said. He believes the need is enough to warrant doubling the number of specialty schools.

Other districts, such as New York City, have similar programs where students with disabilities learn vocational skills.

These programs, however, have drawn some criticism for segregating students with disabilities, instead of allowing students to build skills next to peers who don’t have a diagnosed disability.

Southside Principal Joshua Long has said his school model allows students to have the specialized attention they need.

At Southside, nearly 88% of students came from low-income families last year. Asked if schools like Southside limit students to low-paying jobs, Hughes said the programs hone skills that these young adults may otherwise miss out on, potentially leaving them stuck at home without work. Hughes noted that the schools serve students with a variety of strengths, and some graduates go on to community college.

“The problem is that a lot of jobs are low-paying, despite the amount of work that needs to get done,” Hughes said.

High school students can attend Vaughn Occupational High School and Northside Learning Center High School, both on the Northwest Side. Southside, in Englewood, and Ray Graham Training Center, in the South Loop, serve students who have met graduation requirements but still need “transition supports and services,” as determined by the team that creates their Individualized Education Program, according to the district. At these two schools, students are typically ages 18-22.

At Southside, where 360 students enrolled last year, students learn about various potential jobs and responsibilities they will need in the real world. Most students are exposed to every class, and some do internships, such as with the Museum of Science and Industry, said Kristen Dimas, a teacher at the school.

Long led the mayor and other officials through several different rooms that simulate a different career or life responsibility. Among the classrooms they saw were a horticulture class, a mock grocery store, a broadcast studio with a green screen, a garage where students learn to wash cars, and a café — complete with a bakery display case.

A group of students stopped by the horticulture room to ask if they had laundry. They would eventually go to the laundry room, where they learn how to wash clothes but also learn a mental checklist on basic hygiene.

“Smell your armpits. Do they smell fresh?” said a laminated list in the laundry room. “If not, put on deodorant.”

In a supply room, where a laminated document listed rules for folding a T-shirt, a student carefully practiced folding. Long gently asked her to get the mayor’s T-shirt size, but the student was shy. The mayor, who used to be a teacher, ultimately revealed he’s an extra large.

Mayor Brandon Johnson watches a student practice folding a T-shirt at Southside Occupational Academy High School in Englewood.

“But here’s the thing — you don’t have to tell everybody that,” he said to the student, who laughed and handed him a T-shirt.

The café and laundry classes are favorites of 18-year-old Josiah Hall, who enrolled at Southside in August. He especially enjoys spending time with the teachers, he said. He hopes to attend a four-year university, such as the University of Illinois at Urbana-Champaign.

The school works to help students understand the career options that are right for them and to reach those goals, Long said.

For Aidan, Hughes’ son, that path has led to a new transition program for adults age 18 and older at Daley College. He’s also taking EMT classes and dreams one day of being a firefighter like his father.

Correction: Sept. 26, 2023: A previous version of this story said the program at Daley College is for people age 22 and older. It is for people age 18 and older.

Reema Amin is a reporter covering Chicago Public Schools. Contact Reema at ramin@chalkbeat.org.

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.”

You can apply to college for free in Indiana from Sept. 25-29. Here’s how.

2023-09-22T11:00:00+00:00

Indiana students can apply to 36 colleges in the state for free next week, saving them hundreds of dollars in fees.

The fee is waived during College Application Week, which runs from Sept. 25 to 29. The effort is part of a push to increase college-going in the state, which stagnated at 53% of high school graduates from the class of 2021, and was declining before the COVID-19 pandemic.

While some Indiana colleges have no application fee, those that do range from about $25 to $65 per application, so the cost can add up quickly, said Michelle Ashcraft, senior associate commissioner and chief programs officer for the Indiana Commission for Higher Education, who leads the commission’s K-12 outreach team.

The commission has several initiatives aimed at increasing the college-going rate after high school, including automatic enrollment into 21st Century Scholars, which covers tuition for qualifying students; requiring all students fill out the Free Application for Federal Student Aid to access more funds; and pre-admissions, where students at participating schools receive a letter telling them which of the participating Indiana colleges they’d be admitted to if they apply.

The application fee waiver next week not only reduces the cost of applying for college, it also means students are researching colleges and applying earlier in the year, Ashcraft said. She added that increases their chances at merit scholarships and helps to meet early deadlines.

If a student hasn’t yet started an application or decided where to apply, Ashcraft said it’s still “very feasible” for students to apply to multiple colleges during College Application Week.

Colleges in the state have worked to streamline their application process, and in some cases, have one-page applications, she said, adding that if a student is undecided about college, this means they have the option for free.

However, Ashcraft said that if students have concerns about affording the application fee after this coming week, they should contact that school’s admissions office and ask if waivers are available.

How to apply to college in Indiana for free:

Below is a list of Indiana colleges and universities participating in College Application Week.

Students should go to the institution-specific application (not the Common App) on that school’s website and fill it out as usual. If a code is listed below, enter that when prompted, otherwise the fee should be automatically waived, Ashcraft said.

List of participating colleges

Anderson University
Bethel University
Caris College
DePauw University
Earlham College
Franklin College
Grace College
Hanover College
Huntington University
Indiana Tech
Indiana State University (Fee waived until Oct. 1)
Indiana University East
Indiana University Fort Wayne (Fee waived from Sept. 15 to Oct. 1. Use code: FWCOLLGO)
Indiana University Indianapolis (Use Code: INCOLLGO)
Indiana University Kokomo
Indiana University Northwest
Indiana University South Bend
Indiana University Southeast
Indiana Wesleyan University
Ivy Tech Community College
Manchester University
Marian University
Martin University
Oakland City University
Purdue University Fort Wayne (Fee waived from Sept. 25 to Oct 8. Use Code: CollegeGo2023)
Purdue University Northwest (Fee waived all of September)
Saint Mary-of-the-Woods College
Saint Mary’s College
Trine University
University of Evansville
University of Indianapolis
University of Saint Francis
University of Southern Indiana
Valparaiso University
Vincennes University
Wabash College

MJ Slaby oversees Chalkbeat Indiana’s coverage as bureau chief and covers higher education. Contact MJ at mslaby@chalkbeat.org.

A path to the workforce and a pipeline of workers: Companies go to high schools for career training

2023-09-20T11:00:00+00:00

Every now and then, Ayden Corbett has to explain to surprised homeowners what he’s doing in their front yard.

Since the second semester of his senior year of high school, he has responded to field calls as an employee of the largest underground utility locating company in North America — the Indianapolis-based U.S. Infrastructure Company (USIC). The white truck and multicolored flags marking the location of water, power, and telecommunications lines usually give it away.

“You learn how to work with people,” he said.

Corbett graduated in 2022 from a unique program at the Hinds Career Center in Elwood that trains high schoolers for the little-known underground utility locating industry. As demand for the profession skyrocketed during the work-from-home boom of the pandemic, USIC representatives approached the career center about creating a high school graduation pathway that would lead to a diploma, an industry certification, and a job offer.

While still uncommon in Indiana, partnerships between schools and private companies that lead students directly into employment in highly specific trades are growing — the Hinds Center program is the newest among four that have been started statewide.

“Their goal is to have trained employees ready to enter the field; ours as a career center is to give students the workforce and soft skills to be employable in whatever they choose,” said Jim Pearson, director of the Hinds center.

And creating more of these programs is a top priority for state education officials, who have been charged under a new state law with reworking high school requirements to encourage more students to work and earn credentials before they graduate.

It’s part of an effort to counter Indiana’s declining college going rates by connecting high school students to in-demand and high-paying jobs without the need for postsecondary education.

Ayden Corbett, a 2022 graduate of the underground utility locating program, stands with his company truck.

“Young people are really wanting a variety of options for leading to viable, successful futures. That’s not necessarily a four-year degree,” said Rachel Rosen, senior research associate at the Center for Effective Career and Technical Education at MRDC, a nonprofit, nonpartisan research organization.

‘Employable in whatever they choose’

The underground utility graduation track at the Hinds Center is a slower version of the standard company training program, hosted inside a former sewing classroom that USIC equipped with a virtual reality system and a wall showing the typical utility connections on a home. The company also provides the two instructors, said Darrin Haynes, senior manager of career and technical education at USIC.

Students study the underground utility maps of Indiana cities like Westfield, where new home construction is booming, and learn to use the equipment that allows them to detect underground utility lines both through virtual reality and in the field. They spend part of the day at the center for career training, but also take traditional academic courses at their home high schools.

USIC has hired 14 of the 16 graduates of the Elwood program over two years, and fielded calls from its competitors looking to hire students as well, Haynes said. As of this year, students will also earn college credit at Indiana Tech upon completing the pathway.

One of the main draws of the track is the opportunity to start working during senior year, said Jacob Wright, another 2022 grad. Students who are at least 18 years old are paid the same rate as new hires to respond to calls to 811, the service that companies and homeowners are supposed to call before digging projects, according to Haynes.

“You get a job out of high school, a (company) truck second semester, and you get paid to take calls,” said Wright.

A hallway inside the Hinds Career Center in Elwood, Indiana, shows the 15 different career technical education paths offered to students.

Programs should connect to college and career

Several other local graduation pathways in Indiana offer students direct links to local companies, including the RV construction pathway at Wa-Nee Community schools, and a now-defunct aviation sheet metal pathway at Decatur schools.

The latter operated for a year before the pandemic created challenges for teaching and recruiting students, said Michael Gehrich, director of aviation at Vincennes University, which worked with Decatur schools on the pathway.

Like the utility locating program, the aviation pathway sought to expose students to a local industry that’s in need of workers, with a lower barrier to entry than existing dual credit aviation programs that require additional college education, Gehrich said.

Other similar programs can be found in New York City’s P-TECH schools, said Rosen, the researcher, which are six-year schools that partnered with companies to allow students to graduate with STEM skills, a high school diploma, and an associate’s degree.

Where vocational schools of the past contributed to inequity by directing low-income and students of color into low-wage jobs, modern career training can give students a window into their options, Rosen said.

“CTE in high school provides students an opportunity to explore what they don’t want to do as much as what they do want to do,” Rosen said. “We may see a failure because the student did not want to go into that field, but higher-resourced students have more opportunity to explore and make mistakes. If they wait till college to explore what they don’t like, there can be a real cost to doing that.”

The goal should be preparing students for a career with mobility, Rosen said.

Haynes said underground utility locating offers that mobility. Graduates can work for municipalities instead, move into management and training roles at USIC, or request to be relocated to another state.

The pathway opens a new option in a community where the college-going rate has dropped, said Haynes.

Darrin Haynes, senior manager of career and technical education at USIC, shows a training wall inside the Hinds Career Center classroom.

State data shows the rate for Madison County dropped 16 percentage points from 2015-2020, mirroring the state’s drop of 12 points in that time period.

Though no students have yet changed their minds about the senior-level course, Pearson said one advantage of the career center is that it has the flexibility to redirect students to one of its other career paths.

Plans to expand in Indiana and other states

Pearson said the Hinds center is open to working with other companies to develop local graduation pathways and meet workforce needs — but that they would need to work closely with educators on curriculum and standards.

The career center would aim to stay away from low-skill, low-pay tracks, but wouldn’t outright reject retail pathways, for example, if they led into supervision and management positions, Pearson said.

Haynes said that other companies interested in creating their own pipeline programs at local high schools need to commit to an upfront investment with a slow return. In addition to a workforce pipeline, one major benefit to USIC is that graduates have more time to absorb the training, and begin working with more experience, often making fewer mistakes than other new hires.

Haynes said the company isn’t working with students who are using Indiana’s new career scholarship accounts, which give students money to take career training outside of their schools. Those students could apply for a job with the company and take the training there, he siad.

A mural in Elwood is dedicated to Red Gold Tomatoes, a major manufacturer and employer in town.

The company plans to continue recruiting in high schools. Haynes said USIC has replicated the high school training program in Oklahoma and New York, and hopes to grow it further throughout Indiana and other states.

“Most of our graduates have moved out, have a place of their own. They start their lives in a way that we all dream of when we’re teenagers,” said Haynes. “We’re putting them on a pathway to do that.”

Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org.

Career-focused graduation pathway for English learners takes root in Perry Township

2023-09-07T19:10:06+00:00

For over a decade, Southport High School teacher Amy Peddie has led classes of students who are English language learners through the intricacies of getting ready for college, like filling out applications, finding financial aid, and writing personal essays.

This year, she’s teaching a class with a new emphasis: Getting ready for a career by writing cover letters, resumes, and professional emails. In a recent exercise, students contacted companies they were unfamiliar with to ask about job and training opportunities.

“One student said, ‘I thought this was an [English learner] class, but this feels like a work class,’” Peddie said.

Peddie’s course is part of a new graduation pathway for students who are learning to speak and read in English, where students can train for the workforce during high school and graduate with a job and a diploma in hand. It’s the first local graduation pathway in the state to specifically cater to English learner students who have limited English proficiency.

This pathway is part of a growing emphasis in Indiana and nationwide on preparing students for jobs without the necessity of a two- or four-year degree, as college-going rates have declined from several years ago and skilled trades face a worker shortage.

In Indiana, lawmakers have pushed to “reinvent high school” to make it more relevant to in-demand careers.

At Perry schools, which educate around 4,600 English learner students, the second largest population in the state, the pathway also gives students another way to meet Indiana’s graduation requirements and local hiring needs. Like the college-going class, it aims to help newly arrived students navigate a potentially unfamiliar process.

“If your choice is college, great, but if not, that’s not something to look down on,” said Southport Principal Amy Boone. “We want to have options and opportunities.”

Southport has around 600 students receiving English language services, Boone said, and district officials say they’re expecting a record enrollment this year of students who have recently relocated to the United States from other countries. In Indiana, this population grew 52% from 2017 to 2022.

The population is not only growing, but changing, Boone said: More students have arrived in recent years with less experience in formal education, both as a result of the pandemic and international conflict.

But once they enroll, they’re still required to meet Indiana graduation requirements that include demonstrating postsecondary skills. Students with extenuating circumstances could be granted a waiver, but this approach will be limited going forward under a state law passed this year.

If English learners are missing reading and writing skills in their first languages, a traditional career and technical education course may be inaccessible, even with the aid of translation, Boone said.

The new graduation pathway provides students who enrolled in U.S. schools in seventh grade or later a way to meet graduation requirements through classes on business math and personal financial responsibility, as well as internships and mock interviews. It’s also meant to help students develop their English proficiency through speech and English as a New Language classes.

In addition to being the first such local pathway for graduation in Indiana, Perry’s track for English learners is one of just two in the state that equips students with general career skills, rather than focusing on a specific trade or industry.

This year, an initial section of students piloting the pathway has already discussed what they hope to do after high school — answers that included working as barbers or cosmetologists.

Peddie said she hopes to take them on field trips to visit local salons and see that work up close. But she’d also like to introduce them to other industries, like manufacturing, where local companies are actively hiring.

Boone said the key to the program is to balance student interests with community needs.

Local staffing companies that already place the parents of Southport students in jobs are working with Perry schools on the new pathway.

The district itself could employ students to work on campus beautification projects, and then hire them after graduation knowing they have the required skills, Boone said. Southport High School, for example, recently hired a current student to work in the cafeteria.

“There’s been a pendulum shift,” Boone said. “We pushed for a long time on college, but there’s value in the trades, too.”

Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org.

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.”

These Latina moms in Boulder are concerned about equity in advanced courses. The district says it’s listening and responding.

2023-08-30T16:00:00+00:00

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When Adriana Paola and her family arrived in Boulder in 2017, her son, who was starting high school, loved math.

Slowly, she saw her son’s passion for the subject fade and she realized his math class was too easy. So, she went with her son to the school counselor’s office and asked for him to be enrolled in a more advanced class.

She recalls the counselor questioning the request, saying that his class was “the class that Latinos go into.” It took going to the principal, before the request was approved. Once in the advanced math class, her son noticed he was one of just two Latino students.

Paola recalls the experience as a shock to her and her family.

“That was like our first red flag that there’s something wrong with the system,” she said. “We saw there was no equity.”

Efforts to enroll more Colorado students of color in advanced courses sometimes focus on encouraging students to see their own potential. The experiences of these Boulder moms show how prejudice from educators can shape the opportunities students have.

A recent report from a group of northeastern Colorado school districts that received a state grant to improve diversity in advanced courses similarly found that many teachers underestimated students’ abilities.

And getting access to advanced courses in high school can be important to getting into college, being prepared for it, and to letting students feel confident that they can succeed.

Parents point to systemic issues

In recent years, Paola has connected with other Hispanic moms whose children have gone through similar experiences at multiple high schools in the district.

