3 Ways K-12 teachers and counselors can support first-generation college students
When colleges and campuses close down, students often drop out
Some colleges mull the idea of 'Ungrading' for freshman students
Shop class sometimes boosts going to college, Massachusetts study finds
HBCUs are building a new prison-to-college pipeline
For These Young, Nontraditional College Students, Adulting Is A Requirement
As Elite Campuses Diversify, A 'Bias Towards Privilege' Persists
Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses
Courage To Change: What It Takes to Shift to Restorative Discipline
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But the student was thinking of turning it down. When Brown spoke with the student's father, who hadn’t finished high school, he said he had friends who went to college and were doing worse than him. \"He could not fathom why it was so important for [his son] to do this,\" she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speaking at the \u003ca href=\"https://www.schoolcounselor.org/\" target=\"_blank\" rel=\"noopener noreferrer\">American School Counselors Association\u003c/a> national conference in July, Brown said that it’s not her place to make decisions for a student, but she did try to \"flood him with information.\" She talked him through scenarios, such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you go to this school, this might be the life you might have…\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you finish with this degree, this would be the starting salary…\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you stay here, what will you do?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After considering the example he wanted to set for his younger siblings, the student accepted the scholarship. But it wasn’t the first or last time Brown has helped students navigate family discouragement around college. And those aren’t the only hurdles for \u003ca href=\"https://www.kqed.org/mindshift/54801/first-gen-proud-campuses-are-celebrating-an-overlooked-group-but-is-that-enough\" target=\"_blank\" rel=\"noopener noreferrer\">first-generation college students\u003c/a>. Brown said educators can support these students by making it clear that higher education is an option, demystifying the admissions process and checking in with them between acceptance and departure.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make college an option\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brown, \u003c/span>a first-generation college graduate herself, works at Greenville County Schools in South Carolina. There, she organizes small groups for potential first-generation college-goers to plan their futures. In at least one meeting each year, she opens the floor for students to share the negative messages they’ve heard about college. With several manufacturing plants in the vicinity, a lot of students have been told they don’t need college. They also hear stories about relatives or friends who went for a semester or two and didn’t finish.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We focus a lot on grades and test scores and the concrete stuff about college admissions. But students have to have a safe space to say out loud, ‘This is what I’m hearing. This is how it’s affecting me,’” Brown said\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">She said that e\u003c/span>\u003cspan style=\"font-weight: 400\">ducators should have compassion and not make assumptions about families, but also recognize how easily the discouraging narratives can outweigh a “Yes, you can” message about college. After listening, her strategy of flooding them with information begins. “They have to have ammunition to fight those things that they've been hearing for years.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can help by sharing their own path to higher education. Whether they were first-generation students, enrolled directly after high school, got their degree after military service or went back to school after another career, it benefits students to hear those stories. “Some teachers are really good at that. They'll share their journey. They'll have things up in their room, their college memorabilia or things like that,” Brown said. These efforts can help students see that they are surrounded by adults who have been to college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The basics aren’t basic\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her small groups for first-generation students, Brown breaks down each step of the college admissions process. That includes explaining the differences between two-year, four-year and technical schools, describing different majors and degrees, walking students through applications and FAFSA completion and explaining the different types of financial aid. Informally, teachers and other adults in schools can demystify the process by talking about their own experiences choosing and applying to colleges, she said. Educators shouldn’t assume that students understand the vocabulary and stages they’re mentioning (“FAFSA,” “common app,” “major,” etc.), but explain them as they would any unfamiliar subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times these students don't have anybody to ask,” Brown said. “Have a plan for these kids. They need more, period. A lot of times it's us or nothing.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What happens after the acceptance letter\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When college acceptance letters start arriving in February, \"Oh it's nothing but glitz and glam,\" Brown said. \"But where is it by May? Gone.\" Educators need to be talking about what happens after the acceptance letter, too, she said. \"OK, you got in. Now what?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Somewhere between 10 and 40% of students who intend to enroll at college \u003c/span>\u003ca href=\"https://sdp.cepr.harvard.edu/summer-melt-tools\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">fail to do so\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to the Strategic Data Project at Harvard’s Center for Education Policy Research. This phenomenon is known as “\u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2022/08/12/summer-melt-college-student-enrollment/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">summer melt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” and students from lower income levels are more susceptible to it. Much like all of the steps it takes to get into college, Brown said the unfamiliar terrain between college acceptance and campus move-in can be a barrier for first-generation students. “Sometimes they literally think they just show up,” she said. To help, educators can connect first-generation students to financial aid counselors to go over award packages, walk students through registering for classes and check in about orientation.\u003c/span>\u003c/p>\n\u003cp>Sometimes it takes even more hands-on involvement. Brown, for example, took her student who received the athletic scholarship shopping during the summer so that he would know what to buy for his dorm room. She also said she was prepared to drive him to campus if needed, but his dad did that.