How Community Colleges Address Basic Needs and Financial Stability of Low-Income Students to Boost College Completion: Lessons from the Working Students Success Network. Issue Brief

Autor/inn/en	Sullivan, Margaret; Price, Derek V.; Fox, Lindsay; Person, Ann
Institution	Mathematica Policy Research, Inc.
Titel	How Community Colleges Address Basic Needs and Financial Stability of Low-Income Students to Boost College Completion: Lessons from the Working Students Success Network. Issue Brief
Quelle	(2018), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Low Income Students; Barriers; Educational Finance; Student Financial Aid; Access to Education; Employment; Student Needs; Student Personnel Services; Cultural Awareness; Poverty; Agency Cooperation; Two Year College Students; Arkansas; California; Virginia; Washington + Suchen Sie Ihr Suchwort? Community college; Community College; Bildungsfonds; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Education; Access; Bildung; Zugang; Bildungszugang; Dienstverhältnis; Cultural identity; Kulturelle Identität; Armut; Kalifornien
Abstract	For many low-income students and students of color, financial and other barriers can derail their efforts to complete a postsecondary credential. In 2014, the Working Students Success Network (WSSN) was launched by the Annie E. Casey Foundation, Lumina Foundation, W.K. Kellogg Foundation, Kresge Foundation, MetLife Foundation, and Bank of America. WSSN is a consortium of 19 community colleges in Arkansas, California, Virginia, and Washington, led by Achieving the Dream, a national reform network. It supports colleges as they provide integrated services to improve students' academic, employment, and financial stability while laying a foundation for long-term success. The colleges were charged with addressing low-income students' widespread needs by offering group-based and more intensive, one-on-one services in three areas (employment and career advancement, income and work supports, and financial services and asset building). An evaluation of this effort identified six factors that helped colleges implement such services: (1) Obtaining commitment from executive leaders and having a stable, distributed leadership network with accountability for implementation; (2) Integrating services that break down silos between student services programs and academic departments; (3) Ensuring widespread, collective buy-in and support for the college to provide one-on-one coaching to address students' basic needs and improve their financial stability; (4) Building cultural responsiveness to the needs of students in poverty; (5) Establishing service centers that increase visibility of and commitment to addressing student poverty and educational success; and (6) Broadening collaboration with external partners. [DVP-PRAXIS assisted with the preparation of this report.] (ERIC).
Anmerkungen	Mathematica Policy Research. P.O. Box 2393, Princeton, NJ 08543. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: info@mathematica-mpr.com; Web site: http://www.mathematica-mpr.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01