Noemi Lastiri’s daughter walked into her advanced science class on the first day of school last year and the teacher asked her if she was in the wrong class. In another class, her daughter was assigned to sit next to the few Latino students, and she told her mom that when they raised their hands, they were never called on.

Things changed when another Latina classmate walked out of class, frustrated, and straight to the school office to complain.

Some moms say they’ve been told by teachers or school administrators that their children with autism or ADHD (attention deficit/hyperactivity disorder) who need support, can’t receive assistance in advanced classes. If parents believe their children need extra help, they have been told they could get private tutoring outside school or keep their children in general education classes.

Recently, they’ve been speaking out, and want the district to make changes.

“It’s not that some kids can and other students can’t,” Paola said. “Anybody could take these classes if someone truly motivated them and offered accommodations, if there was truly a structure of support, especially for those students who have had the least access to these classes.”

Boulder Valley School District officials say that, while they can’t respond to individual cases, they started hearing similar stories recently and are making changes.

“It’s absolutely heartbreaking. It’s absolutely unacceptable that students are having these experiences,” said Lora De La Cruz, deputy superintendent of academics for the Boulder district. “What we’re seeing here does not align with our values as a district, our values as a community.”

De La Cruz said that after hearing of the problems Latino students have had in accessing advanced classes, or support once they are enrolled, district leaders have rolled out new teacher training.

Boulder teachers usually have many training opportunities from which to choose, including classes on culturally responsive practices, but this fall was the first time all teachers were required to learn how to create inclusive classroom environments so all students feel they belong.

“As we get more focused in our work around what we are changing, where we’re evolving in our instruction in our building positive climate and culture within our classrooms and schools, we decided that we wanted to get even more focused on professional learning,” De La Cruz said.

Parents are glad the district is focusing on all teachers. Many worry that the problems their children have experienced start from a young age.

“Students are absorbing messages. Ever since they start kindergarten, they are receiving these messages about what they can and can’t do,” said parent Anna Segur. Her high school-age son is no longer interested in taking advanced classes, despite her encouragement, because of a previous bad experience. “It’s not a problem of intelligence.”

District’s strategic plan calls out a need for equity

De La Cruz points to the district’s existing strategic plan which calls for various efforts to close the large gaps in achievement among white students and students of color. Because of those goals, the district has a public website that tracks data on educational gaps. One of those is how many students are enrolled in advanced courses, combining figures for classes including honors, Advanced Placement, concurrent enrollment, and others. Concurrent enrollment courses give students college credit while counting toward high school graduation requirements.

Currently, the dashboard shows 14.7% of students enrolled in advanced courses are Hispanic, while they make up 20% of the entire district’s student population. Black students are also underrepresented while white and Asian students are overrepresented.

Additional data provided by the district shows that from 2021-22 to the 2022-23 school year, the percentage of Hispanic students in Advanced Placement or International Baccalaureate classes has actually decreased. But at the same time, many more Hispanic students took concurrent enrollment or other advanced classes, making up for the decline in AP and IB.

The number of students taking concurrent enrollment classes was 1,143 in 2022-23, almost double 2021-22 numbers. The percentage of Hispanic students participating in those classes increased from 10.9% to 11.8% in the last school year.

The district touts those improvements as early results from a new project focused on getting all students to have something to go along with their high school diploma. That could be college credit, workplace experience, industry certifications, or a seal of biliteracy.

“We know all of our students are brilliant and very capable and have the potential of reaching all of their goals,” said Bianca Gallegos, executive director of strategic partnerships for the Boulder Valley district. “We’re very excited to be able to open up paths and opportunities for all students with a specific focus on us ensuring that we’re opening up pathways, opportunities for Latinx, Hispanic Latino students, and students who qualify for free and reduced [price] lunch.”

The district wants to have more students participate this year in the state’s fifth year of high school program, called ASCENT, which allows students to earn an associate degree along with their diploma. Another project goal is that 35% of high school students take a concurrent enrollment class this year and that the demographics of those classes more closely mirror the district’s.

Lastiri said that she was happy to hear the district is making changes and striving to make things better. Her daughter, now a sophomore who changed high schools within the district, is so far having a better experience this school year.

She’s taking two advanced classes this semester.

Regarding the changes, she said, “it’s never too late.”

Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.

A Colorado grant aimed to increase access to advanced coursework. It is unclear how much it helped.

2023-08-30T15:55:00+00:00

Something changed when Sierra High School started automatically enrolling more students in Advanced Placement courses.

The diverse high school in the Harrison district in Colorado Springs saw the demographics of advanced courses shift to better match the school. The students who were enrolled based on their past grades actually had higher average test scores on the AP exam than their classmates who had self-enrolled in the more rigorous courses.

And it changed how students saw themselves.

Principal Connor Beudoin said he’s heard students and parents say things like, “I didn’t know I was supposed to be in that class,” or “I didn’t think my kid would ever be in this class and here they are thriving.”

“It’s really shifting that mindset for students as far as capabilities,” Beudoin said.

Sierra in Colorado Springs is one of the recipients of a Colorado grant that started in 2019 and was designed to encourage more schools and districts to automatically enroll students in advanced coursework such as Advanced Placement courses, as a way to increase diversity and improve access. The grant also can be used for schools or districts to enroll more students in honors or other advanced-type courses, not just Advanced Placement.

Sierra received the grant in the second round of awards and used the money in the 2022-23 school year. At Sierra, the number of Advanced Placement courses offered increased from 15 to 17 with the grant, and included classes like chemistry, psychology, and computer science.

Beudoin said the work was about laying the foundation so the school could eventually enroll all students in pre-Advanced Placement courses. It involved training staff, identifying students who could automatically enroll in advanced courses, hosting tutoring sessions, and holding quarterly celebration dinners.

The outcomes at the Harrison high school are exactly what proponents of the grant wanted. But it’s unclear if the results were replicated at other participating schools across the state.

Colorado first handed out the grants in the 2019-20 school year just before the COVID pandemic started disrupting education. The next school year, the grant was paused, and though it resumed in the 2021-22 school year, the Colorado Department of Education didn’t require districts to report back on how they used the money or what changed for students. In some districts, staff turnover means no one is left who worked on the program, and at least one school that received money later closed.

Four schools and a school district received $187,659 total in the first year, two schools and two districts received $161,703.89 in the second round, and one school and four districts received funding in May to spend in the 2023-24 school year. To receive the grant, schools or districts just had to apply for the money. Only one applicant in the three rounds was turned down because of an incomplete application.

Whether the grant continues depends on legislators continuing to set aside the money for it.

Three schools in the Denver school district, George Washington, Kennedy, and Northfield, received the grant in the first year, and Kennedy received funding a second time, but district officials said the people who were involved in the original grant are “no longer with the district.” They said no one in the district could speak to that work.

Other districts that received funding did not respond to requests for comment.

This summer, schools that received funding in the second round were supposed to submit a report on how they used the money and its impact, but only one recipient has done so.

The Northeast Board of Cooperative Educational Services is a regional group consisting of 12 school districts. The group aimed to get all districts to adopt policies and guidelines for how to accelerate students who might be ready to move into advanced courses. Six of the 12 did. In the report, the Northeast BOCES identified some challenges for its rural schools, but said the grant enabled them to start planning for an expansion of advanced classes and to continue to build on that over the next few years.

One of the main challenges was being able to consistently offer advanced courses. Another challenge was teacher attitudes.

Teachers “believed students were not ready for accelerated instruction at the next grade level in spite of strong data because of their maturity, SEL [social emotional learning] needs, or having achievement at ’only’ the 88th percentile instead of 95th percentile,” their report states. “This truly highlights the need we have within our BOCES to do BOCES-wide professional development around advanced education and student needs. Again, this is a start of a conversation — but time will be needed to reiterate research-based information and offer that type of training.”

Alena Barczak, the state’s program and high school equivalency support administrator, said the participating BOCES schools increased the number of students in advanced courses and the percentage of students of color who participated.

She said Hispanic student representation in advanced classes at the BOCES schools went from 7% to 10% after receiving the grant. Students who were eligible for free or reduced-price lunch increased from 8% of the students in the courses to 20%. The Hispanic student population in the BOCES districts ranges from 6% to 53%.

“This is really the only grant program that we have that really focuses on access for students to advanced courses,” Barczak said. “It’s really key. I’ve been really happy to see the legislature keeps funding it. It’s the only program like it.”

Colorado Sen. Janet Buckner, an Aurora Democrat and a sponsor of the law to create the grants, said she’s heard that the program is working. “I have spoken to many students over the last couple of years who benefitted from this important program,” she said in an emailed statement.

Statewide, Colorado does not track the demographics of students enrolled in Advanced Placement courses. It used to track some data — but only for districts that volunteered the information. The state is preparing to include some advanced coursework data in school performance ratings, but it’s not ready yet.

The data they’re preparing to include in information-only reports in January won’t be broken out by student groups.

The College Board, the organization that runs the courses, does track enrollment demographics at the district level but refused to share the data publicly. They did share some statewide data.

Based on the demographics of students who took an Advanced Placement test in 2022, Black students in Colorado had higher participation compared to Black students nationally, but Hispanic students in Colorado had lower participation than their national counterparts. Colorado’s gap between the participation rate for white students and Hispanic students is larger than the national average.

The number of Latino students participating in AP nationally increased 83% from 2012 to 2022, according to the College Board reports. As a result, 16% of Latino students in grades 10, 11, and 12 participated in the advanced classes in 2022. In Colorado, just 13% of Latino students participated in AP in 2022.

According to data provided by Denver Public Schools, the three schools that received funding from the grant, had both Hispanic and Black students largely underrepresented in Advanced Placement courses at the time they received the grant in 2019-20. Black students represented 10% of students in AP classes in the three schools while Black students made up 15.8% of the population. Hispanic students made up 35.8% of their Advanced Placement students at the three Denver schools, while they made up more than 46% of all students in the schools.

Even at Sierra High School, after the grant money helped improve the representation of students taking Advanced Placement courses, Hispanic students remained slightly underrepresented.

In 2022-23, about 52.9% of students in the courses were Hispanic, up from 49.6% the year before. More than 54% of the school’s students identified as Hispanic. In the same year, Black student representation improved to 22.9%, compared to the 19.7% of students schoolwide who identify as Black.

Sierra principal Beudoin said the work will take time, but he said he hopes to eventually see that all students take rigorous coursework, and that it translates into higher academic achievement on state tests and other outcomes.

He said, “it was not just placing students in these classes and saying good luck.”

Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.

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.

Area 31 Career Center prepares Indiana high schoolers for variety of careers

2023-08-10T11:00:00+00:00

The halls of Area 31 Career Center in Ben Davis High School in Indianapolis are quiet. It’s a Friday afternoon in the second week of school, and behind each door, a new career path awaits.

Patrick Biggerstaff, director of career and technical education, opens the door to the automotive collision repair course and the empty hallway is suddenly engulfed in sound. Tools line the walls and cars of all makes and models fill the space. Students wearing safety goggles hose and mop the floor.

Behind another door is an ambulance fully equipped with lights, a stretcher, and several training mannequins. Yet another door hides a salon where students are perfecting a type of pin curl. Instead of pencil cases and notebooks, yellow boxes full of brushes and clips are located at each workstation.

Other rooms host a multitude of professional possibilities with kitchens packed with huge mixers and restaurant-size bottles of seasoning, mock medical stations furnished with hospital beds and wheelchairs, and computer labs housing cybersecurity students engrossed in an activity about hacking.

Several Area 31 programs are open to the public, including automotive collision repairs, which means anyone can receive services.

Area 31, which serves 11 high schools, including Ben Davis, allows students to work towards certification or obtain college credit. The center provides opportunity in a state where the college-going rate has hardly changed since last year’s report on the class of 2020 showed around 53% went to college.

While Area 31 Career Center is not new, Biggerstaff, who started at Ben Davis as a teacher 17 years ago, says he recognizes changes. In the past, Biggerstaff says, Area 31 programs were seen as last resorts for students who were behind academically, but over the past decade, students now have a wide range of strengths.

Biggerstaff says Area 31 is working hard to make sure students can achieve certification or college credit.

Tola Aluko, who’s in the pharmacy tech program, first heard about Area 31 when she was in eighth grade. She was interested in the Early College Career Center with Vincennes University, which allows students to complete associate degrees in select programs, like pharmacy tech. Now a senior, she says she hopes to study forensics and pharmacology in college.

Aluko says she feels like she’ll have an advantage in college because the program helped her learn about medication and lab practices.

Biggerstaff says the state routinely emphasizes the three routes students can take after high school: employment, enlistment, or enrollment. But in his opinion, it’s not fair to push a student down one path without giving them the opportunity to explore the others.

“I had two high school principals tell me I’d never graduate high school,” Biggerstaff says. “You can’t look at a kid and know for sure where they’re going to be. We’ve got to prepare them for all three of those routes, and then let them make the decision. And guess what? It’s probably going to change.”

Applying for Area 31

At the beginning of a new school year, most Indiana students are in classes for eight hours. For students at Area 31, that rhythm looks a little different.

Students attend three-hour career center classes in the afternoon or morning. For the rest of the day, students attend their normal high school classes. Some career center classes remain on campus, while others might be held at places like construction sites and medical facilities for students to gain practical experience.

In addition to pre-nursing and medical assisting, Area 31 offers two other medical programs, dental assisting and pharmacy tech.

Students, typically juniors and seniors, can apply in January and rank programs they’re interested in; their counselors then determine if they have time for a three-hour class. An enrollment committee makes final decisions based on GPA, attendance, and behavior.

Class size varies depending on the program. For example, a construction trades class can have up to 40 students because the bus to a construction site can seat that many students, Biggerstaff says.

Welding is Area 31’s most in-demand program with 75 students on the waitlist, Biggerstaff explains.

Forrest Lee, a senior at Cascade High School, says he was inspired to look into the career center because of his brother, who’s a welder. While Lee didn’t want to do welding, he wanted to do something similar, so he chose construction trades.

“I like seeing the progress you’ve made with a building especially,” Lee says. “Just seeing at the end of the day what you’ve done, I think that’s really awesome.”

Preparing students for real-life situations

The center has many instructors who have work experience in the fields they teach. Lauren Freeman, an instructor in her second year of the pre-nursing program, is a registered nurse and previously worked at Ascension St. Vincent Hospital.

Even though students have just entered the program, they’re already learning about professionalism and skills employers are looking for, Freeman says.

Some students have already started applying those skills in professional environments. Seniors Ashley Neese and Paige Allen-Price are in the horticulture program, and worked together at Dammann’s Garden Center and Greenhouse. Neese still works there and says it’s made her job that much easier.

“I’m able to identify species better or I can answer questions about chemicals,” Neese says. “Now I can tell which is full sun and what’s not full sun, what’s gonna come around every year, what’s not gonna come around. I have a lot more respect at my job than I used to.”

Neese lists the positives of being part of Area 31: she feels more responsible and has developed a broader worldview. “And you make friends!” Neese says, gesturing towards Allen-Price. “So many friends.”

Biggerstaff says he wants students to choose whichever career path is right for them. On the way into Biggerstaff’s office is a sign on the wall that reads in simple black lettering, “work hard and be nice to people.”

“So many families in our country look at that four-year college degree attainment as that status symbol,” Biggerstaff says. “Like I as a parent have failed, if my kid doesn’t go to a four-year college. But the reality of our environment is that there are many, many paths to success.”

Jade Thomas is a summer reporting intern covering education in the Indianapolis area. Contact Jade at jthomas@chalkbeat.org.

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.

Michigan state school board seeks ruling on constitutionality of new education agency

2023-08-08T22:04:45+00:00

Michigan’s State Board of Education voted unanimously Tuesday to ask for clarity from the attorney general on the constitutionality of a new education agency created by Gov. Gretchen Whitmer by executive order last month.

The newly formed Michigan Department of Lifelong Education, Advancement, and Potential, or MiLEAP, would take on some key functions of the Michigan Department of Education, whose leader is selected by the state board.

The board’s resolution notes that the state constitution vests leadership and supervision of public education in the elected board, and that there may be overlapping authority between the existing education department and MiLEAP.

The resolution directs State Superintendent Michael F. Rice to ask Michigan Attorney General Dana Nessel for a formal opinion on the matter.

“The framers of our constitution intentionally separated public education outside of the governor’s office,” Board President Pamela Pugh said during the meeting, adding that the board wanted to ensure that the executive order creating the agency satisfies the framers’ intent.

Stacey LaRouche, press secretary for the governor, said her office consulted with the attorney general while drafting the law.