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While getting students to campus might be the finish line for high school counselors and teachers, Brown said the work should start long before that. She encouraged middle school staff to identify and encourage potential first-generation college students, too. She said to “just stop and drop gems,” such as telling them about majors or organizations related to their interests. “The more you can get to them before they start building a transcript, you are helping us and you're helping them.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"First-generation college students can face a variety of hurdles before they get to campuses, from not knowing how to apply to family discouragement. Educators can support first-generation college students by making it clear that higher education is an option, demystifying the admissions process, and checking in with them between acceptance and departure.","status":"publish","parent":0,"modified":1669602800,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":1023},"headData":{"title":"3 Ways K-12 teachers and counselors can support first-generation college students - MindShift","description":"Before they get to university campuses, first-generation students may need encouragement and guidance from their middle and high school educators.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"3 Ways K-12 teachers and counselors can support first-generation college students","datePublished":"2022-11-28T10:00:28.000Z","dateModified":"2022-11-28T02:33:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60127 https://ww2.kqed.org/mindshift/?p=60127","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/28/3-ways-k-12-teachers-and-counselors-can-support-first-generation-college-students/","disqusTitle":"3 Ways K-12 teachers and counselors can support first-generation college students","excludeFromSiteSearch":"Include","path":"/mindshift/60127/3-ways-k-12-teachers-and-counselors-can-support-first-generation-college-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago, school counselor Kimberly Brown worked with a student who was offered a college athletic scholarship. \"He had a tremendous opportunity in front of him that could change the trajectory of his life,\" she said. But the student was thinking of turning it down. When Brown spoke with the student's father, who hadn’t finished high school, he said he had friends who went to college and were doing worse than him. \"He could not fathom why it was so important for [his son] to do this,\" she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Speaking at the \u003ca href=\"https://www.schoolcounselor.org/\" target=\"_blank\" rel=\"noopener noreferrer\">American School Counselors Association\u003c/a> national conference in July, Brown said that it’s not her place to make decisions for a student, but she did try to \"flood him with information.\" She talked him through scenarios, such as:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you go to this school, this might be the life you might have…\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you finish with this degree, this would be the starting salary…\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">If you stay here, what will you do?\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">After considering the example he wanted to set for his younger siblings, the student accepted the scholarship. But it wasn’t the first or last time Brown has helped students navigate family discouragement around college. And those aren’t the only hurdles for \u003ca href=\"https://www.kqed.org/mindshift/54801/first-gen-proud-campuses-are-celebrating-an-overlooked-group-but-is-that-enough\" target=\"_blank\" rel=\"noopener noreferrer\">first-generation college students\u003c/a>. Brown said educators can support these students by making it clear that higher education is an option, demystifying the admissions process and checking in with them between acceptance and departure.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make college an option\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Brown, \u003c/span>a first-generation college graduate herself, works at Greenville County Schools in South Carolina. There, she organizes small groups for potential first-generation college-goers to plan their futures. In at least one meeting each year, she opens the floor for students to share the negative messages they’ve heard about college. With several manufacturing plants in the vicinity, a lot of students have been told they don’t need college. They also hear stories about relatives or friends who went for a semester or two and didn’t finish.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We focus a lot on grades and test scores and the concrete stuff about college admissions. But students have to have a safe space to say out loud, ‘This is what I’m hearing. This is how it’s affecting me,’” Brown said\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003cspan style=\"font-weight: 400\">She said that e\u003c/span>\u003cspan style=\"font-weight: 400\">ducators should have compassion and not make assumptions about families, but also recognize how easily the discouraging narratives can outweigh a “Yes, you can” message about college. After listening, her strategy of flooding them with information begins. “They have to have ammunition to fight those things that they've been hearing for years.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can help by sharing their own path to higher education. Whether they were first-generation students, enrolled directly after high school, got their degree after military service or went back to school after another career, it benefits students to hear those stories. “Some teachers are really good at that. They'll share their journey. They'll have things up in their room, their college memorabilia or things like that,” Brown said. These efforts can help students see that they are surrounded by adults who have been to college.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The basics aren’t basic\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her small groups for first-generation students, Brown breaks down each step of the college admissions process. That includes explaining the differences between two-year, four-year and technical schools, describing different majors and degrees, walking students through applications and FAFSA completion and explaining the different types of financial aid. Informally, teachers and other adults in schools can demystify the process by talking about their own experiences choosing and applying to colleges, she said. Educators shouldn’t assume that students understand the vocabulary and stages they’re mentioning (“FAFSA,” “common app,” “major,” etc.), but explain them as they would any unfamiliar subject.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times these students don't have anybody to ask,” Brown said. “Have a plan for these kids. They need more, period. A lot of times it's us or nothing.