- Nov 2022
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4cd.instructure.com 4cd.instructure.com
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“We were able to get findings in Ohio very much in line with what we saw in New York, and that was very reassuring,
I wonder if this is because the states are democratic, this could be the reason as to why the offer things like this to students
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“The ASAP data was just compelling, and it was compelling [that] they were working with full-time, degree-seeking students,” Garcia said. “We wanted to get what has been effective out there … and we have a lot of similarities in being incredibly diverse and having students with low socioeconomic status. We are trying to do everything we can to bring to our college and students what we know is working.”
Implementing things like this across the nation could help with low graduation rates of minorities and/or low income families.
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Unlike the New York and Ohio programs, Skyline Community College in San Bruno -- south of San Francisco -- is moving toward scaling up ASAP to about 500 students. Both Skyline and Westchester received start-up funding from the Laura and John Arnold Foundation -- Skyline received $800,000 and Westchester $1 million -- but both institutions are using a combination of institutional dollars and money from other grants to help cover the program's costs.
I'm glad that the states legislator was proactive with this. But going forward, how are schools going to raise more money? Could this be done with accepting donations?
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he program’s costs are in addition to each institution’s typical costs per student. CUNY's version costs about $3,700 more per year for each student, according to MDRC. The Ohio programs are estimated to cost about $3,000 more per student.
This answers what I was wondering about. I wondered if there was a budget cut out for the program. And it is unfortunately. I wish there was a better way to go about this, but I wouldn't be able to give an ideas.
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Three years ago, three community colleges in Ohio became the first other institutions to try the ASAP approach, despite having a slightly different demographic in a very different location. Last year MDRC found that those three colleges -- Cincinnati State Technical and Community College, Cuyahoga Community College, and Lorain County Community College -- were seeing early improvements in enrollment, retention and completion.
Will university's implement this to? Which I know might be difficult to do so, shouldn't be universities located within the same county by chance be able to do so?
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The program helps community college students get to graduation by providing additional academic support and financial incentives like free tuition, textbooks and public transportation.
Wouldn't programs like this be accessible in the states with these schools listed? Or does it depend on the county? the schools themselves? etc.
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www.theatlantic.com www.theatlantic.com
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hey have access to cultural and ethnic affinity groups, tutoring centers and also have a summer orientation specifically for first-generation students (the latter being one of the most common programs for students).
I have also heard of Yale doing a great job at providing resources for students.
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She was fortunate, though. Howard, a well-regarded historically black college, had an array of resources for its first-generation students, including matching kids with counselors, connecting first-generation students to one another, and TRIO, a national program that supported 200 students on Howard’s campus.
Yay! I'm happy for her! Howard has a good reputation for providing great resources for students.
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"I wanted to go to college but I didn’t really know the process."
I wish districts could budget accordingly to have college prep a representatives come to high schools to better prepare students
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than its the percentage of all students who graduate within four years (81 percent).
wow this is lower than the average "low graduation rate" across the board!
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he schools to which these students end up resorting can end up being some of the poorest matches for them. Williams' enrollment at Tennessee State University offers one example of this dilemma. Just a few hours down the road in Knoxville, the University of Tennessee graduates approximately 54 percent of its first-generation student
It's a shame that these low income students, have to work while studying. Thinking the only way to escape their situations is to pursue education, but they end up in debt
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"They underestimate themselves when selecting a university,"
Absolutely! don't know what's inside for them financially
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"It’s not only the selective and elite institutions that provide those opportunities for a small subset of this population," he said,
This makes me wonder if it's intentional, or because they may have racial biases. Because most first gen students are people of color
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And while Rubinoff believes there are a good number of four-year schools that truly care about these students and set aside significant resources and programs for them, he says that number isn’t high enough.
I'm glad to know that to know some universities to their best to help students. They just need to be more
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And to make matters worse, thousands of colleges across the country lack resources or programs earmarked for low-income or first generation students.
This confirms what I already suspected what was happening in institutions.
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Williams lost his Pell Grant of over $5,000 after narrowly missing the 2.0 GPA cut-off, making it impossible for him to continue paying for school.
I'm curious to know if this could have been prevented. If he was aware of on- campus resources that would have help him with his studies.
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Tennessee State University—was its frighteningly low graduation rate: a mere 29 percent for its first-generation students
My mother attended TSU and transferred to Auburn for the exact reason. (And the fact that we had family living in the surrounding area)
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he enrolled in a medium-sized state university many of his high school peers were also attending,
I wonder if he felt social pressure to attend to attend a university rather than transferring after completing some courses at a community college.
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