“We are confident in our legal authority and look forward to working with everyone who is serious about providing Michigan students with a world class public education,” she said.

Nikki Snyder, one of two Republicans on the Democratic-controlled board, said she believes creating another department would bring “chaos and confusion.”

“I definitely have major concerns about the constitutionality of the governor’s executive order,” she said. “I’m not sure that the AG opinion will satisfy those concerns. It’s definitely a step forward.”

Whitmer, a Democrat, said at the time of the announcement that MiLEAP was created to streamline lifelong education in the state from pre-K, to higher education, to workforce development.

The basic functions of K-12 education will remain with the MDE under the law. Both the MDE and the state board will work with the new department, Whitmer said.

The Office of Great Start, which serves the educational needs of children up to age 8, would move from the MDE to the new department under Whitmer’s order, along with the Governor’s Educator Advisory Council and the Michigan PreK-12 Literacy Commission.

Hannah Dellinger is a reporter for Chalkbeat Detroit covering K-12 education. Contact Hannah at hdellinger@chalkbeat.org.

How a Bronx summer jobs program prioritizes undocumented youth

2023-08-07T22:25:39+00:00

Like many 17-year-olds, Beatriz spent the last year searching for an internship.

Unlike many of them, her immigration status made getting one nearly impossible.

Without a social security number, most internships were out of reach. Beatriz learned about one through a recruiter visiting her high school, but she was too scared to tell the recruiter why she never submitted the application. (Because of Beatriz’s undocumented status, we are not disclosing her last name.)

“I felt so misunderstood,” Beatriz said. “I could tell when the woman came back she thought I just didn’t care.”

Beatriz eventually found an internship elsewhere: She was among 40 undocumented students participating in Beyond Rising, an internship initiative created by Oyate Group, an anti-poverty nonprofit focused on access to health care, food security, and providing resources to undocumented students.

Beyond Rising has nearly doubled its internship class since it opened in 2022 with 22 students, but the needs remain great. There are at least 11,000 undocumented teenagers enrolled in NYC public schools, according to the organization.

While New York City’s Summer Youth Employment Program, or SYEP, had 100,000 spots, none were open to undocumented students. Beyond Rising’s mission is to offer undocumented students career readiness resources above and beyond the ones available to documented New York City students.

The five-week paid internship places undocumented youth in administrative offices at Fordham University and Lehman College four days a week. On Fridays, students head back to Beyond Rising’s Bronx headquarters where they participate in mentoring meetings, skills training, and resume preparation. They also take field trips, such as visiting the Museum of The City of New York’s exhibit, “This Is New York - 100 Years of the City in Art and Pop Culture.”

Arefin, another intern this year, and Beatriz have been placed at Fordham where they’re working on a project called Her Migrant Hub, created by Fordham faculty, students, and female asylum seekers.

The work that many of the students have been doing this summer with the colleges is often connected to their own experiences and has given them opportunities to share what they’ve learned navigating the city as undocumented immigrants.

With the help of Fordham faculty and students, female asylum seekers developed a website that helps other female asylum seekers access health care and other social services regardless of their immigration status. Most importantly, they’re able to do all of this anonymously which keeps them safe since knowledge of their immigration status could have them deported.

From the work with Her Migrant Hub, Beatriz, and Arefin realized a specific community of young people weren’t being targeted: unaccompanied minors. Now, with the use of resources from Her Migrant Hub, they’re creating a pamphlet for unaccompanied minors — children who come to the United States without their parents or guardians. The handout covers basic “know your rights” information and includes a list of organizations and resources for newly arrived unaccompanied minors.

A Beyond Rising student holds up his new screen printed shirt.

“When we were designing the pamphlets and thinking about what resources to add, we kept asking ourselves, “What would I have benefited from that I never received?” said Beatriz.

The participants of Beyond Rising took part in a gallery walk and showcased their murals, drawing inspiration from their own lives to create their own collages.

Beyond Rising focuses on challenges faced by undocumented students

Beyond Rising aims to address common problems faced by undocumented students, such as not having access to a bank account, language barriers, and financial challenges.

Students are paid $2,500 over the course of their internship through a weekly stipend of $500 loaded onto a prepaid credit card. (The city’s Summer Youth Employment Programs runs a program called Pathways for students who face enrollment obstacles, such as not having social security numbers. The program aimed to reach 750 students this year with a stipend of about $500 for 60 hours of work.)

Jason Autar, Oyate Group’s chief operating officer, said that the choice to use a prepaid debit card for the students had a twofold mission: to keep students from carrying around $500 in cash, which could create unsafe situations, and to allow them direct access to their stipends.

For Arefin, the money will allow him to purchase a computer, a tool he’s hoping will simplify the college application challenges he’s going to face as an undocumented student. Having his own computer will keep him from having to share with his mother and siblings.

“I watched my brother struggle with applying for college and getting scholarships because of his status, so I know it’s going to be hard,” he said.

Beyond Rising has also hired employees who are able to empathize and provide solutions based on their own migrant experiences.

Alexander Reyes, Beyond Rising’s program coordinator, said the organization intentionally designed its application to be simple for students who might already be discouraged by poor grades, difficulties with English fluency, and involved applications. The application is short, it does not ask for a transcript, and students don’t have to submit letters of recommendation.

“This group of students may have the age but they don’t have the language, for us it’s about providing the access to meet them where they’re at based on their needs,” he said.

Arefin said knowing that the application didn’t require a transcript made him feel more confident.

Beyond Rising is open to students ages 16-20. That’s because some newly arrived students might be 19 but still in the 11th grade, said Reyes.

Augustina Wharton, the director of programs, said she went through all 312 applications for this year’s cohort.

“Every student was qualified enough, but we just didn’t have the resources to take them all,” she said. Bronx students were prioritized because of the organization’s ties to the community, she said.

A Bushwick Print Lab representative helps an undocumented student learn how to screen print.

Building community among students often living in shadows

The organization prides itself on creating a sense of community within its walls. On Fridays, students meet back at Beyond Rising’s Bronx headquarters where the students can be “just young people who want to dance and make art and explore architecture and engineering like any other students,” Wharton said.

On a recent Friday, students streamed into the office as Reyes prepared a breakfast of warm bacon, egg, and cheese sandwiches, while Bushwick Print Lab prepared for the day’s activity: learning to screen print on T-shirts.

One student’s screen printing shirt

One student chose to layer a “Migrant Rights Are Human Rights” stencil on top of a bundle of flowers stencil to show how so much life had grown from an identity she was meant to fear.

Beatriz said that in 2017, during the Trump administration, she and her family feared for their safety and security like never before. As the oldest sibling, knowing her rights became more important.

She wanted to participate in this internship to share knowledge with her community about their rights as undocumented people.

“I’m learning about my own rights every day by being in this internship and that’s helping me help my community,” said Beatriz.

Eliana Perozo is a reporting intern at Chalkbeat New York. You can reach her at eperozo@chalkbeat.org.

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.

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.

Gov. Whitmer creates new Michigan agency for early childhood through post-secondary education

2023-07-12T20:47:59+00:00

Gov. Gretchen Whitmer established a new state agency Wednesday to focus on improving educational outcomes for students in preschool through postsecondary programs.

The Michigan Department of Lifelong Education, Advancement, and Potential, or MiLEAP, will aim to help families access affordable child care, enroll kids in free pre-K, connect kids with before- and after-school activities, teach students about career options, and create paths for no-cost and affordable higher education in fields that are in demand.

The governor’s executive order creating the new agency transfers the offices and functions of six existing state offices. The new department will work with the Michigan Department of Education and the elected State Board of Education, according to Whitmer’s office.

“For too long, we have thought of education as K-12, but we know that’s not good enough,” Whitmer said in a prepared statement. “I’m establishing MiLEAP today because we need to get every kid started early, in pre-K, so they succeed in kindergarten, have paths after graduation to get higher education tuition-free, and forge strong partnerships with our employers so they can get a good-paying, high-skill, and in-demand job.”

Few specifics are known about how the department would operate, how it would be funded, and whether it would diminish the role of the Michigan Department of Education, whose leader is selected by the state board. One Republican member of the state board says she is exploring whether Whitmer’s move is legal, and two Democratic members expressed concern it would add a layer of bureaucracy.

Key functions move out of Michigan Department of Education

The department will be made up of three offices: early childhood education, higher education, and education partnerships. It will be led by a state-appointed director.

“We will have more on the director selection in the future,” said Robert Leddy, director of communications for the governor’s office.

The executive order transfers the Office of Great Start, which serves the educational needs of children up to age 8, from the Michigan Department of Education to the new agency.

State Superintendent Michael Rice, who heads the MDE, said he was assured the transfer would carry on his department’s commitments, such as the state-funded preschool program.

The order also moves the Governor’s Educator Advisory Council and the Michigan PreK-12 Literacy Commission from the purview of the MDE to MiLEAP.

Functions of the Licensing and Regulatory Affairs, and Labor and Economic Opportunity departments, the student aid office, and the Office of Rural Development will also move to the new agency.

Nikki Snyder, one of two Republicans on the eight-member State Board of Education, said she learned of the new department Wednesday and was not contacted by the governor’s office about it.

“The systems and structures providing these services are already in place and need more accountability,” said Snyder, who is running for U.S. Senate. “We don’t need more centralized government with less accountability.”

Some Democrats on the board also expressed skepticism about the new agency.

“We must ensure that MiLEAP is not just another bureaucratic entity but a truly effective organization that addresses the longstanding issues in our education system,” said a joint statement from board member Mitchell Robinson and board President Pamela Pugh, who is also a U.S. Senate candidate.

“Years of underfunding have had a detrimental impact on our schools, and while MiLEAP presents an opportunity to coordinate resources and create a clear vision, we must ensure that the necessary investments and equitable funding follow. Our children deserve access to quality education, regardless of their zip code or background,” they said.

Mike Flanagan, who served as state superintendent from 2005 to 2015, said Whitmer’s move to create the Office of Higher Education within the new agency will likely lead to more funding for post-secondary initiatives.

“I think the governor did exactly the right thing on the college part,” he said. “If I were governor, I probably would have left early childhood where it was. But I trust her judgment.”

Previous Michigan governors have also tried to reorganize the way state agencies manage educational programs and responsibilities. Republican Gov. John Engler moved school assessments out of the MDE, and his successor, Democrat Jennifer Granholm, reversed that decision. Republican Gov. Rick Snyder moved the school reform office out of the MDE only to reverse the decision two years later.

Flanagan, who served after the changes to the department made by Engler, said the transfers made to Whitmer’s new agency are “very different.”

“This was thoughtfully done,” the former state superintendent said of the new changes to MDE. “The governor left the basic K-12 functions to the department. Engler just blew up the department.”

Rick Snyder also created the 21st Century Education Commission, which considered changing the way state education policymakers are selected.

Bob McCann, executive director of the K-12 Alliance of Michigan which represents 123 Southeast Michigan school districts, said superintendents are waiting to see how the department will operate.

“We’re optimistic about this, and I think our superintendents just want to make sure they have a seat at the table as these things are being discussed and that it works as well as it can,” he said in an interview.

How will MiLEAP’s progress be measured?

MiLEAP’s overall goals will be to add capacity to early learning, to have every student in the state eventually earn a skill certificate or degree after high school, and to prioritize strategic state partnerships.

Whitmer has made access to early childhood education and increasing the number of people with postsecondary degrees or certificates two top priorities.

The new department also touches on a years-long effort by advocates to boost after-school programming in the state.

“MiLEAP will get this done by establishing clear metrics for lifelong learning, collaborating with cross-sector leaders at the local, regional, and state level, and developing a shared action plan for everyone to work towards,” Leddy said.

Dan Quisenberry, president of the Michigan Association of Public School Academies, which represents charter schools, said Whitmer’s decision Wednesday will be considered a success “if people recognize better outcomes” from the state programs being transferred to the new agency.

Matt Gillard, president and CEO of nonprofit Michigan’s Children, said his organization is optimistic about the change.

“I know we’ve struggled under our current system in some of these areas,” he said. “This signals a commitment from the Whitmer administration to rethinking things and becoming innovative and progressive in our approach to some of these issues.”

The cost of the department’s programming is built into the state budget, and the agency will work with the Legislature to fund operational needs, said Leddy.

It will use state and federal funding, including $50 million in next year’s budget to provide before- and after-school programs, Leddy added.

Lou Glazer, president of Michigan Future Inc., a nonprofit education think tank, praised Whitmer’s focus on before- and after-school programming and called the creation of the agency a “big step in the right direction.”

Whitmer has set a goal of having 60% of working age adults with a college degree or skills certificate by 2030.

Asked whether the new structure would lead to more partisan education policy decisions, Glazer said “the advantages of having a department which is focused on improving education outcomes for all Michigan kids from birth to college to me outweighs the potential that maybe it gets caught up in the polarization we have everyplace else.”

Lawmakers recently approved budgets that expand eligibility for the state’s free community college program, Michigan Reconnect, and its free pre-K program, Great Start Readiness.

Molly Macek, director of education policy at the Mackinac Center for Public Policy, said she wants to see the new agency collect more data to measure if these programs are worthwhile and achieving their goals.

Dan Hurley, CEO of the Michigan Association of State Universities, said he hopes creating a new office of higher education within the new department will increase awareness and use of the Michigan Achievement Scholarship.

The scholarship, created in 2022, provides funds for Michigan high school graduates to attend community colleges, independent nonprofit colleges or public four-year universities in Michigan.

Hurley said the new department could lead to increased college affordability, college enrollment and “ultimately boost attainment levels.”

Hannah Dellinger is a reporter for Chalkbeat Detroit covering K-12 education. Contact Hannah at hdellinger@chalkbeat.org.

Isabel Lohman is a reporter for Bridge Michigan covering preK-12 and higher education. Contact Isabel at ilohman@bridgemi.com.

Indiana focuses state scholarship program on staying in and completing college

2023-07-06T11:00:00+00:00

Coming from a low-income family, Annabella McGinley-King thought Indiana’s 21st Century Scholars program would enable her to afford college.

In middle school, she enrolled in the state-run program, which covers the equivalent of public school tuition at Indiana colleges and universities for eligible low-income students. Like many other students who have enrolled since 1990, McGinley-King was tripped up by the requirements imposed on recipients.

While over 45,000 Hoosiers have received credentials or degrees from the scholarship, according to a 2021 report from the Indiana Commission of Higher Education, recent data indicates that the majority of students struggle to meet the requirements for 21st Century Scholars through high school.

Statewide for the class of 2023, 39% of scholars completed their ninth grade activities, and 7% completed all of the high school requirements by October 2022, according to commission data. The proportion has declined since the start of the pandemic.

To boost those figures and to reverse a decline in college-going among young Hoosiers, Indiana officials are retooling it.

21st Century Scholars must pledge to reach academic and other goals in both high school and college. McGinley-King completed all of the high school requirements, and enrolled at Holy Cross College in northern Indiana, after graduating from Cathedral High School in Indianapolis in 2021.

Following multiple deaths in her family and encountering difficulty adjusting to the school environment, she dropped some classes to avoid failing. But she worried about not meeting the scholarship’s credit threshold. After three semesters, McGinley-King left Holy Cross. Because she was no longer an active student, she lost her scholarship.

Ultimately, the requirements of 21st Century Scholars were too inflexible for her.

“College was the worst I’ve ever done in school,” said McGinley-King, who had always done well in high school. “I’ve just been burnt out for a really long time. Even though I knew what the requirements were, it just wasn’t going to work out.”

Her story illustrates the challenges as Indiana policymakers and educators try to reverse declining college-going rates and to ensure more students benefit from 21st Century Scholars. The state passed a law in May to automatically enroll eligible students at the end of their eighth grade year (they may opt out).

YeVonne Jones manages KIPP Forward, which supports KIPP students and alumni in colleges and careers. A former middle school counselor, she recalled how difficult it was to enroll students.

She always worried, “What happens once they get to high school?”

How enrolled students can access the scholarship

The new law enables educators and others to focus on helping students complete program requirements. But while the law makes enrollment easier, it doesn’t address the challenges of meeting the scholarship’s high school and college requirements.

In order to access the scholarship, enrolled high school students must participate in an extracurricular activity as freshmen, gain workplace experience as sophomores, visit a college campus as juniors, and file the federal student aid application, known as the FAFSA, as seniors, among other requirements.

Although the program lays out annual expectations, it allows students to complete them in any of their high school years.

They can track their progress using an online program called ScholarTrack. But getting personal support is critical, and not all high schools have a counselor available to help, said Berenice Tenorio, an outreach coordinator for 21st Century Scholars at the state’s Commission for Higher Education.