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>What happens after the acceptance letter\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When college acceptance letters start arriving in February, \"Oh it's nothing but glitz and glam,\" Brown said. \"But where is it by May? Gone.\" Educators need to be talking about what happens after the acceptance letter, too, she said. \"OK, you got in. Now what?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Somewhere between 10 and 40% of students who intend to enroll at college \u003c/span>\u003ca href=\"https://sdp.cepr.harvard.edu/summer-melt-tools\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">fail to do so\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to the Strategic Data Project at Harvard’s Center for Education Policy Research. This phenomenon is known as “\u003c/span>\u003ca href=\"https://www.washingtonpost.com/education/2022/08/12/summer-melt-college-student-enrollment/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cspan style=\"font-weight: 400\">summer melt\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” and students from lower income levels are more susceptible to it. Much like all of the steps it takes to get into college, Brown said the unfamiliar terrain between college acceptance and campus move-in can be a barrier for first-generation students. “Sometimes they literally think they just show up,” she said. To help, educators can connect first-generation students to financial aid counselors to go over award packages, walk students through registering for classes and check in about orientation.\u003c/span>\u003c/p>\n\u003cp>Sometimes it takes even more hands-on involvement. Brown, for example, took her student who received the athletic scholarship shopping during the summer so that he would know what to buy for his dorm room. She also said she was prepared to drive him to campus if needed, but his dad did that.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While getting students to campus might be the finish line for high school counselors and teachers, Brown said the work should start long before that. She encouraged middle school staff to identify and encourage potential first-generation college students, too. She said to “just stop and drop gems,” such as telling them about majors or organizations related to their interests. “The more you can get to them before they start building a transcript, you are helping us and you're helping them.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60127/3-ways-k-12-teachers-and-counselors-can-support-first-generation-college-students","authors":["11487"],"categories":["mindshift_21445"],"tags":["mindshift_21493","mindshift_21261","mindshift_21189","mindshift_21109","mindshift_21310","mindshift_146","mindshift_68","mindshift_21337"],"featImg":"mindshift_60394","label":"mindshift"},"mindshift_60352":{"type":"posts","id":"mindshift_60352","meta":{"index":"posts_1591205157","site":"mindshift","id":"60352","score":null,"sort":[1669028427000]},"guestAuthors":[],"slug":"when-colleges-and-campuses-close-down-students-often-drop-out","title":"When colleges and campuses close down, students often drop out","publishDate":1669028427,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Despite high profile stories about the closing of small liberal arts colleges, such as California’s Mills College and Vermont’s Green Mountain College, college closures have actually declined in the past five years. But the numbers may spike again as declining \u003c/span>\u003ca href=\"https://fred.stlouisfed.org/series/SPDYNCBRTINUSA\">\u003cspan style=\"font-weight: 400\">U.S. birth rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> soon translate into \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-predicted-to-fall-by-more-than-15-after-the-year-2025/\">\u003cspan style=\"font-weight: 400\">fewer graduating high schoolers after 2025\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, the numbers. Thirty-five colleges and universities shut down in 2021, a 70 percent decrease from 2016, when a peak of 120 colleges shuttered, according to an analysis of \u003c/span>\u003ca href=\"https://www2.ed.gov/offices/OSFAP/PEPS/index.html\">\u003cspan style=\"font-weight: 400\">federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the State Higher Education Executive Officers Association (SHEEO). For-profit operators ran more than 80 percent of the 861 institutions that ceased operations between 2004 and 2021. For perspective, the number of closures over the past 18 years represents almost 15 percent of the 5,860 of the colleges and universities that remain in operation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"size-full wp-image-60359 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph.png\" alt=\"\" width=\"624\" height=\"385\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph-160x99.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">“Many have closed their doors in recent years and many more may do so in the years to come,” said Doug Shapiro, executive director of the National Student Clearinghouse Research Center, which collaborated with SHEEO to track what happens to \u003c/span>\u003ca href=\"https://nscresearchcenter.org/wp-content/uploads/SHEEO-NSCRCCollegeClosuresReport.pdf\">\u003cspan style=\"font-weight: 400\">students when their colleges shut down\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Higher education administrators point out that it’s equally important to monitor individual campus closures. The closure of a branch campus can also leave students without good, nearby options for completing their degrees even when the parent institution is still operating branches elsewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of these campus closures is 11 times larger. Almost 9,500 campuses closed between 2004 and 2021. Roughly 500 were closed because of a merger or a consolidation with another college. These campuses don’t always shut down physically but students aren’t necessarily able to continue their previous studies there. The remaining 8,986 branch campus closures occurred at 2,011 different institutions. Most of them continued to operate campuses at other locations. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Very few of any of these closures took place at public colleges or universities. One big exception was Purdue University. It shut down four campuses after it \u003c/span>\u003ca href=\"https://www.purdue.edu/newsroom/releases/2018/Q1/transaction-complete-for-purdue-global.html#:~:text=%E2%80%94%20Purdue%20Global%2C%20Indiana's%20newest%20public,transaction%20with%20Kaplan%20Higher%20Education.