Author Archives: Jeff Schulz

Preventing a “Lost Generation” of Community College Learners

This is our latest post in “The Looming Financial Crisis?” series. Read the rest here.

Monroe Community College Cafeteria, all seats at round tables empty, yellow overhead lighting

Photo by David Maiolo via Wikimedia

Community colleges have long served as an accessible and affordable post-secondary pathway to better jobs for high school graduates and adults looking to upskill. For example, the median weekly earnings for someone with an associate’s degree are 17% higher than for those with only a high school diploma or a GED. Community colleges are particularly important for traditionally underserved students: compared to students at four-year colleges, community college students are more likely to be the first in their families to attend college, to be from a low-income family, and to be members of racial or ethnic minority groups. 

This is one reason why the steep declines in community college enrollment this fall are especially troubling. According to newly released data from the National Student Clearinghouse Research Center (NSCRC), undergraduate enrollments across the country are down 4.0 percent compared to the same time last year, with the biggest losses being at community colleges, where enrollments declined by 9.4 percent, on fall enrollments. 

Before the pandemic, there were approximately 5.5 million students enrolled in community college nationally. A 9.4 percent enrollment decrease equals about 520,000 students that have “stopped out” of community college, at least temporarily. This group of students is at risk of being a “lost generation” of learners. Dr. Karen Stout, president and CEO of Achieving the Dream, a nonprofit organization dedicated to helping community colleges become leaders in their communities, told The Well News: “The pandemic, if we are unable to find students we lost and keep students we serve, and open up new access points for new students, will result in a lost generation of learners that will hurt the economic and civic fabrics of the communities our colleges serve.” 

Why are more community college students “stopping out” of college relative to four-year students? We know from our work that, in aggregate, community college students often face more barriers on their road to completion. This excerpt from an April NEA Today article sheds some light:

Students who are first-generation, who are on financial aid, who face challenges around hunger, housing, transportation, and who are balancing work, childcare, and more, “they are all being adversely affected in ways that make those inequities more stark and more exacerbated,” says [Kurt Meyer, an English professor at Irvine Valley College in California and president of the South Orange County Community College District Faculty Association], who notes a five-fold increase in South Orange County college students recently applying for emergency funds to pay rent, fix cars, and more.

One major challenge is that many community colleges were struggling financially even before the pandemic and are likely to see further financial challenges as a result of the pandemic. Not only are many schools facing losses of income from reduced enrollment and unexpected refunds, but many are facing additional financial challenges caused by cuts in state funding. Lakeland Community College in Ohio, for example, will lose over $780,000 in state funding by the end of June 2020 and expects to lose over $4 million for the fiscal year ending in 2021. Similar cases can be found around the country, and many community colleges have been forced to furlough and lay off faculty and staff.

So, what can leaders do to ensure that we don’t lose a generation of students to COVID disruptions and increasingly tight financial constraints?  Continue reading

We Helped Two Schools Create Reopening Plans — Here Are Five Lessons

This post was co-authored with Heather McManus of NewSchools Venture Fund.

With school starting in most places in a few weeks, school and network leaders are under tremendous pressure to finalize their reopening plans. With those leaders in mind, Bellwether just released a new planning resource that includes all of the components of a reopening plan, offers questions school leaders should address, and links to concrete guidance and completed plans as examples. We know it’s an overwhelming time, but we trust that these seven worksheets and linked resources will cut through the noise and set school leaders on a strong path for the fall.

boy in a face mask wearing black backpack at a school locker

Photo via Flickr user jill_carlson

Why are we so confident? Because the modifiable and customizable templates in our tool came directly out of our team’s work supporting two schools this summer to develop their reopening plans. Through a partnership with NewSchools Venture Fund (NSVF), we spent six weeks with Urban Act Academy (a K-8 campus in Indianapolis, IN) and Comp Sci High (a 9-12 campus in Bronx, NY), meeting regularly with their leaders to help them structure, develop, and refine their plans. Their completed plans are available to view: Comp Sci HS – Instructional Plan, Comp Sci HS – Operations Plan, Urban Act Academy – Master Reopening Plan.

In working side-by-side with these two school teams, the thing that struck us most was how much there is to do in such a little amount of time. School leaders are preparing for multiple back-to-school scenarios, and for each they need to clearly define and communicate what academics, culture, talent, and operations will look like. And they are often doing this without clear guidance from their state governments. 

The tools and guidance in our new planning resource capture the approach and tools we used, and are intended to help other schools facing similar complexity accelerate their progress. Here are five lessons from our work: Continue reading

DC Public Schools Increased College Enrollment Rates in Five Years. Here’s How.

Between 2013 and 2018, DC Public Schools (DCPS) went from only 41% of its high school graduates enrolling in college to 55%. How was the district able to cross the threshold to help more than half of graduates enroll in college, and what can other districts learn from the strategies they implemented?

Kaya Henderson, Chancellor of DCPS from 2010-2016, believed deeply in the importance of supporting K-12 students on their path to postsecondary success. She decided the district needed to take a more active role in crafting the vision for postsecondary advising and connecting the efforts of the many college access organizations (CAOs) operating in the district.

As my colleague Lina Bankert writes in The 74 this week:

The district started by creating a small central team, with just two dedicated staffers who set districtwide aspirations for postsecondary success. Over time, the district created a school-based college and career coordinator position to work in tandem with the central team. The people in this role were charged with coordinating with the nearly 70 college access and success third-party programs that operate across the city. Their goal was to ensure that resources at the school level — counselors, afterschool programs and more — were coordinating well and not duplicating efforts. Importantly, this initiative started as a resource-limited, grant-funded pilot at three of the highest-need schools and was later expanded across district high schools, and then moved into the district’s budget based on its success.

Cover of "Equitable Postsecondary Advising Systems Expanding access to help close the degree divide" tip sheet for districts, by Bellwether Education Partners June 2020

DCPS is a great example of what can happen when a school district prioritizes postsecondary advising and takes an active role in ensuring students have the support they need. We profiled DCPS and many other districts, college access organizations (CAOs), and intermediary organizations in our latest report on postsecondary advising

Read the full report here or check out one of our simple summaries for funders, CAOs, or districts.