“The commission recommends that counselors meet with their scholars every single year to go over their requirements,” Tenorio said. “But we know that’s not always the case.”

To help, the commission connects with organizations like Starfish Initiative, which offers mentoring and helps students meet the scholarship requirements, by providing opportunities for community service and college tours.

Keeping students on track is a priority, said Starfish Initiative’s Director of Programs Latrice Watson.

“Most students will procrastinate until they have to do something, which is usually at their senior year,” she said. “But it’s getting a lot better.”

Maintaining 21st Century Scholar status throughout college

To keep their scholarship, students must maintain Satisfactory Academic Progress per their college or university, earn 30 or more credit hours per academic year, and file their FAFSA annually. There is also another set of requirements called the College Scholar Success Program, first imposed in fall 2020, that have been paused.

Some campuses, like Indiana University Bloomington, have staff devoted to supporting 21st Century Scholars.

“If a student loses that scholarship, that’s pretty much the end of their pursuit of a degree,” said Vincent Isom, the director of the school’s 21st Century Scholars program. “So it’s important for us to have holistic support for the students, not only the academic piece and not only the career preparation piece, which serves as the motivation for the students to stay on track.”

A student can lose their scholarship if their GPA dips below the requirement, they’ve failed to fulfill the necessary credit hours or haven’t completed their FAFSA. They can appeal if they’re still attending classes and can show extenuating circumstances.

To help, IU’s 21st Century Scholars office hosts study tables Monday through Friday, required for students on academic probation and recommended for students at risk.

He said the office will reevaluate the resources offered as more students may use the scholarship under the new law.

As for McGinley-King, she is working full time to save money to go back to school. She wants scholars to know that it’s OK not to jump into college or university immediately. Scholars have up to one year after high school to start using their scholarship. She advises taking a gap year.

“You have conditions, and you have to meet them, and it kind of sucks sometimes,” she said. “But if you take the time for yourself to figure out what is truly best for you, that’s way more helpful than being in it and being stressed about it.”

Correction: A previous version of this article incorrectly listed the GPA required for 21st Century Scholars. It has also been corrected to clarify the requirements for 21st Century Scholars while in college and the requirements for study tables at IU.

Jade Thomas is a summer reporting intern covering education in the Indianapolis area. Contact Jade at jthomas@chalkbeat.org.

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.

Chicago grapples with reengaging youth who are not in school or the workforce

2023-06-29T11:40:00+00:00

Last winter, Alonte Wilson had written off ever getting a high school diploma. He was 18, woefully short on credits and full of uncertainty about his future.

Then he got a series of texts from an outreach worker at Breakthrough Urban Ministries, a nonprofit on Chicago’s West Side:

“Here’s something that can help you so you’re not just sitting in the house doing nothing.”

Wilson could get another crack at finishing high school, the texts promised. He could also receive therapy, mentoring, and job readiness training — and get paid $250 a week while he was at it.

Wilson was skeptical, but intrigued.

In Chicago, an estimated 45,000 teens and young adults like Wilson are not in school, college, or the workforce. That’s roughly 15% of the city’s 16- to 24-year-old residents. City leaders and experts have long seen reengaging these young people — whom they call “Opportunity Youth” — as crucial to addressing poverty, racial inequities, and gun violence.

But the task has bedeviled the city for at least the past decade.

The pandemic triggered a renewed sense of urgency as the number of disconnected youth grew. Reconnection Hubs run by nonprofits in Roseland and Little Village added in-house therapists and street outreach. The school district launched Back to Our Future, which it sees as a first-of-its-kind program to reengage the toughest-to-reach dropouts with help from nonprofits such as Breakthrough.

But overall, Chicago’s programs are often fragmented and lack the big-picture vision and coordination between nonprofits and government agencies that experts say are key to success. Data on young people’s longer-term outcomes is scarce. And programs tend to reel in youth who are still somewhat connected — going to community college or working part-time, for example — not the most difficult to reach.

Now, newly elected Mayor Brandon Johnson, who pledged to double jobs and invest in programs for young people, has become the latest city leader hoping to solve the youth disconnection issue.

The stakes are high: Disconnected teens and young adults suffer a long-term toll on their health, social-emotional development, and relationships. In Chicago, more than 90% of young gun violence victims are not enrolled in school, the University of Chicago Education Lab has found. And according to one often-cited 2012 Columbia University study, each disconnected youth carries on average an almost $940,000 lifetime cost to society in lost tax revenue, higher government spending, and other costs.

“These are the most vulnerable youth in our community,” said Yolanda Fields, Breakthrough’s executive director. “What we’re trying to communicate is, ‘You’re worth it. We’ve come for you.’”

Chicago has grappled with youth disconnection for years

Wilson was in third grade – often viewed as a critical predictor of academic success – when the issue of out-of-school, out-of-work youth first loomed large in the national conversation. He was growing up on the West Side, in an area that has long struggled with disinvestment and gun violence.

In 2013, many Black families were leaving Chicago, and the city was in the midst of shuttering almost 50 elementary schools on the South and West sides, the largest mass school closures in the United States.

The Great Recession had left a lingering toll on youth employment. The Obama administration made reengaging out-of-school, out-of-work young people a signature initiative, spurring national campaigns and the birth of new organizations devoted to the issue. Chicago pledged to reckon with disconnection as well.

Advocates and city leaders at the time often cited a striking number: More than 50,000 youth ages 16 through 24 were not going to school or working.

While officials have tied the goal of reconnecting them to preventing gang recruitment and crime, many of these young people were derailed instead by poverty, parenthood, mental health issues, and a lack of jobs in some swaths of a segregated city.

In 2013, the school district opened Student Outreach and Re-Engagement Centers in Little Village, Roseland, and Garfield Park — its first attempt to track down and cajole back thousands of dropouts. But the centers could not help disconnected youth who had aged out of school or those who already had a high school diploma, which more than half of disengaged 16- to 24-year-olds do.

In the following years, then-Mayor Rahm Emanuel’s administration helped launch Thrive Chicago, an organization meant to connect nonprofits and agencies who worked with disengaged youth. With grants from the city, Thrive helped start two Reconnection Hubs, in Roseland in 2018 and Little Village in 2019.

The Hubs, which share space with two of the school district’s reengagement centers, were designed to be a one-stop shop for youth grappling with disconnection — helping them with basic needs such as housing and transportation, and offering leads on jobs or job training programs.

Government investment in reconnecting youth can mean “the difference between a life of poverty and a life of prosperity,” Emanuel said in announcing a 2017 Opportunity Youth Summit that the mayor’s office co-hosted with Thrive.

By the eve of the pandemic in 2019, Thrive had also compiled a trove of U.S. Census data shedding new light on these young people. That year, their numbers had dropped to 37,000, but the decrease was not necessarily a sign of success. Mainly, there were fewer teens and young adults living in Chicago overall, while a resurgent national economy had given youth hiring a boost, said Matthew Wilson at the University of Illinois Chicago’s Great Cities Institute.

In Chicago, the rate of teens and young adults not in school, college, or the workforce had remained relatively steady at 12%. For Black youth, it was almost 25%.

And the highest concentration of such youth is in the area where Wilson grew up on the West Side.

Chicago launches another new program amid disconnect

The tenuous relationship Wilson had with school unraveled completely after the COVID pandemic hit. At Orr High School, “Zoom school” failed to hold his attention and gave him license to tune out altogether.

He failed a string of classes and fell short on credits. Gun violence in his neighborhood and across the city claimed friends, he said. Then in 2021, Wilson himself was shot, and his family sent him to live in Florida for a time, where he attended an alternative high school.

He returned to Chicago early the following year. Seven months later, according to a police report, Wilson was arrested on the West Side and charged when officers responding to a gathering of young people noticed he had a gun — illegal in Illinois for people under age 21 — which he later told police he carried for protection.

In the months that followed, as the city crawled back to normal after two years of COVID restrictions, Wilson sat in home confinement and took stock of his murky prospects.

“My life was paused, and I couldn’t do what I wanted to do,” he said.

Wilson’s experience reflects a larger truth: Young people — especially Black youth — were hit harder by the fallout from COVID and, here in Chicago, they have been much slower to recover, according to a recent University of Illinois Chicago report. The jobless rate for Black women in their early twenties doubled from 2019 to 2021, climbing to almost 60%.

Nationally, experts and advocates hoped the pandemic would bring new energy and federal money to address the issue of out-of-school, out-of-work youth, as it did in the aftermath of the Great Recession, said Louisa Treskon, senior associate at the think tank MDRC. Largely, that hasn’t been the case.

“So many young people now have heightened needs and are struggling,” Treskon said. “That has overshadowed the more specific needs of opportunity youth.”

Chicago, however, set out to try a new approach. The district’s new Back to Our Future program launched last year aims to do “relentless engagement” — intensive outreach to persuade youth disengaged from school for more than a year and their families to give the program a chance.

During the initial 12 weeks of the program, they would get more services than the district’s Student Outreach and Re-Engagement Centers had ever offered: mentorship, mental health services, “soft skills” training, help with finding a job, and a $15.40 an hour stipend.

The catch: A price tag of $18,000 per student, along with the novelty of the approach, meant the district would start small. It would aim for reaching 1,000 students in 15 neighborhoods on the South and West sides during the program’s first year.

With funding from the Office of Firearm Violence Prevention at the Illinois Department of Human Services, the district signed one-year contracts last spring totaling almost $20 million with three nonprofits to run Back to Our Future, including Garfield Park’s Breakthrough, a faith-based organization that runs housing, violence prevention, and other programs.

Fields, the executive director at Breakthrough, says the nonprofit has long offered local public school students arts, sports, and other enrichment programs. But it had never before provided services for dropouts.

The contracts task Breakthrough and the other partners with targeting youth at high risk of becoming victims of violence or getting involved with the criminal justice system.

“This is where our investment should be,” school board member Elizabeth Todd-Breland said last summer after district officials touted the new program. “Not on the back end in criminalizing, in caging — but on the front end.”

Reengagement work happens one student at a time

Wilson started coming to Breakthrough for Back to Our Future in January, enticed by the texts from the outreach worker. The program put Wilson on the GED prep track, for students who are older and shorter on credits.

Other participants start on an online credit recovery program. For some, the program might lead to a return to a more traditional high school setting, but not until months down the road.

As the weeks went by, the staff chipped away at Wilson’s initial skepticism.

He started seeing a therapist. When his cell phone company blocked his account, the program covered his unpaid bill — what Breakthrough staff call a “sticky factor,” or help with day-to-day life challenges that shores up relationships with the students, factored into the cost of the program.

When he skipped days — something he had always felt caused barely a ripple in high school — staff texted and called right away, coaxing him back.

“It’s like a family, but it’s cool,” he said.

This spring, Wilson sat in a hushed room on the second floor at Breakthrough’s sleek, modern complex, off a hallway with yellow and purple lockers. There was a smattering of desks, a whiteboard, and a list of “rules and regulations” on the wall that proclaimed the space a “no judgment zone.”

Wearing a black shirt with “Born to Hustle” emblazoned along the sleeve, Wilson stared at a math problem on a laptop screen: If a painter rented a wallpaper steamer at 9 a.m., returned it at 4 p.m., and paid $28.84, what was the rental cost per hour?

Tamaya McGowan, 19, and her son at Breakthrough FamilyPlex on Wednesday, June 7, 2023, in Chicago. McGowan is working on completing her GED in the school district’s new Back to Our Future program. “It helps that I get to spend time with my son while pursuing my education,” she said.

A couple of young women holding toddlers by the hand rushed in and were handed their own laptops. One of them, Tamaya McGowan, was also working on her GED and eyeing a construction training program at Malcolm X Community College this fall.

To Myisha McGee, Breakthrough’s director of high school and postsecondary education, Wilson became a cross between resident recruiter and teacher’s aide. Half a dozen friends joined the program as well. When other teens showed disrespect, he would raise his voice so McGee didn’t have to, or he’d pull them aside to say, “Hey, we don’t do that here.”

Thanks to the job readiness training students receive, Wilson learned how to present himself to potential employers. He crafted a 30-second “elevator speech.”

“Hey, how you doing? My name’s Alonte Wilson, and I go to Breakthrough to get my GED, so I can go to trade school and start to change my jam and become an architect or engineer.”

Advocates say the latest efforts to connect with disengaged youth are paying off.

Sidney Johnson, a soft-spoken, avuncular therapist hired by the Reconnection Hub in Roseland during the pandemic, urges clients to “focus on what you can control” and “create your own narrative.” He says almost all the young people the Hub serves have experienced childhood trauma, and unmasking how it’s shaping their self-esteem and behavior now can be powerful.

Chicago Public Schools officials also say Back to Our Future is off to a promising start. So far, 465 students have taken part — short of the program’s Year 1 goal of 1,000 students spelled out in its contracts. Attendance has ups and downs, but most teens have stuck with the program.

Some of the 86 students Breakthrough has served dropped off after the end of the first paid 12 weeks. Three have gotten arrested. One 19-year-old was shot and killed in the neighborhood earlier in June.

But most are engaged, said McGee, and her hope is that some will have earned enough credits to return to traditional school this fall.

Are Chicago’s efforts reconnecting young people? It’s tough to say.

At the Reconnection Hub in Little Village, many young people walk in seeking something specific: help with removing a gang tattoo, finding child care, or getting a public transit pass.

Director Pedro Mendez says his team has specialized in trouble-shooting these hurdles to reengagement. Staff at the Hub — an area with cluttered desks and a couple of classrooms in the back of a nonprofit above a shopping center — try to build a longer-term relationship with youth they help, steering them to, say, an in-house GED, photography, or coding classes, or job training.

Sidney Johnson mentors Ti’Shawn Clark as part of Roseland Reconnection Hub’s services for youth ages 16 to 24 at Phalanx Family Services in the West Pullman neighborhood in Chicago.

But here and in Roseland, staying in touch longer term is a challenge. And it’s hard to come by data on education and employment outcomes for participants in Chicago’s patchwork of programs.

Data Chicago Public Schools provided in response to a Freedom of Information Act shows its Student Outreach and Re-engagement Centers — the program the district started a decade ago to reengage dropouts — have seen the number of students they serve shrink dramatically, from 3,245 in 2016 to 655 in 2022, even as the district launched a new center in Englewood in partnership with City Colleges of Chicago in 2021.

About a quarter of the students who visited a reengagement center in 2022 graduated that year, district data shows. But the district doesn’t track how many graduate beyond the year they make contact with the program — or what happens afterwards. The district did not respond to questions about the centers, except to say that officials will reassess the program in the fall.

This year, Thrive Chicago completed an evaluation of the Reconnection Hubs program, but did not make it public. Several former employees who have seen the report and spoke with Chalkbeat anonymously said it echoed what staff at the Hubs told Chalkbeat: The Hubs have provided important services for almost 3,000 young people.

But there is no data on how they have fared in helping youth complete their education or find jobs.

According to the former employees, the report also said that the Hubs veered from a vision for the program in which they would size up young people’s needs, make a plan — and then refer them to nonprofits or government agencies that can best serve them. That vision was an awkward fit for a nonprofit ecosystem in which local and state funding is based on the number of clients on the Hubs’ own caseloads.

Then in May, Thrive shut down abruptly. The group’s board president, Timothy Schwertfeger, did not respond to requests for comment.

The state did not respond by the time of publication to a Chalkbeat request for attendance and other outcome numbers for Back to Our Future. The University of Chicago’s Education and Crime Labs is slated to produce a more formal evaluation, with some findings set to come out later this summer.

Nationally, the relatively small number of reengagement programs that have been rigorously studied have generally yielded modest increases in high school completion and earnings.

“There’s been this thread of, ‘Nothing really works,’” said Treskon, the MRDC expert.

In fairness, she notes, these programs work with youth with extremely high needs, many of whom have experienced trauma and other hardships. Programs are often too short-lived to effectively bend the trajectories of young people’s lives. Few cities have perfected what experts believe are all-important “smooth handoffs” — partnerships between the nonprofits and government agencies that together can meet this group’s complex needs, free of competition for grants and other funding.

In Back to Our Future’s first 12 weeks of intensive support, Treskon says, the program seems to deliver the gold standard: engagement with families, trauma-informed mentoring and counseling, a stipend, and “soft skills” job readiness training. The big test is what happens after that.