\">\u003cspan style=\"font-weight: 400\">purchased for-profit Kaplan University in 2018 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and converted it to a public four-year university called Purdue Global. Most other public closures were small ones, such as the closure of a teacher training site at a local elementary school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Closures happen for many reasons but generally involve declining student enrollment, which leads to diminishing tuition dollars, a main source of revenue for many colleges. Weak finances have cut off for-profit institutions from the federal student loan program. That suddenly prevents students from obtaining subsidized loans to pay their private tuition bills. Many small liberal arts colleges have struggled to attract students altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consequences for students at these shuttered campuses are enormous. Fewer than half of them ever re-enrolled in college, according to a \u003c/span>\u003ca href=\"https://sheeo.org/wp-content/uploads/2022/11/SHEEO_NSCRC_CollegeClosures_Report1.pdf\">\u003cspan style=\"font-weight: 400\">November 2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by SHEEO and the National Student Clearinghouse Research Center. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The two organizations collaborated on a research project tracking 143,000 students at 467 campuses that closed between 2004 and 2020. As of February 2022, only about a third of the 47 percent of students who succeeded in transferring to another campus completed a degree or a credential. More than 60 percent of the students at a shuttered campus became college dropouts, adding to the large pool of U.S. adults who have student loans and no degree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Their schools’ closing effectively closes doors on the students’ educational dreams,” said Shapiro. “It is a serious hardship for the students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a campus closure, students often have to apply as a transfer student to a new institution. Shapiro explained that it’s difficult for students to find a college that will accept all the credits that they’ve already earned. It’s even more challenging to find a college with a similar degree program or major without having to start over again with new prerequisites. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Burns, senior policy analyst at SHEEO, is urging state regulators to make sure all colleges have contingency plans, known as “\u003c/span>\u003ca href=\"https://www.nwccu.org/wp-content/uploads/2017/05/Teach-Out-Plans-and-Teach-Out-Agreements-Policy.pdf\">\u003cspan style=\"font-weight: 400\">teach-out plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in place so that students are automatically transferred with all of their accumulated credits to another institution. That will be even more important as SHEEO predicts sharp declines in student enrollment and tuition revenue in the years ahead. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-861-colleges-and-9499-campuses-have-closed-down-since-2004/\">\u003ci>\u003cspan style=\"font-weight: 400\">colleges closing\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1668813260,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":759},"headData":{"title":"When colleges and campuses close down, students often drop out - MindShift","description":"Hundreds of colleges and thousands of campuses have closed down since 2004. In one study, over 60 percent of students at shuttered schools never graduated.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"When colleges and campuses close down, students often drop out","datePublished":"2022-11-21T11:00:27.000Z","dateModified":"2022-11-18T23:14:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"60352 https://ww2.kqed.org/mindshift/?p=60352","disqusUrl":"https://ww2.kqed.org/mindshift/2022/11/21/when-colleges-and-campuses-close-down-students-often-drop-out/","disqusTitle":"When colleges and campuses close down, students often drop out","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/60352/when-colleges-and-campuses-close-down-students-often-drop-out","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Despite high profile stories about the closing of small liberal arts colleges, such as California’s Mills College and Vermont’s Green Mountain College, college closures have actually declined in the past five years. But the numbers may spike again as declining \u003c/span>\u003ca href=\"https://fred.stlouisfed.org/series/SPDYNCBRTINUSA\">\u003cspan style=\"font-weight: 400\">U.S. birth rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> soon translate into \u003c/span>\u003ca href=\"https://hechingerreport.org/college-students-predicted-to-fall-by-more-than-15-after-the-year-2025/\">\u003cspan style=\"font-weight: 400\">fewer graduating high schoolers after 2025\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First, the numbers. Thirty-five colleges and universities shut down in 2021, a 70 percent decrease from 2016, when a peak of 120 colleges shuttered, according to an analysis of \u003c/span>\u003ca href=\"https://www2.ed.gov/offices/OSFAP/PEPS/index.html\">\u003cspan style=\"font-weight: 400\">federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by the State Higher Education Executive Officers Association (SHEEO). For-profit operators ran more than 80 percent of the 861 institutions that ceased operations between 2004 and 2021. For perspective, the number of closures over the past 18 years represents almost 15 percent of the 5,860 of the colleges and universities that remain in operation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"size-full wp-image-60359 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph.png\" alt=\"\" width=\"624\" height=\"385\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph.png 624w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/barshay-graph-160x99.png 160w\" sizes=\"(max-width: 624px) 100vw, 624px\">“Many have closed their doors in recent years and many more may do so in the years to come,” said Doug Shapiro, executive director of the National Student Clearinghouse Research Center, which collaborated with SHEEO to track what happens to \u003c/span>\u003ca href=\"https://nscresearchcenter.org/wp-content/uploads/SHEEO-NSCRCCollegeClosuresReport.pdf\">\u003cspan style=\"font-weight: 400\">students when their colleges shut down\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Higher education administrators point out that it’s equally important to monitor individual campus closures. The closure of a branch campus can also leave students without good, nearby options for completing their degrees even when the parent institution is still operating branches elsewhere.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of these campus closures is 11 times larger. Almost 9,500 campuses closed between 2004 and 2021. Roughly 500 were closed because of a merger or a consolidation with another college. These campuses don’t always shut down physically but students aren’t necessarily able to continue their previous studies there. The remaining 8,986 branch campus closures occurred at 2,011 different institutions. Most of them continued to operate campuses at other locations. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Very few of any of these closures took place at public colleges or universities. One big exception was Purdue University. It shut down four campuses after it \u003c/span>\u003ca href=\"https://www.purdue.edu/newsroom/releases/2018/Q1/transaction-complete-for-purdue-global.html#:~:text=%E2%80%94%20Purdue%20Global%2C%20Indiana's%20newest%20public,transaction%20with%20Kaplan%20Higher%20Education.\">\u003cspan style=\"font-weight: 400\">purchased for-profit Kaplan University in 2018 \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and converted it to a public four-year university called Purdue Global. Most other public closures were small ones, such as the closure of a teacher training site at a local elementary school.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Closures happen for many reasons but generally involve declining student enrollment, which leads to diminishing tuition dollars, a main source of revenue for many colleges. Weak finances have cut off for-profit institutions from the federal student loan program. That suddenly prevents students from obtaining subsidized loans to pay their private tuition bills. Many small liberal arts colleges have struggled to attract students altogether.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The consequences for students at these shuttered campuses are enormous. Fewer than half of them ever re-enrolled in college, according to a \u003c/span>\u003ca href=\"https://sheeo.org/wp-content/uploads/2022/11/SHEEO_NSCRC_CollegeClosures_Report1.pdf\">\u003cspan style=\"font-weight: 400\">November 2022 report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by SHEEO and the National Student Clearinghouse Research Center. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The two organizations collaborated on a research project tracking 143,000 students at 467 campuses that closed between 2004 and 2020. As of February 2022, only about a third of the 47 percent of students who succeeded in transferring to another campus completed a degree or a credential. More than 60 percent of the students at a shuttered campus became college dropouts, adding to the large pool of U.S. adults who have student loans and no degree.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Their schools’ closing effectively closes doors on the students’ educational dreams,” said Shapiro. “It is a serious hardship for the students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After a campus closure, students often have to apply as a transfer student to a new institution. Shapiro explained that it’s difficult for students to find a college that will accept all the credits that they’ve already earned. It’s even more challenging to find a college with a similar degree program or major without having to start over again with new prerequisites. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rachel Burns, senior policy analyst at SHEEO, is urging state regulators to make sure all colleges have contingency plans, known as “\u003c/span>\u003ca href=\"https://www.nwccu.org/wp-content/uploads/2017/05/Teach-Out-Plans-and-Teach-Out-Agreements-Policy.pdf\">\u003cspan style=\"font-weight: 400\">teach-out plans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in place so that students are automatically transferred with all of their accumulated credits to another institution. That will be even more important as SHEEO predicts sharp declines in student enrollment and tuition revenue in the years ahead. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about\u003c/span>\u003c/i> \u003ca href=\"https://hechingerreport.org/proof-points-861-colleges-and-9499-campuses-have-closed-down-since-2004/\">\u003ci>\u003cspan style=\"font-weight: 400\">colleges closing\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60352/when-colleges-and-campuses-close-down-students-often-drop-out","authors":["byline_mindshift_60352"],"categories":["mindshift_21478"],"tags":["mindshift_21261","mindshift_21109","mindshift_21452","mindshift_206","mindshift_68","mindshift_21370"],"featImg":"mindshift_60378","label":"mindshift"},"mindshift_59950":{"type":"posts","id":"mindshift_59950","meta":{"index":"posts_1591205157","site":"mindshift","id":"59950","score":null,"sort":[1664780617000]},"guestAuthors":[],"slug":"ungrading","title":"Some colleges mull the idea of 'Ungrading' for freshman students","publishDate":1664780617,"format":"audio","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>SANTA CRUZ, Calif. — Joy Malak floundered through her freshman year in college.\u003c/p>\n\u003cp>“I had to learn how to balance my finances. I had to learn how to balance work and school and the relationship I’m in.” The hardest part about being a new college student, Malak said, “is not the coursework. It’s learning how to be an adult.”\u003c/p>\n\u003cp>That took a toll on her grades. “I didn’t do well,” said Malak, who powered through and is now starting her sophomore year as a neuroscience and literature double major at the University of California, Santa Cruz, or UCSC. “It took a while for me to detangle my sense of self-worth from the grades that I was getting. It made me consider switching out of my major a handful of times.”\u003c/p>\n\u003cp>Experiences like these are among the reasons behind a growing movement to stop assigning conventional A through F letter grades to first-year college students and, sometimes, upperclassmen.\u003c/p>\n\u003cp>Called “un-grading,” the idea is meant to ease the transition to higher education — especially for freshmen who are the first in their families to go to college or who weren’t well prepared for college-level work in high school and need more time to master it.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But advocates say the most important reason to adopt un-grading is that students have become so preoccupied with grades, they aren’t actually learning.\u003c/p>\n\u003cp>“Grades are not a representation of student learning, as hard as it is for us to break the mindset that if the student got an A it means they learned,” said Jody Greene, special adviser to the provost for educational equity and academic success at UCSC, where several faculty are experimenting with various forms of un-grading.\u003c/p>\n\u003cp>If a student already knew the material before taking the class and got that A, “they didn’t learn anything,” said Greene, who also is director of the university’s Center for Innovations in Teaching and Learning. And “if the student came in and struggled to get a C-plus, they may have learned a lot.”\u003c/p>\n\u003cp>Critics respond that replacing traditional A to F grades with new forms of assessments is like a college-level version of participation trophies. They say taking away grades is coddling students and treating them like “snowflakes.”\u003c/p>\n\u003cp>“By getting rid of grades, we get rid of crucial information that parents and students use to determine what they’re getting out of the expensive educations they’re paying for,” said Bradley Jackson, vice president of policy at the American Council of Trustees and Alumni.\u003c/p>\n\u003cp>Some of the momentum behind un-grading is in response to growing concerns about student mental health. The number of college students with one or more mental health problems \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0165032722002774\">has doubled since 2013\u003c/a>, according to a study by researchers at Boston University and elsewhere. Teenagers said that the pressure to get good grades was \u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\">their biggest cause of stress\u003c/a>, a 2019 survey by the Pew Research Center found.\u003c/p>\n\u003cfigure id=\"attachment_59960\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59960\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-05-copy-scaled-e1664778839418.jpg\" alt=\"Two UC Santa Cruz students\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Joy Malak, left, changed her major as a freshman at the University of California, Santa Cruz, while balancing grades with work and school. Serena Ramirez says she is often so stressed out about her grades in class, “I can barely focus.” \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“A lot of the time I’m just so stressed in the class that I can barely focus,” said Serena Ramirez, a UCSC freshman. “Now you’re an adult, you’re by yourself, you’re responsible for your grades. The additional stress of grades just sort of undermines the whole learning.”\u003c/p>\n\u003cp>That was also the case for Tamara Caselin in her freshman year at UCSC. She worked 40 hours a week on top of school and ended up changing her major, which was originally business management economics. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” said Caselin, who is now a junior.\u003c/p>\n\u003cfigure id=\"attachment_59956\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59956\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg 1707w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1920x2880.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tamara Caselin worked 40 hours a week during her freshman year at the University of California, Santa Cruz. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” says Caselin, who is now a junior. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Covid-19 pandemic made things even worse. It “brought to light the stressors students have in their lives,” said Nate Turcotte, an assistant professor in the Department of Leadership, Technology and Research at Florida Gulf Coast University who is using assessments other than grades. That’s why some of the nation’s most prestigious universities switched from letter grades to “pass” or “fail” at the outset of the crisis.\u003c/p>\n\u003cp>The pandemic era’s wide-scale disruption also makes it a good time to consider changing long-held educational practices, said Robert Talbert, a math professor at Grand Valley State University who is co-writing a book about new ways of assessing students and has tried some in his own classes\u003cem>. \u003c/em>“Everything seems to be on the table right now. Why not throw in the grading system while we’re at it?”\u003c/p>\n\u003cp>Responded Jackson: “To say that because we’ve been through a very difficult and trying time, we now need to give up forever into the future these objective criteria that we use in order to determine whether students are improving — that seems to me to be a tremendous overreaction.”\u003c/p>\n\u003cp>In addition to those at UCSC, a small but growing number of faculty and some academic departments at universities and colleges nationwide are experimenting with alternative kinds of assessments.\u003c/p>\n\u003cp>Although they’re not eliminating grades, some instructors in the University of California, Davis, Department of Mathematics are letting students decide between taking verbal and written exams, for instance, and giving them a choice of how much those exams and homework count, said Tim Lewis, the department’s vice chair for undergraduate matters.\u003c/p>\n\u003cp>“These efforts are meant to improve learning outcomes, as well as to be fair and advance equity, especially for new students and transfer students,” Lewis said.\u003c/p>\n\u003cp>The developments in California follow a March report to the University of California Board of Regents’ Academic and Student Affairs Committee that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/mar22/a3.pdf\">traditional grading methods could perpetuate bias\u003c/a>; it encouraged schools to explore new means of assessment.\u003c/p>\n\u003cp>Several colleges and universities outside of California already practice unconventional forms of grading. At Reed College, \u003ca href=\"https://www.reed.edu/registrar/pdfs/grades-at-reed.pdf\">students aren’t shown their grades\u003c/a> so that they can “focus on learning, not on grades,” the college says. Students at New College of Florida complete contracts establishing their goals, then get written evaluations about how they’re doing. Evergreen State and Hampshire colleges forgo letter grades in favor of written evaluations. And students at Brown University have a choice among written evaluations that only they see, results of “satisfactory” or “no credit” and letter grades — A, B or C, but no D or F.\u003c/p>\n\u003cp>“It takes stress and anxiety away and it prioritizes their mental health. But more importantly, it prioritizes their learning,” said Turcotte. “Instead of ‘What did I get?’ it’s ‘What did I learn?’ There’s a freedom to explore, a freedom to take chances without this fear of, ‘Am I going to get marked down for this?’ ”\u003c/p>\n\u003cp>MIT has what it calls “ramp-up grading” for first-year students. In their first semesters, they get only a “pass,” without a letter; if they don’t pass, no grade is recorded at all. In their second semesters, they get letter grades, but grades of D and F are not recorded on their transcripts.\u003c/p>\n\u003cp>“Starting any university is challenging to get acclimated academically to a new environment and it’s a big change for most students because for many of them it’s their first time away from home or at a new school,” said Ian Waitz, MIT’s vice chancellor for undergraduate and graduate education and a professor of aeronautics and astronautics.\u003c/p>\n\u003cp>“There’s a desire to have that acclimation to the entire environment happen in a less abrupt way, where people have more of an opportunity to get calibrated.”\u003c/p>\n\u003cp>Many proponents of un-grading say it addresses the unfairness of a system in which some students are better ready for college than others, have to balance school with work or are first generation and feel extra stress to perform well as a result of it.\u003c/p>\n\u003cfigure id=\"attachment_59955\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg class=\"size-full wp-image-59955\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Amaya Rosas, now a junior at the University of California, Santa Cruz, is the first in her family to go to college. “That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’ ” she says. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’” said Amaya Rosas, who also attends UCSC and is the first in her family to go to college. She said she feels as if “I need to get good grades because I don’t want to let everybody else down.”