On his first day in office in May, Chicago Mayor Johnson signed an executive order directing his team to come up with a detailed plan for how to double the number of youth jobs, starting with opening more positions for young people in city government. His deputy for education, youth, and human services, Jen Johnson, recently told Chalkbeat that cross-department and agency collaboration will be key in tackling disengagement — and touted the Back to Our Future program as a promising approach.

Alonte Wilson, 19, takes a GED practice test at Breakthrough FamilyPlex in Chicago’s Garfield Park neighborhood.

For his part, Wilson, now 19, has continued to show up at Breakthrough even though he stopped receiving his stipend weeks ago.

No longer on home confinement, he said he now has a part-time job at Walgreens and is close to taking his GED exams.

“I’ve learned how to switch my ways,” Wilson said.

Wilson’s post-GED game plan is still “all over the place,” says McGee, Breakthrough’s education director. But the program has a “Trades Day” coming up, and McGee hopes to take him on some college tours.

In the meantime, Wilson has a job interview outfit picked out: white button-down shirt, black slacks, black dress shoes. “You gotta look like you really want the job,” he said.

And he has kept practicing his elevator speech, tweaking it with input from staff and peers to swap out his dream job of architect for mechanic.

“I have soft skills like communication skills, listening skills, time management, and teamwork,” he recited during a mock interview day at Breakthrough one recent Friday. “I am very interested in discussing my skills and would like to schedule an interview with you at your earliest date.”

Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at mkoumpilova@chalkbeat.org.

College felt impossible to this student in foster care. Then NYC offered to pay.

2023-06-15T16:14:05+00:00

At the age of 16, Marowa, a Bangladeshi immigrant, entered New York City’s foster care system, after her parents had physically abused her for much of her life.

Two years and five foster homes later, Marowa fled to California to build a new life but returned to New York City by the age of 19, in search of stable housing and a familiar community. (Marowa said she does not have a legal last name.)

After she reluctantly re-entered foster care, a social worker asked Marowa if she knew that Administration for Children’s Services, or ACS, could help her pay for college and other expenses.

“I was just thinking about surviving,” Marowa said. “I wasn’t really thinking about college.”

Last week — five years after that conversation — Marowa graduated with a bachelor’s degree in English literature from Brooklyn College, with the help of the financial assistance that her social worker had described.

Marowa is one of 300 students who used the College Choice program this year to fund up to $15,000 of tuition, room and board, and $60 in daily stipends, according to ACS officials, who said that no eligible student who applied on time was turned away.

The program, announced in October, combined with other state and federal grants, covers all tuition and living expenses for these students. It was similar to other programs that preceded it when Marowa first entered college with some updates that aim to ease the burden on participants: College Choice doubles the daily student stipend and allows them to live on the same campus as where they go to school.

For the 2023-24 school year, the Adams administration has proposed keeping this $10 million initiative.

A more stable future for students in foster care

The program attempts to set up a stable future for students like Marowa, who might otherwise be unable to pay for college or incur student loan debt, even with federal and state grants. In New York City, the cost of higher education is not the only barrier: Last school year, 45% of students in foster care graduated from high school on time, compared with 84% of students not in foster care, according to state data. In 2019, before the pandemic and the loosening of certain graduation requirements, just one-quarter of youth in foster care graduated on time.

The city’s Fair Futures program, which advocates pushed the city to create in recent years, attempts to improve those graduation rates by linking students in foster care ages 11 to 26 with academic, career, and life coaching.

Even children who make it to college can find it financially impossible to stay enrolled, said Jess Dannhauser, commissioner for ACS. Dannhauser, who previously oversaw foster care agency Graham Windam, said he’d hear about students who dropped out of college because they couldn’t afford pricey textbooks or even doing laundry regularly.

“The things that came up both were expensive, and it was hard to be nimble to meet all those needs,” Dannhauser said of students’ experiences. “And it sends a message that they don’t belong there.”

In order to be eligible for College Choice, young people must currently be in foster care, earn a minimum GPA of 2.0, and apply for financial aid grants, such as the federal Pell Grant and New York State’s Tuition Assistance Program, or TAP.

Larger stipends and more places to live

Before Marowa used College Choice this year, there was “The Dorm Project,” which used a total of about $7 million to provide housing and tuition help to about 200 students in foster care last year who attended CUNY schools. ACS also provided $31 daily stipends to college students in foster care.

Marowa pictured on her graduation day at Brooklyn College.

College Choice ironed out a few wrinkles with the previous program, officials said. Unlike previous years, the program helps cover costs for students who attend any college, not just CUNY. Students also receive a $60 daily stipend — and will now receive that money for six months after graduation.

The old program provided year-round housing at certain CUNY dorms where the city had purchased space but not necessarily where students were attending school. In what felt like a particularly important change for children, College Choice allows them to live on the same campus where they’re enrolled.

“We heard from young people that they really wanted to live and go to school in the same place, that they wanted that choice, that they wanted to have the opportunity to go out of state,” said ACS Commissioner Jess Dannhauser in an interview. “And the College Choice program allows for that.”

The program is a positive start at helping students access college, but broadening the eligibility requirements would help many more students in need, said Chantal Hinds, a researcher focused on students in foster care at the Next100, a policy think tank based in New York City. Hinds noted that the program doesn’t benefit students who aren’t in foster care anymore but might still be struggling financially and mentally from their experience in the system.

She noted that Marowa could have been one of those teens had she not re-entered the foster care system after her time in California.

“If you’re in the foster system for a month or 12 years, you’re still impacted,” said Hinds, who was once an attorney for ACS. “There was still a significant portion of your life that was changed because of this experience.”

Marowa began receiving financial support through the old college aid programs and then switched over to College Choice this past school year, which meant her daily stipend doubled in size.

In college, Marowa changed majors twice before landing on English literature, which she fell in love with after being forced as a newcomer immigrant years ago to learn the language.

Marowa was one of the students who pushed ACS for better college assistance, and she continues to advocate on behalf of foster youth, both she and an ACS spokesperson said. She’s considering a teaching job offer, and has qualified for subsidized housing.

Once she becomes more financially stable, she’s hoping to fulfill a longtime dream: to become a foster mom.

Reema Amin is a reporter covering New York City public schools. Contact Reema at ramin@chalkbeat.org.

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.

Chicago Public Schools class of 2023 earned $2 billion in college scholarships

2023-06-07T20:58:07+00:00

The Chicago Public Schools graduating class of 2023 earned more than $2 billion in college scholarships — a record amount, district leaders and the city’s mayor announced in a Wednesday press conference on the city’s West Side.

That’s compared with about $1.5 billion that graduates pulled in last year. Officials said 9,945 of roughly 22,000 seniors have landed scholarships; about 76% have gotten at least one college acceptance letter.

In a first for the district, every high school reported earning scholarship dollars, according to a district spokesperson.

The 2023 graduates began their high school careers the school year the pandemic struck and have weathered the abrupt shift to remote learning and an eventual return to in-person instruction disrupted by COVID surges, staffing shortages, and other upheaval.

At Orr Academy High School on the last school day of the year, Mayor Brandon Johnson also nodded to the mass campus closures on the West Side in 2013 that played out as some of the students gathered Wednesday were starting elementary school.

“To the class of 2023, you are making a difference already,” Johnson said. “You are why we will have a better, safer, stronger Chicago.”

Amid a “college for all” push in the 2010s, the district saw marked increases in the portion of students who graduate and go on to higher education institutions. But the district has recently focused its efforts on boosting the portion who actually earn college degrees, which has not budged significantly even as college enrollment spiked.

According to the most recent analysis by the University of Chicago’s To & Through Project based on 2021 data, 82 of every 100 district freshmen graduate from high school on time. Of those graduates, 37 enroll in a four-year college right away and 13 enroll in a two-year college. Six years later, only 27 of those 100 freshmen earn any college credential.

Significant college completion disparities by race and gender have persisted. While 67% of Asian American female students — the district’s highest-performing group — will go on to earn a college degree, about 12% of their Black male peers will do the same.

District graduates are headed to Harvard, Stanford, the University of Michigan, and campuses around the world. Some will instead go on to training and apprenticeship programs in skilled trades from culinary arts to construction, amid a district shift toward rebuilding and strengthening its career and technical education offerings.

“They closed out their freshman year when this whole country was shut down,” Martinez said. “And yet, they never lost a beat.”

He argued that students are graduating better prepared than ever, pointing to a record number who took college-credit courses.

The district credited the scholarship increase to better outreach to students. Its Office of College and Career Success held live information sessions on Instagram, gave schools additional training on helping students navigate the application process, and sent seniors weekly emails with scholarship leads.

The exact number of students who graduated this spring will be available in the fall, the district said. Last year, roughly 21,200 students graduated, with the four-year graduation rate ticking up to a record 82.9%.

Five members of this year’s graduating class — Paul Adekola of Air Force Academy High School, Alanah Martin of Kenwood Academy, Kevin Reyes Vega of Chicago Military Academy, and Jaylen Brown and Sammi Yee of Whitney Young High School — won the prestigious Gates Scholarship, which will cover their tuition in full at top-ranked universities.

Orr also doubled its total scholarship amount from last year to roughly $2.2 million.

Dmariya Haggard, a newly minted graduate who spoke at the press conference, said he struggled in high school as the city grappled with the pandemic and a rise in gun violence.

But he is heading to Northern Illinois University in the fall, with plans to study biology and $192,000 in scholarships.

“I wanted to do better for myself and have a better future,” he said.

Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at mkoumpilova@chalkbeat.org.

Chicago students can start earning community college credit and get paid this summer

2023-05-30T11:00:00+00:00

The City Colleges of Chicago is doubling the number of slots in a summer program for incoming students who are looking to get a head start on earning credits — and get paid while they’re at it.

The City Colleges of Chicago’s Summer Start program, now in its third year, offers recent Chicago Public Schools graduates a chance to take a free class, get help with passing the system’s English and math placement tests, and earn a $1,000 stipend.

“For students who are feeling unsure about college and doing the whole, ‘Should I, or shouldn’t I?’ this program can be make or break,” said Peggy Korellis, the system’s vice chancellor of high school strategy.”

The pandemic-era effort is an attempt to counteract “summer melt” – the loss of students who express interest in attending college in the spring but never follow through with plans to enroll in the fall. Like community colleges across the country, City Colleges’ seven campuses saw steep enrollment drops after COVID hit, and despite a rebound last fall, enrollment is not back at pre-pandemic levels.

All seven colleges are offering Summer Start, targeting students who might not feel fully prepared for college yet, including tackling the system’s core English 101 course. Korellis called it “a soft launch into college” — a small piece in a larger puzzle of boosting the number of Chicago students who make it to campus and to a college diploma

Of the 50 teens who participated in the summer of 2021, about 45 returned for the fall semester. About 100 students attended an in-person session in 2022. This year, City Colleges aims to enlist 200 students, but has room for more.

Students get to take the system’s placement tests after receiving added support in English and math — a chance to avoid taking remedial courses, which research has implicated in many students’ decisions to drop out.

Among Chicago Public Schools graduates who enroll in a two-year college, little more than a quarter go on to earn a postsecondary degree — a statistic that has remained fairly consistent over the years, even as the number of students who graduate from high school and enroll in college has increased markedly.

The deadline to apply for Summer Start is June 12. The program, which runs from June 20 to Aug. 4, is open to students who graduated from Chicago Public Schools last fall or this spring. It also provides free books, mentoring and tutoring, campus tours, and social events.

Korellis said the program sprang out of a workshop for incoming students that City Colleges hosted virtually in the summer of 2020, months after COVID abruptly shuttered school buildings.

“We were really concerned about the high school seniors who hadn’t had a strong ending to their senior year and hadn’t solidified their college plans,” she said.

The system got positive feedback from students, but some suggested they would have loved a chance to earn some college credit as part of that summer introduction to college.

So in 2021, City Colleges expanded the virtual program to include a free class as well as writing and math support for students. That year, the system first offered students a stipend: $500 for students who showed up to the event, and another $500 after they registered for fall courses.

Officials knew the program would compete with summer jobs to squirrel away money for college, Korellis said. So the stipend was important to make students feel those weeks off work were truly worth their while.

“For the students who do come, it’s a great motivator,” she said of the money.

Besides the free class and the stipend, students have said that they really appreciated the chance to meet faculty and fellow students, check out their campus, and get a feel for the college experience ahead of the fall, Korellis said.

Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at mkoumpilova@chalkbeat.org.

About 50 Chicago high school students earned associate degrees. The district wants to boost that number.

2023-05-23T14:15:59+00:00

Thien Vo, a senior at Uplift Community High School on Chicago’s North Side, became the first in his family to earn a college degree this month, leapfrogging his older brother who attends DePaul University.

That milestone made Vo the first and — so far — only Uplift student to earn an associate degree before high school graduation.

Across town at Corliss High on the Far South Side, Vincent Smith also earned a college degree weeks before graduating as his school’s valedictorian. Like Vo, he was the first on his campus to do that — a full decade after the city remade Corliss and a handful of other campuses into so-called “early college high schools,” promising students a chance to land college degrees before graduation.

In recent years, the number of Chicago campuses that offer college-level classes — and the number of students who earn credit and degrees — has grown rapidly. But only a small number of students such as Vo and Smith, both 17, complete a two-year degree while still in high school — roughly 50 students this spring out of about 22,000 district seniors, compared with 900 last year in Dallas, about 10% of that district’s graduating class.

Although Chicago was an early adopter of the early college high school model, not enough coordination between the district and the city’s community college system existed until more recently, experts say. A college coursework placement test and other requirements have put these programs out of reach for some students.

The district’s CEO, Pedro Martinez, has said he wants to see more students earn two-year degrees before graduation as part of a broader push to strengthen Chicago’s career and technical education offerings. The district is counting on these efforts to help address a key larger challenge: While Chicago has seen major increases in the number of students who graduate and go on to college, it has not significantly moved the needle on the number of students who earn college degrees.

Research has shown that students who attend early college high schools are much more likely not only to graduate and go on to college, but also to complete four-year degrees.

As he gears up to start college in the fall, Smith said, “I feel prepared. I am definitely ready for the college experience — the true university experience.”

City Colleges partnership boosts college credit in high schools

Vo’s Uplift High School became an early college high school in the thick of the pandemic. Administrators encouraged Vo to take advantage so he took a placement test in summer 2021.

He enrolled in English 101 class at Truman College, a campus of City Colleges of Chicago that’s down the street from Uplift. On the cusp of his junior year, Vo was one of only two high school students in the virtual classroom. The course was a shock to his system.

“I had never done a three-page essay before,” Vo said. “It was always five paragraphs, and I’m done.”

He wrote his first essay about COVID’s impact on student learning. His instructor returned the draft riddled with criticism — grammar mistakes throughout, the citations all wrong. It was Vo’s first D.

Thien Vo earned an associate degree from Truman College weeks before his graduation from Uplift Community High School on Chicago’s North Side.

He did not stay discouraged for long. He taught himself how to do MLA style citations and met with the professor to get more feedback, never disabusing her of her impression that he was a regular college student, even though he was only 15 at that time. He earned a B in the class.

Chicago currently has 12 early college high schools that partner with seven campuses of City Colleges — a number that’s grown since the model first rolled out a decade ago.

Corliss was among the first early college high schools launched by then-Mayor Rahm Emanuel’s administration and modeled on New York City’s P-TECH high school programs, campuses affiliated with specific industries that aim to graduate students with an associate degree or a certificate.

Smith’s mom, Dameron Compton, a Corliss alumna who had just finally finished paying off student loans, knew her son could rise to the challenge.

“We always say, ‘You can get your college degree for free here,’” said Phylydia Hudson, Corliss’ early college STEM specialist. “But the parents cue in more than the students.”

So Smith took the City Colleges placement test and signed up for a slew of virtual classes at Olive-Harvey College his junior year. He learned to step up his grammar and citation game in English 101, to tap primary sources for research projects in African American Studies, and to learn math at a much faster clip in Calculus.

But for most Corliss students, which serves a predominantly Black and low-income population, the college placement test has proved a steep hurdle.

The school designed a couple of courses that students can take without passing the test, giving them a taste of college-level coursework. But, said Hudson, “That’s where it all stops for a lot of our students.”

This May, the district and the City Colleges of Chicago saw 600 students graduate with at least 15 college credits, up from 460 last year. That number doesn’t include credits earned in Advanced Placement or International Baccalaureate classes — data that will be available later this summer. It’s the equivalent to a semester of college and the number research has found boosts students’ odds of earning a degree, leading district leaders to talk about the “Power of 15.”

Of the 53 students who earned associate degrees this year — up from 11 two years ago — 41 are Latino, 11 are Black, and one is Asian American. Only one does not attend an early college high school — a statistic district officials say they hope to change by opening up more opportunities at non-early college campuses, such as Brooks College Preparatory Academy and Kenwood Academy High School, both on the Far South Side.