\u003c/p>\n\u003cp>Greene said students who come from lower-income families are the most vulnerable to anxiety from grades. “Let’s say they get a slightly failing grade on the first quiz. They are not likely to go and seek help. They’re likely to try and disappear.”\u003c/p>\n\u003cp>Some drop out altogether. “One of the things that they say again and again — it’s kind of heartbreaking — they say, ‘I wasn’t satisfied with my academic performance,’ ” Greene said. “You know, they’re not saying, ‘I hated the school’ or ‘My teachers were terrible.’ ”\u003c/p>\n\u003cp>What grades often actually show, said Turcotte, “is if someone is food insecure or comes from a home without the support that other individuals have. There are a lot of educators out there and parents and people involved in education who are wondering how can we better help our students while also recognizing the complexities of their lives.”\u003c/p>\n\u003cp>Students who work while in school are also “less likely to do the extra work to get things done perfectly, or they may have had to take an extra shift at work or they don’t have transportation so they’re late for class,” said Susan Blum, a professor of anthropology at the University of Notre Dame and the editor of “Ungrading: Why Rating Students Undermines Learning (and What to Do Instead).” By comparison, she said, higher-income classmates “had Ph.D. historians teaching them in their fancy high schools.”\u003c/p>\n\u003cfigure id=\"attachment_59957\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59957\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">During her first year in college, Olivia Disabatino says she “felt like a deer in the headlights.” Disabatino is now a junior at the University of California, Santa Cruz. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When she was a freshman, Olivia Disabatino “saw that I didn’t necessarily have all the resources that other students had when it came to just being prepared for college.”\u003c/p>\n\u003cp>Disabatino, now a UCSC junior double-majoring in psychology and anthropology and also the first in her low-income family to go to college, said: “I kind of felt like a deer in the headlights.”\u003c/p>\n\u003cp>None of that is conducive to learning, said Joshua Eyler, director of faculty development at the University of Mississippi, who is also working on a book about grades, called “Scarlet Letters.”\u003c/p>\n\u003cp>“Grades inhibit students’ creativity and their desire to take intellectual risks,” said Eyler.\u003c/p>\n\u003cp>Instead, they’ve become “a magnet for student anxiety,” said Adam Light, an assistant professor of physics at Colorado College. “ ‘I only got a 93? Why didn’t I get a 94?’ ”\u003c/p>\n\u003cp>Light enters into contracts with his students about what tasks need to be learned. “ ‘Here are the things I think are important for you to get out of this class,’ ” he tells them. “And I ask, ‘What are your goals for this class?’ And we come up with consensus. Students know exactly what has to get checked off to get a better grade.”\u003c/p>\n\u003cp>UCSC, which was opened as an experimental progressive campus built among a dense forest of redwoods, bay laurels and California oaks, previously let students choose whether or not to get letter grades. As the public university grew, it made grades mandatory in 2000. But some of its faculty have continued to promote un-grading.\u003c/p>\n\u003cp>Instead of grades, for instance, psychology professor Barbara Rogoff’s students get narrative evaluations that assess their work as, among other things, “impressive,” “extremely well developed” or “uneven.” Only at the end of the quarter does she assign required letter grades.\u003c/p>\n\u003cfigure id=\"attachment_59953\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59953\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg\" alt=\"Professor Barbara Rogoff\" width=\"250\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1638x2048.jpg 1638w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1920x2400.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Rogoff, a psychology professor at the University of California, Santa Cruz, gives narrative evaluations instead of grades. Students’ work is assessed as, among other things, “impressive,” “extremely well developed” or “uneven.” \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I can say, ‘This student did really well in their contributions to the class, but they struggled with their writing.’ If it’s a grade, you have to average those two,” said Rogoff, who specializes in cultural variations in learning. “It makes the teachers, the professors, look at themselves more as guides rather than evaluators.”\u003c/p>\n\u003cp>As for the students, they learn better if they’re not focused on grades, she said. Grades “make students concerned about how they look rather than dealing with the material.”\u003c/p>\n\u003cp>That’s to say nothing of students who can game the system, said Talbert, at Grand Valley State. “When you see a grade on an assignment or report card, it tends not to convey a lot of information about what a student actually has learned. The grade itself has turned into the target. Learning is just a vehicle by which to earn a grade.”\u003c/p>\n\u003cp>But while he likes the idea of un-grading, Talbert’s own experience has made him question whether it’s necessarily a solution to inequity. Since the students in the algebra class in which he tried it were required to evaluate their own performance, he said, “What I found is that un-grading as a system is exactly as good as my students’ ability to self-assess. Those from more privileged backgrounds feel more competent to self-reflect, whereas other students struggle with that.”\u003c/p>\n\u003cp>Other realities also make it hard to change the longstanding tradition of letter grades. It’s how faculty themselves were largely judged as they went through college. Parents, high schools and university admissions offices put a premium on grade-point averages — an even greater one as many institutions make the SAT and ACT optional. Even car insurance companies give “good-grades discounts” to student-age drivers.\u003c/p>\n\u003cp>“It’s built into the system,” Rogoff said. “These are big forces that are working against getting rid of grades.”\u003c/p>\n\u003cp>But grades may not be the real problem, said Michael Poliakoff, president of the American Council of Trustees and Alumni. He pointed out that only 25 percent of high school students who took the ACT test last year \u003ca href=\"https://leadershipblog.act.org/2021/10/2021-ACT-Achievement-Data.html\">met all four college-readiness benchmarks\u003c/a>, which gauge the likelihood that they’ll succeed in first-year college courses; 38 percent met none. The composite score was the lowest in more than a decade.\u003c/p>\n\u003cp>By getting rid of grades, “I really fear that we’re shooting the messenger because we don’t like what we’re hearing,” Poliakoff said. It’s just setting up students “to slam into the wall, ultimately,” and end up with a “ticket-to-nowhere diploma that doesn’t represent the mastery of skills that will equip the person for success.”