“We don’t want just pockets of student access,” said Megan Hougard, the district’s chief of college and career success. “We want to make advanced coursework available to all students.”

The district recently signed a five-year, $2.6 million contract with DeVry University to renew the longstanding Advantage Academy program, which allows students to earn an associate degree in network systems administration or web graphic design.

Taking college classes in high school pays off

Chicago is not alone. Texas and North Carolina, which have backed such efforts at the state level, are frontrunners, but other states are also expanding early college programs, said Kristina Zeiser, a principal researcher at the American Institutes for Research.

Zeiser looked at outcomes for students at early college high schools backed by a now-defunct Gates Foundation initiative. The research found that students at these schools were much more likely to graduate, go to college, and complete their college degrees than peers at schools with similar demographics. More than three-quarters went on to enroll in a four-year college program, and roughly 57% earned a bachelor’s degree within six years.

Zeiser, who is now studying the long-term employment and earnings for these students, notes some critics have argued that earning an associate degree in high school might hurt students by pigeonholing them into a field of study too soon or discouraging them from pursuing four-year degrees. She says she hasn’t seen solid evidence of such downsides.

Arriving on a college campus as a junior at 18 might be tricky socially, Zeiser says, but, “Academically and monetarily speaking, you are in a very good place.”

Jenny Nagaoka, who studies early college programs at the University of Chicago’s Consortium on School Research, said a tangle of factors have kept the number of high school students earning associate degrees here small as some other districts have pulled ahead.

The district’s high-needs student population and GPA and placement test requirements have all played a part. Setting the right bar for student access to these programs is important, Nagaoka said, though she questions if the City Colleges test is the best predictor of which students would be successful.

“You don’t want students taking these courses, doing poorly, and deciding they are not college material,” she said.

At Uplift, principal Tyrese Graham previously served as an assistant principal at Sarah Goode STEM Academy, the first in Chicago to graduate a student with an associate degree after the 2013 early college high school rollout. He said he wants “early college” to be a wholesale overhaul of the campus culture, not just another program.

Graham doesn’t want students merely to earn some college credits that postsecondary institutions might or might not accept. He wants clear pathways to college degrees.

“We would love for all students to head out with an associate’s degree,” Graham said. “But we know that’s not what all students want or need.”

Schools work to help more students earn degrees

At Corliss, Smith tore through the courses required to earn an associate degree. It wasn’t until this past fall that he felt “the true pressure” of what he’d set out to accomplish.

He was juggling a demanding course schedule, college applications, and the school’s drone program — an uncommon opportunity for students to get a commercial drone pilot license. For the first time, he found himself questioning, “Am I really going to be able to do this?”

At Thanksgiving, his family got a call from a great-aunt who had helped raise him that his great-grandfather had died. The news and the funeral arrangements afterward sidetracked him, and he turned in essays late for an English 102 class with a zero tolerance policy for late assignments.

Hudson tried to talk the professor into giving Smith a break, arguing he had been able to maintain a 4.0 GPA despite a grueling high school schedule. Still, Smith failed the class.

Hudson was not even done trying to reason with his professor when Smith signed up to retake it this spring. He is, after all, an unflappable “teacher-strike baby and pandemic baby,” Hudson said.

“This kid did not stop,” Hudson said. “He didn’t show he was unmotivated or troubled. I was more crushed than he was.”

While Smith is the only student at Corliss graduating with an associate degree, the school has seen the portion of students graduating with a college semester’s worth of credits rise to 20%. A recent partnership with Chicago State University at Corliss has added two additional courses students can take without passing a placement test. The school is also exploring more opportunities for students to earn industry certification, including in nursing and aviation maintenance.

Smith is headed to the University of Illinois Urbana-Champaign, which will accept all but two of his college classes, lopping off three semesters on the way to the master’s in computer engineering he hopes to earn. Vo will attend the University of Illinois’ Chicago campus, where he is on track to get a bachelor’s degree in two years. He has become known as a “tech guru” at Uplift, where created a working ukulele and guitar on the 3D printer in the school’s Makers Lab. But he wants to earn a PhD in psychology and help people dealing with mental illness.

Administrators at their schools say they hope the two students will inspire others to aim for earning a college degree before graduation.

“I’ve always said it was possible, but I’d never experienced it,” said Hudson at Corliss. “Now, I can push students beyond where I would have pushed them before because I know it’s real.”

Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at mkoumpilova@chalkbeat.org.

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.

Indiana’s new flexible ‘scholarship accounts’ for career and technical education divide opinion

2023-05-22T11:00:00+00:00

Loriann Beckner can’t imagine the idea of going to nursing school without her internship.

A senior at Southwestern High School in Shelbyville, Beckner interns at a hospital, Major Health Partners, through the work-based learning program at Blue River Career Programs. Working with Blue River instructor Ray Schebler, she’s learned about financial literacy and career development skills that she says she would not have learned otherwise, in addition to what she learns at the hospital.

“He’s taught me how to do interviews and so [much] workplace learning stuff that my high school never would’ve taken the opportunity to teach me,” Beckner said. “I just think without my internship, I’d be super scared.”

But the future of Blue River — one of 52 career centers across the state that offers high schoolers academic credits, industry certifications, and more — has been thrown into doubt this year after Indiana lawmakers enacted a law that creates Career Scholarship Accounts. These will provide funding for students to pay for internships and apprenticeships with local employers without necessarily relying on current career and technical education programs.

GOP lawmakers said the law, which Republicans said would be a top priority this year, will help “reinvent” high school in response to declining college enrollment and evolving employer needs. They also say the accounts will make career training more accessible. Critics worry these new accounts will hurt programs like Blue River and the public schools that partner with them to provide career and technical training, without truly providing new or additional benefits.

The Career Scholarship Accounts are part of a push by state leaders to shift some authority and funding away from traditional public schools and educators to constituencies like parents and the business community.

During this year’s legislative session, the state also dramatically expanded its voucher program by making nearly every student eligible to receive public money to attend private schools. Such moves, combined with other measures passed to restrict how educators address divisive social issues, could ultimately shift traditional public schools closer to the periphery of policymaking and influence over education.

Gov. Eric Holcomb signed House Bill 1002, which lawmakers passed overwhelmingly in the House and Senate, on May 5. The bill was authored by Rep. Chuck Goodrich, R-Noblesville.

Each CSA account will receive $5,000 each year the account is active. Indiana’s 2024-25 state budget appropriates $5 million for CSA accounts for the first fiscal year, and $10 million for the second year. The bill also creates seven funding streams, focused on key aspects such as career coaching, to help students connect with employers.

“Giving students hands-on, applied learning opportunities and the ability to earn a credential before graduation is a game changer, not only for the student, not only for the family, but for Indiana,” Goodrich said during a House Education and Career Development committee discussion March 29.

Since a Career Scholarship Account (CSA) relies on creating a more direct connection between students and employers, Ray Schebler — Beckner’s instructor at Blue River — said he worries the private sector won’t provide adequate and multi-faceted support for students in their transitions from high school to the workforce.

“If it helps industry, that’s fine,” he said. “I’m a teacher. I want to see how it helps my students more than it would help a corporation.”

Debating what a quality career education means

Lawmakers have said their goal is to have between 5,000 and 10,000 students participate in the accounts in the next fiscal year.

A legislative fiscal analysis stated the program is likely to grow over time, and the law also specifies a CSA can be used to pay for postsecondary education and training, which could significantly increase participation as courses are approved.

It’s unclear exactly which businesses will participate, and whether businesses will eventually reach capacity limits.

Many of the 52 established career centers across the state, like Blue River, already offer career-focused training and credentials. Blue River, for example, offers three hours of high school credit per year, in addition to industry-recognized certifications. Plus, students can join extracurricular, career-focused programs not offered at traditional high schools, like business leadership and health industry organizations.

At Blue River, which offers 12 career programs, students in grades 10 and 11 can take instructional and career development courses for half of their regular school day, and spend the other half at their high school taking traditional courses. Seniors who attend the center take courses two days a week while also working at local businesses and worksites.

“We don’t pay employers now, but they’re calling here weekly, regularly,” said Steve Shaw, Blue Center’s director. “They want students to work. I’m not sure why they would have to be paid when there’s such demand for students to be out on the job site.”

But Jason Bearce, vice president of education and workforce development at the Indiana Chamber of Commerce, said he is pleased with the new Career Scholarship Accounts. One motivation behind Goodrich’s bill was a concern that career centers and their resources aren’t equally available everywhere across Indiana, he said. The new law looks to fill some of those gaps.

Bearce said the Chamber of Commerce supports the law, but still thinks lawmakers could be more clear about how the seven funding streams will cover expenses such as transportation and safety equipment.

However, he said the dedicated stream of funding for career coaching in the bill could lighten the loads on school counselors, who already juggle many tasks at once like test administration, scheduling, and lunchroom duty.

Bearce said many first-generation students and those from low-income backgrounds may not be aware of their high school and postsecondary options.

“The more we can provide direct exposure to those types of opportunities, the more it’s going to bring a sharper focus for students [on] what they’re interested in and how it relates to what they’re learning in school, and ultimately just put them on a better trajectory for success,” said Bearce.

Shaw acknowledged that there are some students who might benefit from the proposed career scholarships whose current options are limited, such as those who are home-schooled.

Flexible career options for students a key issue

The law creating Career Scholarship Accounts gives funding to “intermediaries” — organizations that connect individuals with companies looking for new workers.

Under Goodrich’s bill, students do not qualify for scholarship accounts if they are already enrolled in a CTE program. While CTE centers at public schools can become scholarship account providers, schools are not given CTE grants for students with scholarship accounts.

John Hurley, a career and technical education teacher at South Spencer High School in Rockport, said that lost funding will have consequences.

“The local schools would end up not being able to offer much of the introductory classes that get students interested,” he said, speaking before Goodrich’s bill became law. “Then, you’ve not helped solve a problem — you’ve actually created a problem by not having those students be interested in the first place.”

There are also concerns about whether the accounts will provide sufficient support for students with disabilities and mental health issues, as well as worries about how easily students could change their minds about career training if they use Career Savings Accounts.

At Blue River, students can switch programs within the first two weeks of school or at the end of their first year.

“It’s good that students learn at that age, ‘Hey, I don’t want to do construction,’ instead of going out here once you graduate high school and thinking ‘I want to do construction,’ and then get hired and quit within two weeks,” Shaw said.

Striking the right balance between career exploration at school and career exploration on the job is important to many students.

Maggie Lutes, a graduating senior at Morristown High School, said the in-class time she gets at Blue River as part of her work-based learning program is crucial to her learning. Lutes works as a wastewater technician at Ryobi Die Casting in Shelbyville.

In Schebler’s class, she said, students prepare for job interviews, create resumes, learn how to file taxes, and develop entrepreneurial skills. This has helped prepare her for after graduation, when she’ll go to a four-year school for chemical engineering.

“If you’re going just straight into the workforce, you’re going to lose a lot of information that you could really gain from a class like work-based learning,” she said.

Contact Chalkbeat Indiana at in.tips@chalkbeat.org.

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.

Timeline fast tracked for rethinking Regents exams and other grad requirements

2023-04-17T21:21:26+00:00

The fate of New York’s storied Regents exams — and other changes to high school graduation requirements — may be decided sooner than anticipated, state education officials confirmed Monday.

After years of discussing how New York’s graduation policies should change, officials launched a special commission last year to present recommendations to the Board of Regents by the spring or summer of 2024. Their findings are now expected in November, Deputy Commissioner Angelique Johnson said at Monday’s monthly Board of Regents meeting.

That moves up the timeline by at least a few months, though a spokesperson for the state education department did not immediately say how long the board would take to deliberate over the recommendations or when new diploma requirements might go into effect.

The state’s reconsideration of graduation requirements is perhaps its most high profile effort in recent years. It has caused substantial debate and discussion over what students should be required to know before they leave high school.

The big question is what officials will decide to do with New York’s Regents exams, which have been offered since the 1870s and are required of most students to earn their diplomas. New York is in the minority of states that still require such exit exams, and research has found little evidence that high-stakes graduation exams improve student achievement.

The 64-member commission, which includes educators, district leaders, advocacy organizations, and some researchers, has been discussing other things they think should factor into graduation requirements, including what skills employers are looking for.

The commission began meeting in fall of 2022 and were told a few months later to fast track their recommendations, but multiple commission members told Chalkbeat they didn’t recall the reasoning behind the change. The commission is expected to meet over three days in July to begin finalizing their recommendations.

Dia Bryant, executive director of Ed-Trust New York and a member of the commission, said she’s concerned that her fellow members and others advising the commission, such as students, parents, and educators, will feel pressed for time and may forgo sharing feedback about potential policy changes that will be floated.

She’s also concerned about how the public will get to review recommendations before the Regents consider changes.

“There is depth to each of those spaces that I think needs room to breathe so that we can actually develop recommendations that will sort of be both relevant and important, not just in 2023 but in the future, because these policies are so important,” Bryant said.

Reema Amin is a reporter covering New York City public schools. Contact Reema at ramin@chalkbeat.org.

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.

To improve college scholarship program’s impact, Indiana might enroll students automatically

2023-03-24T11:00:00+00:00

Indiana’s 2023 legislative session is under way, and state legislators have introduced more than 100 new education bills and bills impacting schools and students. For the latest Indiana education news, sign up for Chalkbeat Indiana’s free newsletter here.

The tables were covered in Creston Middle School green, and topped with neat rows of snacks and cans of pop.

Another table was covered in brochures and paper applications. Laptops were scattered on tables around the room.

Because of the pandemic, it had been four years since an information session about 21st Century Scholars was in person at Creston Intermediate and Middle School, and organizers were doing all they could to entice families to attend the early March session and apply before their students reach high school and the deadline has passed.

The scholarship program offers up to the equivalent of four years tuition and regular fees at an in-state public university or college to students who meet income and residency eligibility, and follow requirements outlined in a scholar pledge.

Despite success with enrollees and its more than 30-year track record, the scholarship program has struggled to attract students to enroll in the program that has helped more than 50,000 Hoosiers earn college degrees. There’s also a no-exceptions deadline of June 30 after eighth grade for students to sign up.

But legislation at the statehouse aims to change that by auto-enrolling all eligible students into the scholarship program. This move is yet another effort to increase awareness of postsecondary options at a time when Indiana’s college-going rate is low, and higher education has the perception of being too expensive.

The bill, House Bill 1449, was approved by the Indiana House and has since advanced out of the Senate Education and Career Development Committee. But even with support from lawmakers, educators, and business leaders, the legislation still faces several votes before it could become law.

Talking to families about qualifying for scholarships

Berenice Tenorio travels Marion County, meeting with students and families to talk about postsecondary options as an outreach coordinator for the Indiana Commission for Higher Education.

“My goal isn’t that everyone goes to a four-year school,” she said.

21st Century Scholars

Who is eligible?

Students who:

are a resident of Indiana.
enrolled in 7th or 8th grade.
are U.S. citizens or eligible non-citizens.
meet the income eligibility criteria.

What are the income guidelines for 2022-23?

For a household of two, a maximum annual income of $33,874.
For a household of three, a maximum annual income of $42,606.
For a household of four, a maximum annual income of $51,338.
For a household of five, a maximum annual income of $60,070.
For a household of six, a maximum annual income of $68,802.

For each additional person, add $8,732.

What do families need to apply?

Student’s Social Security number, birth date, and address.
Parent’s or guardian’s Social Security number or individual taxpayer identification number (if applicable).
2022 gross income amounts for all members of the household.
A valid email address.

Apply here.

Source: learnmoreindiana.org

She likened postsecondary options to a door, saying that students can avoid the door and asking questions about it if the path is dark. So, her goal is to light up the door and allow students to feel comfortable asking questions to help them make informed decisions about higher education.

One way she does that is through sessions for families about 21st Century Scholars, like the one at Creston.

The first challenge is making sure parents know about the scholarship and see it as worthwhile to attend the session she said. Once they are there, she said it’s about filling out the application to see if they qualify.

“I know that middle school students, they don’t see the price tag for college every single day like I do,” Tenorio said, adding that college can feel “so far away” to students and families.

In her presentation at Creston, she speaks in English and then in Spanish for each slide, going over what the scholarship is and isn’t and the requirements.

Yes, she tells people, the scholarship is usable for both public and private schools, but only covers up to the cost of tuition at public schools. Yes, students can take a gap year and still use the funds. Yes, students would need to complete the FAFSA as well as not drink alcohol before 21 and not do drugs.

Tenorio urges families who are unsure if they qualify to just apply, and tells them the income verification that’s part of the process may take a while.

Eventually, nearly three dozen people filled the room to listen and talk to Tenorio, who walked around to each family to answer questions and pick up applications.

Several families attended because the scholarship had become a family tradition after their older children enrolled. That was the case for Erika Rodriguenz, who said she learned about the program from a family member and thought it was a good opportunity for her middle school daughters.

She said she stresses to them the importance of studying now so they’ll be prepared for college down the road.

“The first time was hard, but this time not so much,” she said of the application.

Scholars see success, but graduation rates are low

Created in 1990, 21st Century Scholars can point to multiple successes.

More than 80% of students in the program enroll in college – that’s compared to 53% of all students statewide and 30% of students in the state from low-income backgrounds who are not in the program. And 75% of scholars stay in Indiana after graduating.

Despite these stats, the program has struggled to get the word out.

Although four in 10 Indiana students are eligible for 21st Century Scholars, only half of the eligible students apply. And a recent survey from the Indiana Department of Education shows that awareness of the scholarship is inconsistent: Just 64%of parents know about the program.

Berenice Tenorio speaks to families at a 21st Century Scholars enrollment night at Creston Intermediate and Middle School. More than three dozen people including students and their families attended the event.

There’s also widespread pessimism about higher education’s price tag in general. Only 27% of parents think education beyond high school is affordable for Indiana students, the department’s survey found.

And not all of the data about 21st Century Scholars looks rosy. Just 37% of 21st Century Scholars graduate on time, compared to 44% of students statewide. However, their on-time graduation rate is still higher than the 27% for students from low-income backgrounds.

Indiana’s Commissioner for Higher Education Chris Lowery said the scholars’ graduation rate is something the commission is aware of and working on, in part by meeting with university and college presidents to share best practices and services they provide for scholars.

But that relatively low graduation rate for the program could harm efforts to expand it for the foreseeable future.

During an Indiana Commission for Higher Education presentation to the Senate Appropriations Committee about the state budget, lawmakers pressed Lowery about the program’s graduation rate. Some noted that students need to be ready for college when they attend, not just attend because it’s paid for.

That committee is where a Senate bill that was the same as the advancing House bill died earlier this legislative session. It’s also the House bill’s next step.

Auto-enrollment could make the program more effective

If the bill passes, the commission for higher education would work with IDOE to notify eligible students and their parents or guardians. To participate, students would still have to agree to the conditions of the scholar pledge, and they could opt out of the program at any time. Students would be identified before starting high school as they are now. And other key programming details wouldn’t change.

“It continues the momentum and removes barriers to the program,” Lowery told lawmakers during a Senate committee meeting this month.

In addition to support from the commission for higher education, the bill has backing from multiple education and economic groups including associations representing school principals and superintendents, the Indiana State Teachers Association, and the Indiana Chamber of Commerce.

Lowery added that if 21st Century Scholars enrolls students automatically, the commission would be able to shift program resources from a focus on scholarship enrollment to student success.

That possibility is what excites Tenorio, who would have more time to check in with students.

“Right now, the responsibility is on the parents to be all knowing, and this takes the pressure and responsibility off of them,” she said. “It allows us to say, ‘You’re already eligible, all you have to do is say yes and take advantage of this.’”

MJ Slaby oversees Chalkbeat Indiana’s coverage as bureau chief and covers higher education. Contact MJ at mslaby@chalkbeat.org. Chalkbeat Indiana partners with Open Campus on higher education coverage.

David Banks wants to bolster career education in NYC schools. Here’s how.

2023-03-20T10:00:00+00:00

Chalkbeat is a nonprofit news organization covering public education in communities across America. Sign up for our free New York newsletter to keep up with NYC’s public schools.

Afua Siaw dreamed of being a pediatrician. So when it came time to pick a high school, she chose the High School for Health Professions & Human Services — a decision based largely on the school’s name.

Siaw didn’t know when she applied five years ago that the Manhattan campus boasted a career and technical education program culminating with a chance to earn a medical assistant certification.

Her experience learning about front-line medical work turned her off to pursuing it as a career. But her school coordinated a virtual internship where she conducted survey research to help find solutions to local health disparities, sparking her interest in career possibilities beyond pediatrics.

“The internship kind of helped me realize there’s other aspects,” Siaw said. Now a Tufts University freshman, the 18-year-old plans to pursue psychology and public health.

Siaw’s experience is one that schools Chancellor David Banks is hoping to replicate across the system: jump-starting students’ exposure to career options well before graduation. Urban school districts across the country have increasingly embraced career and technical education programs, also known as CTE. Banks has described putting students on the path to stable careers as one of the “North Stars” of his administration, on par with improving literacy rates.

Afua Siaw, a former student at High School for Health Professions & Human Services

New York City has long been a leader in offering students a diverse range of CTE programs, with roughly a quarter of high schools offering at least one program, reaching about 60,000 students. Now, city officials are hoping to spread elements of the model to dozens more campuses. They plan to increase coursework focused on career skills, add new concentrations in fields ranging from education to health care, expand opportunities for early college credit, and offer more paid work opportunities before students leave high school.

The emphasis on career education represents a shift from the previous administration’s focus on college. Though college enrollment rates have risen, the share of New York City students staying enrolled for at least two years has not kept up, potentially leading to debt but not a degree. Meanwhile, nearly 18% of the city’s 16- to 24-year-olds are unemployed, more than double the national average. Young men and people of color are disproportionately out of work.

In an interview, Banks emphasized that college may still be the right path for many students. Plus, additional training or education beyond high school is essential for many careers. But he argued that the city’s public schools must better prepare students to transition to the workforce.

“What you’re seeing all across the nation, this idea that everybody’s just promoting college, college, college,” Banks said. “There’s got to be another way and another track and another pathway for kids to be successful.”

He believes career programs can help get students more excited about school and see themselves in professions they might not otherwise be exposed to.

“If this is done well, kids can come out of high school with credentials [and] certifications,” he said. “They can step right into the job market if they like.”

The goal: Paid apprenticeships and new career tracks

The city is banking on two pilot programs to create a stronger pipeline from high school to career opportunities, spending about $6.7 million this year on them.

The first, Career Readiness and Modern Youth Apprenticeship, will provide about 3,000 students at nearly 60 schools with apprenticeships for upperclassmen that pay up to $25 an hour. Ninth and 10th graders at those schools will participate in a curriculum that includes workplace skills such as resume-building, interviewing, and delivering an elevator pitch.

Chancellor David Banks samples the culinary program offerings at John Dewey High School.

The first 500 apprenticeship slots — at companies like Amazon, Accenture, and MasterCard — will launch this fall, with students participating for up to three years, extending even beyond graduation.

The second program, FutureReadyNYC, gives schools resources to launch new career tracks, along with paid work experience, in education, technology, business, or health care. Schools will be expected to offer specialized coursework in at least one of those disciplines, early college credit through City University of New York partnerships, regular advising to help students transition to college or work, and instruction in financial literacy.

Though the program is still in a pilot phase, the education department is already planning to expand FutureReadyNYC beyond its current 66 schools. By next school year, it will include 7,000 students across 90 campuses, with the goal of reaching 40% of all high school students by 2030, said Jade Grieve, the education department’s chief of student pathways.

“We know that there’s more students that want to be in them than what we provide today,” Grieve said.

Principals flock to paid work opportunities for students

The programs are already proving popular with many school leaders who said they have often struggled to strike up relationships with relevant businesses or add courses for early college credit.

Dannielle Darbee, principal of the Brooklyn Academy of Global Finance, described the previous labor-intensive process of staff canvassing nearby businesses, hiring fairs, community board meetings, and other education department events for internship leads.

“We’ve always done it on our own, and that’s why it’s hard to find internships for students,” said Darbee, whose school is eligible for the new apprenticeships.

For the FutureReadyNYC program, schools that already have career programming have had an easier time hitting the ground running, according to several principals involved in the program. Thirty-two of the 66 schools that have been selected for the program already have at least one CTE program, officials said, while others are building from scratch.

At the Urban Assembly School for Emergency Management, the new pilot program is allowing the school to deepen its efforts. In addition to pre-existing placements in the city’s health department and emergency management agency, the city partnered the school with Northwell Health.

The healthcare provider is offering paid internships to more than a dozen of the school’s seniors this spring. A group of 10th graders recently visited Lenox Hill Hospital, where they had a chance to talk with medical staff and observe a robotic hip replacement surgery. And 11th graders are participating in a paid “workplace challenge” where they complete a project over several weeks.

“That industry relationship should not be undervalued — that’s a huge, huge thing,” said Michael Buchney, the schools work-based learning coordinator. “It’s so hard to build those relationships.”

The school is also beefing up its early college offerings. Instead of offering one college course focused on EMT training, the school now plans to offer up to seven college courses through the Borough of Manhattan Community College. The goal is to help students do their prerequisites for a paramedic-focused associate degree, enabling students to earn thousands more than they can with just the EMT certification, school leaders said.

“Kids are really invested in their future because of this,” said Dr. Rasheed Bility, the school’s principal. He added that he’s been impressed with the quality of the partnership with Northwell. “They’re not just doing meaningless work shredding paper at these internships.”

Brooklyn students participate in a roundtable about career and technical education.

Still, many schools’ plans for creating new career tracks have yet to come into focus. In interviews with five principals who are part of FutureReadyNYC, nearly all said they were still figuring out what their new career pathways will look like. Some are still planning and education department officials said schools will have three years to fully launch.

Darbee, the Brooklyn Academy of Global Finance principal, said her school is focused on bolstering its current business CTE program and used some of the pilot program funding to hire a second guidance counselor, with one focusing on ninth and 10th grade students. Schools in the pilot program are expected to provide counseling twice a year to help identify students’ career interests, figure out what credentials are necessary, and map out individual plans.

Other schools that have not previously invested heavily in career training are taking baby steps. At High School for Youth and Community Development in Brooklyn, Principal Marie Prendergast said she had previously been reluctant to embrace CTE programming, worrying it would cannibalize the school’s electives. But the pilot programs are allowing school leaders like Prendergast to adopt some elements of career education slowly, and school leaders said they have a fair amount of leeway.

Prendergast’s school is in the process of launching a technology career pathway. The focus for now is getting all students to take at least one semester of computer science coursework and broadening access to more artistic elements of technology, such as graphic design. She’s not yet sure what other coursework or work experiences will follow.

“There is some building the plane while it’s in the air,” Prendergast said. “That’s the nature of pilots.”

A ‘two-tiered’ CTE system?

Proponents of career and technical education have cheered the city’s emphasis on expanding elements of CTE to a broader array of schools.

But even those boosters acknowledge that scaling up career-related learning opportunities — particularly paid work experiences — won’t be easy. And as the city attempts to stretch some elements of the CTE model to more campuses, questions remain about whether the new programs will be less intensive, with schools using a hodgepodge of approaches.

State-approved CTE schools are widely considered the gold standard. Those programs involve strict requirements, including industry-specific teacher certifications, periodic state reviews of school curriculums, paid work experiences, and offer the chance for a special diploma designation.

Leo Gordon, the vice president for career and technical education for the city’s teachers union, said he supports the pilot programs. But he worries they could amount to a “two-tiered” system of career programs with widely varying standards. He noted, for instance, that official programs require seven CTE credits, while the new pilot schools must only provide four credits related to the career pathway.

“The more students that have access to career and technical education the better,” he said. Still, “We want to make sure all programs are high quality.”

But spinning up official state-approved CTE programs often takes several years and some schools have faced challenges navigating red tape. And state approval does not guarantee every element of the program will be implemented: Many CTE schools have struggled to line up paid work experiences, according to a recent report from New York University’s Research Alliance for New York City Schools.

John Widlund, the education department’s former executive director for career and technical education, emphasized that there are benefits to letting schools adopt a less intensive version of the model.

“The push in the past was more for the full CTE-type model, which was a tremendous commitment of time, energy, effort, and resources,” he said. “With the career pathways, it’s less intensive, but it’s also less costly. And it has the potential to reach more kids.”

For now, it remains to be seen exactly how many students the education department’s current efforts will reach — particularly the most intensive elements involving paid work opportunities.

An education department spokesperson said the city has secured “hundreds” of internships and work-based learning experiences for FutureReadyNYC, but did not provide a specific number. Even including the 500 apprenticeship opportunities that will launch in the fall, eventually scaling up to 3,000 within three years, the total represents a fraction of the students enrolled at the pilot schools. City officials say they eventually want to provide all students with opportunities to explore careers before graduation, though they have not laid out a blueprint for accomplishing that goal.

James Kemple, executive director of NYU’s Research Alliance, said it makes sense for the city to start with a smaller subset of schools to iron out any kinks before a broader expansion.

The city’s ambitions to scale up career-oriented learning opportunities, including paid experiences, may be “one of the largest undertakings ever in the history of career and technical education given the size of New York City,” Kemple said.

“Whether they’re going to pull that off eventually at the kind of scale they’re talking about,” he added, “is another question.”

Alex Zimmerman is a reporter for Chalkbeat New York, covering NYC public schools. Contact Alex at azimmerman@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.

To boost enrollment, CUNY waives application fee for NYC high school seniors

2023-03-03T17:37:54+00:00

In an effort to encourage more students to apply to college, CUNY has waived the application fee for all New York City public high school seniors until April 15.

Students typically apply to college in the fall of their senior years. CUNY distributes a number of fee waiver codes to New York City public high schools, which school officials give to students, said Giulia Prestia, a spokesperson for CUNY. Just over 46,000 students used those codes between last spring and fall.

But the blanket waiver announced this week would benefit students who still haven’t decided whether to apply to college.

“We are trying to motivate seniors who may still be undecided about applying to college to take this important step toward their future at no cost,” said CUNY Chancellor Félix V. Matos Rodríguez in a statement. “We are also removing a financial roadblock that has deterred many students from applying.”

The move could also boost enrollment at CUNY’s 23 undergraduate schools and programs as college enrollment remains below pre-pandemic levels. Enrollment at CUNY dropped by roughly 10% in the fall of 2022 compared with 2021, helping to fuel a hiring freeze. Nationally, college enrollment has dipped during the public health crisis, but has started to stabilize, with just a 0.6% drop in fall undergraduate enrollment in 2022 compared with the previous year, according to the National Student Clearinghouse, which collects enrollment data.

Across New York, undergraduate college enrollment — which was already dropping pre-pandemic — was down by 2% compared with 2021, according to the Clearinghouse.

The fee waiver comes as the cost of attending these schools could go up. Gov. Kathy Hochul has proposed tuition hikes at both CUNY and SUNY campuses, a move that is supported by both systems’ chancellors. At CUNY, in-state undergraduate students pay $3,465 per semester at four year colleges. At community colleges, New York City residents pay $2,400 per semester. At SUNY, in-state residents were expected this school year to pay $7,070 for tuition at four-year colleges and $5,130 at community colleges.

Students can apply for state tuition assistance for up to $5,665 a year.

Some believe fee waivers can make a difference by removing one barrier to the college application process. Juanmy Moscoso, who graduated from a Brooklyn high school in 2021, said he used a school-issued CUNY application fee waiver. It saved him money, but it also saved him time in figuring out how he would pay the fee.

“I think it would have discouraged me a little, just because having to pay to get an education is something that is discouraging,” said Moscoso, who is now a sophomore at Brooklyn College.

However, the initiative is coming too late in the school year, said Carrie McCormack, a college and career counselor at East Bronx Academy for the Future. Nearly all of her school’s 76 seniors have already applied to college, using up the roughly 50 fee waiver codes the school received.

A blanket fee waiver may have been more beneficial in the fall when most students apply to school, McCormack said. Students who decide to apply this late in the process probably won’t get a spot at CUNY’s more high-profile schools, such as Hunter or City College, she said.

A more effective program might be to waive fees for students who previously applied to CUNY, but decided not to enroll, she said. For example, only 16 of her students who applied to college last year actually enrolled, McCormack said.

In general, McCormack has found a waning interest in college among her students since the pandemic. For example, she knows a handful of students who she would have expected to pursue college, but are more interested in various trade schools, she said.

“Our higher level, so to speak, students — the ones you think, ‘Oh, you’re definitely going to college,’ are not so excited about it,” she said.

Reema Amin is a reporter covering New York City schools with a focus on state policy and English language learners. Contact Reema at ramin@chalkbeat.org.

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.

Five City Colleges of Chicago campuses join national community college network to boost completion

2023-02-15T16:15:00+00:00

Five City Colleges of Chicago campuses will get coveted national help in reaching a key goal: boosting the number of Black, Latino, indigenous, and low-income students who go on to earn a degree or other credential.

City Colleges announced Wednesday that five of its seven campuses will join Achieving the Dream, a network of 300 community colleges across the country that offers its leaders free coaching, planning, and other support as they pursue more equitable student outcomes.

The group seeks to attack a persistent issue: While two-year colleges are seen as key economic mobility engines for underrepresented youth, most community college students leave campus without earning a degree — and these outcomes vary starkly by race and income.

The timing could not be better as the City Colleges system emerges from a pandemic that tested community college students and caused enrollments to plunge here and nationally, said Veronica Herrero, the institution’s chief of staff and strategy.

City Colleges touted increased enrollment last fall that outpaced a modest statewide rebound from the dramatic pandemic-related plunge in two-year college enrollment. Still, at roughly 34,800 students, enrollment remains well below pre-COVID levels, when it stood at more than 45,000.

Herrero said overall, the college system held fairly steady on key student outcomes despite the pandemic’s disruption, and retention rates ticked up this year. But much work remains. The system’s three-year graduation rate has improved significantly in the past decade, but it remains at 25% or lower on most campuses. And racial gaps persist. At Malcolm X College, for instance, 11% of Black students who started in 2018 graduated in three years, while 22% of white students and 30% of Asian students did, according to data from the National Center for Education Statistics. At Harold Washington, 14% of Black students graduated, while 33% of white students and 35% of Asian students did.

“Now is the time for our colleges to look up and say, ‘What are other like-minded colleges doing?’” Herrero said. “This kind of change takes time, and it takes perspective.”

Kennedy-King College, Malcolm X College, Olive-Harvey College, Harold Washington College, and Wilbur Wright College — all City College campuses that met the network’s eligibility requirements, such as having a student body that’s at least 45% Black, Latino or indigenous — will join five other campuses from across the country for a three-year program.

The initiative is partially supported by a $20 million grant from philanthropist MacKenzie Scott.

In recent years, City Colleges has pushed to boost completion rates and address significant racial gaps, Herrero said. The colleges adopted a data system that allows campus academic advisers, faculty, and others to better track student progress, and joined the Caring Campus Initiative, a partnership aimed at helping community colleges improve campus climate and student engagement, she said.

The pandemic hit the institution hard, but it didn’t detract from that focus, Herrero said.

“We’ve made headway; there is momentum,” Herrero said. “This new partnership will really help us accelerate this work.”

She said being able to compare notes and strategize jointly with other community colleges in the Achieving the Dream network will be invaluable as the system continues to pursue a central target: a 55% competition rate across student groups by 2032.

Monica Parish Trent, chief program and network officer at Achieving the Dream, said more than 100 institutions from across the country were invited to apply to be part of the new cohort.

“It is unusual to select so many institutions from one community,” she said, “but the City College of Chicago institutions have been deeply engaged in important equity work. They showed a strong commitment to working with Achieving the Dream to strengthen that work.”

Mila Koumpilova is Chalkbeat Chicago’s senior reporter covering Chicago Public Schools. Contact Mila at mkoumpilova@chalkbeat.org.

To meet new state graduation rules, a Philadelphia school holds students and staff accountable

2023-02-15T12:30:00+00:00

In August, when Philadelphia district officials briefed their high school teachers and administrators on the state’s new graduation requirements, Sayre High School Assistant Principal Nina Brevard could only react with worry and disbelief.

“We were all scared,” she said. “We thought, ‘You want us to do what, by when?’”

Until this school year, in order to graduate from Philadelphia public schools, students needed to complete a senior project and earn 23.5 credits distributed across four subjects: English Language Arts, math, science, and social studies. But starting with the Class of 2023, they also have to meet at least one of five graduation pathways under a law enacted in 2018 called Act 158.

In theory, the most straightforward one is to score proficient or advanced on three Keystone exams in English literature, biology, and algebra. Alternatively, they can score proficient or advanced on one Keystone and not score below basic on either of the other two while having a composite score that reaches a minimum threshold.

Not many students would make it either way at Sayre, a small high school in West Philadelphia with an enrollment of fewer than 400 students, including 90 seniors, most of whom come from challenging socioeconomic circumstances.

In 2018-19, the last full school year before COVID disrupted state exams, just 11% of Sayre students scored proficient or advanced on the English Keystone, just 2% did so in biology, and not one student scored that high in math. The school’s four-year graduation rate was just 61% in 2021-22, compared to 75% district-wide the same year, while just 26% of Sayre’s students go on to college, according to recent data.

So at first, the law seemed to impose a new mandate on students and teachers already struggling with difficult circumstances. But what started out as a daunting, government-mandated task — what some feared would create another barrier for struggling students and more work for already overwhelmed educators — has led to a largely positive response from students and staff who are working hard and in new ways to achieve it.

For one thing, it has focused students on considering their futures. Principal Jamie Eberle said that before this year, many students had no idea about their post-graduation plans.

The pathways, which include opportunities for internships and industry certifications, encourage them to think long-term beyond just taking required courses that may not interest them.

The school also has had a proactive strategy. Teachers became directly responsible for monitoring students’ progress and helping them stay on track. School administrators began the year by laying out clear information to parents as well as students. And Sayre staff, in turn, encouraged students to come to them with concerns and hold them accountable.

“The easiest way to attack it is to make sure all students are touched by a caring adult,” said Eberle.

Although there’s still lingering skepticism and uncertainty about the new graduation rule, students have largely embraced the pathways requirement as worthwhile.

When junior Sheanee Bentley, 16, first heard about the new mandate, “I thought they were doing too much. But the more it was explained, I thought it was good.”

She said it “helped students think about how to navigate after you get out of high school.”

She intends to take the armed forces qualifying test to satisfy Act 158.

Looking beyond standardized tests for a diploma

In 2018, amid concerns about the value of a high school diploma, the Pennsylvania General Assembly discussed legislation that would require students to pass the three Keystone exams in order to graduate.

But teachers unions and others raised concerns about overreliance on standardized tests as such a crucial gatekeeper, especially given wide disparities in district resources and data showing that students of color and those from low-income backgrounds were less likely to do well on them.

The bill that became Act 158, enacted that year, grew out of this concern. It outlined the additional pathways, which were originally slated to become effective for the Class of 2021; the state pushed back that date by two years due to COVID.

The three pathways that don’t hinge on Keystone exams rely on various factors, including other tests.

First, students can use the pathway of achieving minimum scores on the PSAT, SAT, or ACT, which are college entrance tests, or the ASVAB Armed Forces Qualifying Test. As part of this pathway, they can also score well on AP and International Baccalaureate exams in the Keystone subjects in which they were not proficient, successfully complete courses in those subjects, complete an apprenticeship program, or be accepted into a four-year college.

Second, career and technical education students can satisfy one of the pathways by getting an industry certification. They can do this by passing the industry-standard test, called the NOCTI, in their specialty. Students not already on the career-technical education track in school can satisfy this pathway by earning an industry certification on their own. Examples of such certifications are those needed to work with children, such as being a mandated reporter and learning CPR.

Third, students can attain three goals from a list of 12 items. These include minimum scores on the SAT, Advanced Placement, and International Baccalaureate exams; successful completion of a college-level course; a letter guaranteeing employment; military enlistment; or acceptance to a postsecondary institution that is not a four-year college.

The challenge Sayre faces with respect to the Keystone pathways isn’t unusual. School district officials told the City Council at a hearing last month that, in the district as a whole, just 26% of students score proficient or advanced on all three Keystones.

District spokesperson Christina Clark said Tuesday that of the district’s 8,120 seniors, roughly 3,815 (about 47%) had achieved an Act 158 pathway and were also on track for the credit requirements. Roughly 4,220 seniors, or 52%, had achieved a pathway, according to the district.

“This is doable. We have to make sure students have what they need,” Deputy Superintendent Shavon Savage told the council.

At Sayre, a few seniors did get sufficient Keystone scores to put them on track to graduate, Brevard said, and a few are retaking the tests. But many never took the test at all, either because of the pandemic or because they hadn’t previously been enrolled in school in Pennsylvania before coming to Sayre.

Sayre has a highly transient population, with students from disparate backgrounds coming and going throughout the year.

Recently, the school got new students from as nearby as Lancaster, Pa., and as far away as Bangladesh, Canada, and Jamaica, Eberle said.

In addition, about 85% of the students come from low-income families, and four out of 10 students receive some form of special education services.

Students and staff proud of achievements

At the beginning of the school year during orientation, Eberle and Brevard held a town hall-style meeting with the seniors and their parents to make sure they understood what the graduation requirements were and what it would mean for them.

As the school leaders explained what was happening, many parents and students “were looking lost,” Brevard said. But that gradually changed. Once the school year was underway, seven teachers and Brevard each each took on a caseload of seniors, approximately 10 each, to guide through the process.

Just as important, Eberle and Brevard wanted students to take ownership of the process. So they told students that they should expect the person monitoring their Act 158 progress to contact them and stay in touch.

“You have the power now, come tell me if they haven’t seen you,” Eberle said. “We were giving students the power to hold adults accountable.”

Despite her early skepticism, Brevard has reached the conclusion that the requirement benefits students. After all, not every student’s strength is passing tests like the Keystones.

“I tell them that these are things you can put on your resumes,” Brevard said. “When they apply for jobs, especially those who are not college bound, they already have some certifications like CPR.”

And then there are less quantifiable benefits, like the pride Brevard said that students feel when they meet the requirements of a pathway, and how they go from feeling “frazzled” to having a new skill set.

Nia Devard, 17, a junior at Sayre, said she finds it “kind of amazing” that she satisfied two of the pathways by achieving an acceptable score on the PSAT and on the test necessary to enter the military, the ASVAB.

Many other students have similar sentiments, although not all their concerns about post-graduation plans have gone away.

Noah Williams, 18, a senior on the basketball team, satisfied one pathway by scoring well enough on the test to qualify for the military. He plans to enter the Marines “because that’s the hardest” of the military service branches, he said.

He is proud of his achievement. Still, he worries about his peers. While acceptance to college helps satisfy one pathway, higher education isn’t a practical option for some.

“What if they can’t afford college?” he said.

Then there are the students who had to adjust to more than a new state law. Cinthia Rosario, 17, came from West New York, N.J., to Sayre for the 12th grade last summer.

Meeting the pathway was just one more big thing she had to worry about at Sayre. “It was hard,” said Rosario, who is originally from the Dominican Republic. “I had to get used to a new school, new people, new state.”

But she is fitting in. She is a cheerleader, and she has already met a pathway: she has been accepted into Indiana University of Pennsylvania, and she wants to study psychology.

Social studies teacher Joseph Fafara is one of the teachers with a caseload of students. At first, he thought the whole process would be unwieldy.

But with “teamwork and effort,” he said, the task has been manageable for staff and students. He’s been pleasantly surprised so far.

“Preparing students for the next step in life is what our job is,” Farfara said.

Sayre teacher Kate Conroy talks to students in her journalism class. Conroy has mixed feelings about Pennsylvania’s new graduation requirements.

Kate Conroy, another of the teacher-mentors, is hopeful about the requirements but harbors some doubts. She is concerned that due to the pathways the school district dropped the requirement for a research-intensive senior project, although the pathways offer the option for one.

“Will more students go to college, and will more students stay in college?” she said. “I guess you could say I am slightly skeptical that this will achieve what the state hopes it will achieve, but I would love to be proven wrong.”

In addition to making sure this year’s seniors are on track to meet a pathway, Sayre is also working on preparing younger students for what’s ahead.

Echoing Brevard’s comments, sophomore Sage Turner, 16, said the requirement “helps people focus.”

“I feel like, okay, they are difficult,” she said of the pathway requirements. “But that’s in order to see what people are really made of.”

She is a career and technical education student who is planning to go into nursing, and hopes that she can meet the pathways by getting a health-related certification.

“That is my passion,” she said.

Dale Mezzacappa is a senior writer for Chalkbeat Philadelphia, where she covers K-12 schools and early childhood education in Philadelphia. Contact Dale at dmezzacappa@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 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.

Indiana plan to create student career scholarships draws questions about funding and flexibility

2023-01-18T23:36:17+00:00

Indiana lawmakers provided some answers Wednesday about a draft plan supporters say would help more students find career pathways, although concerns remain about how flexible the career-preparation proposal would be for students and the negative impact it might have on schools’ current programs.

The voucher-like plan, outlined in House Bill 1002, is the result of a recent Republican push that lawmakers say would “reinvent” high school by providing more job training to students in order to address skills gaps and employee shortages.

The legislation would create career scholarship accounts to pay for students in grades 10-12 to take apprenticeships directly from employers. It would also change graduation requirements, and allow students to use money from a state program that supports free college on job training instead.

During a House Education Committee discussion about the bill, lawmakers and members of the public focused on how much the proposal would cost the state, how it would impact schools’ career and technical education programs, and whether students would be paid for their apprenticeship work or be allowed to change career pathways while using the accounts.

Rep. Chuck Goodrich, the bill’s author, and Rep. Bob Behning, the committee chairman, said there are still details about the accounts that lawmakers have to determine. They also said the Indiana Department of Education and the Governors’ Workforce Cabinet, which would jointly administer the program, would also play a role in how the program would work.

The bill’s supporters said the exact amount of funding for the career scholarship accounts would be left up to state lawmakers in charge of writing the biennial budget. And the state education department would determine how much students would receive for specific courses or programs.

However, the career scholarship accounts would not be funded from the tuition support dollars that are the primary source of state funding for traditional public schools, Goodrich said. The state’s education savings accounts, by contrast, provide a portion of those tuition support dollars to families for outside special education services.

Behning said he hopes between 5,000 and 10,000 students take up the scholarships in the first year of the program. Rep. Ed DeLaney, a Democrat, said that if each student were awarded a $5,000 grant, for example, the state would need up to $50 million annually to cover the cost.

Students could opt to use their scholarship funds at their schools, or at outside employers, for training and apprenticeships that align with their post-graduation plans. Courses and career tracks supported by the scholarships would be first approved by the education department.

However, schools would lose the career and technical education funding they receive for each student opting for a career scholarship account. Goodrich said this provision would stop schools from being able to “double dip” from state funding.

Some worried that the proposed scholarship accounts would siphon money from career and technical education programs that schools already offer, leading to fewer school offerings for students — especially in small and rural districts.

John Hurley, a career technical educator at South Spencer High School in Rockport, said his courses generate around $77,000 in funding annually, which often does not fully cover salaries and equipment maintenance. He added that his school already works with community employers to provide career opportunities to students — but that under the bill, he’d have to compete with those same employers for students.

“Smaller school corporations in Indiana work with extremely thin margins to maintain any programs,” Hurley said. “A loss of any funding would begin to weaken a program’s ability to be supported or even exist.”

Behning countered that many established career and technical education centers could become providers and intermediaries under the career scholarship program. He also noted that the proposal would incentivize schools to help students earn professional credentials, because each school would receive a $500 grant for doing so.

Rep. Becky Cash, a Republican, added that not every school district is able to offer every kind of career pathway for interested students.

“This brings equity and equality to the state in that every student would have an opportunity to participate in something like this,” Cash said.

DeLaney also asked if the bill provided additional support for schools, since they would be responsible for setting up career fairs and facilitating introductions to employers. Goodrich countered that the bill would actually reduce the pressure on schools, because it would outsource some career counseling and guidance to businesses.

It’s not clear yet if students would be paid for their on-the-job training or work under the bill. They would not be obligated to work for an employer that provided them training after the students graduate, according to Behning.

During public testimony, Rachel Burke, president of the Indiana Parent Teacher Association, told lawmakers that parents were frustrated that the legislature wanted to change graduation requirements yet again.

Indiana adopted its latest graduation model, which allows students to earn diplomas through different pathways, in 2017. It goes into effect for the Class of 2023.

Democratic Rep. Tonya Pfaff, a math teacher in Vigo County, asked Goodrich if students would be allowed to change career goals under the program. In a school-based career technical education program, she pointed out, students can try one career path and decide it’s not for them.

Behning and Goodrich replied that they hoped relatively few students would change career pathways because they’d be getting support from employers.. For those who did change their minds, Behning said he hopes some of their skills would be transferable to a new pathway.

Lawmakers did not amend or vote on HB 1002 Wednesday. The committee will meet again next week.

Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at aappleton@chalkbeat.org.

Colorado’s science and engineering university wants to enroll more Pell students. Here’s how

2023-01-18T21:20:38+00:00