\u003c/p>\n\u003cp>Colleges and universities are already losing the confidence of the country, said his colleague Jackson. “To the extent that they take away standards and take away these objective indices of performance and reliability, they’re going to decrease the value of their own degrees.”\u003c/p>\n\u003cp>But Greene, the UCSC special adviser to the provost, said that grades “are terrible motivators for doing sustained and deep learning. And so if we were to shift our focus on to learning and away from grades, we would be able to tell whether we were graduating people with the skills that we say we’re graduating them with.”\u003c/p>\n\u003cp>Rogoff compares this to her own hobby: dancing.\u003c/p>\n\u003cp>“I got stiffer when I thought I was being watched and evaluated for how I was dancing,” she said. “It’s that sort of performance anxiety when you think people are watching you, and especially if you think you’re probably going to be judged badly.”\u003c/p>\n\u003cp>She added: “I learned how to get past the self-judgment and the judgment of other people and just enjoy the dancing for the dancing. And I think that’s what my students experience in my class, where I’m helping them see that there is something important about what we’re learning in this class and that that’s a bigger thing” than grades.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about un-grading was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, in collaboration with KQED in San Francisco. \u003c/em>\u003cem>Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>higher education newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"There’s a growing movement to stop assigning conventional A through F letter grades to first-year college students with the purpose of easing the transition to higher education — especially for those who are the first in their families to go to college or weren’t prepared for college-level work.","status":"publish","parent":0,"modified":1664780777,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":55,"wordCount":3062},"headData":{"title":"Some colleges mull the idea of 'Ungrading' for freshman students - MindShift","description":"There’s a growing movement to stop assigning conventional A through F letter grades to first-year college students with the purpose of easing the transition to higher education — especially for those who are the first in their families to go to college or weren’t prepared for college-level work.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Some colleges mull the idea of 'Ungrading' for freshman students","datePublished":"2022-10-03T07:03:37.000Z","dateModified":"2022-10-03T07:06:17.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59950 https://ww2.kqed.org/mindshift/?p=59950","disqusUrl":"https://ww2.kqed.org/mindshift/2022/10/03/ungrading/","disqusTitle":"Some colleges mull the idea of 'Ungrading' for freshman students","audioUrl":"https://omny.fm/shows/kqed-segmented-audio/some-colleges-mull-the-idea-ungrading-for-freshman","nprByline":"Jon Marcus, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59950/ungrading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>SANTA CRUZ, Calif. — Joy Malak floundered through her freshman year in college.\u003c/p>\n\u003cp>“I had to learn how to balance my finances. I had to learn how to balance work and school and the relationship I’m in.” The hardest part about being a new college student, Malak said, “is not the coursework. It’s learning how to be an adult.”\u003c/p>\n\u003cp>That took a toll on her grades. “I didn’t do well,” said Malak, who powered through and is now starting her sophomore year as a neuroscience and literature double major at the University of California, Santa Cruz, or UCSC. “It took a while for me to detangle my sense of self-worth from the grades that I was getting. It made me consider switching out of my major a handful of times.”\u003c/p>\n\u003cp>Experiences like these are among the reasons behind a growing movement to stop assigning conventional A through F letter grades to first-year college students and, sometimes, upperclassmen.\u003c/p>\n\u003cp>Called “un-grading,” the idea is meant to ease the transition to higher education — especially for freshmen who are the first in their families to go to college or who weren’t well prepared for college-level work in high school and need more time to master it.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But advocates say the most important reason to adopt un-grading is that students have become so preoccupied with grades, they aren’t actually learning.\u003c/p>\n\u003cp>“Grades are not a representation of student learning, as hard as it is for us to break the mindset that if the student got an A it means they learned,” said Jody Greene, special adviser to the provost for educational equity and academic success at UCSC, where several faculty are experimenting with various forms of un-grading.\u003c/p>\n\u003cp>If a student already knew the material before taking the class and got that A, “they didn’t learn anything,” said Greene, who also is director of the university’s Center for Innovations in Teaching and Learning. And “if the student came in and struggled to get a C-plus, they may have learned a lot.”\u003c/p>\n\u003cp>Critics respond that replacing traditional A to F grades with new forms of assessments is like a college-level version of participation trophies. They say taking away grades is coddling students and treating them like “snowflakes.”\u003c/p>\n\u003cp>“By getting rid of grades, we get rid of crucial information that parents and students use to determine what they’re getting out of the expensive educations they’re paying for,” said Bradley Jackson, vice president of policy at the American Council of Trustees and Alumni.\u003c/p>\n\u003cp>Some of the momentum behind un-grading is in response to growing concerns about student mental health. The number of college students with one or more mental health problems \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0165032722002774\">has doubled since 2013\u003c/a>, according to a study by researchers at Boston University and elsewhere. Teenagers said that the pressure to get good grades was \u003ca href=\"https://www.pewresearch.org/social-trends/2019/02/20/most-u-s-teens-see-anxiety-and-depression-as-a-major-problem-among-their-peers/\">their biggest cause of stress\u003c/a>, a 2019 survey by the Pew Research Center found.\u003c/p>\n\u003cfigure id=\"attachment_59960\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59960\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-05-copy-scaled-e1664778839418.jpg\" alt=\"Two UC Santa Cruz students\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Joy Malak, left, changed her major as a freshman at the University of California, Santa Cruz, while balancing grades with work and school. Serena Ramirez says she is often so stressed out about her grades in class, “I can barely focus.” \u003ccite>(Ki Sung/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“A lot of the time I’m just so stressed in the class that I can barely focus,” said Serena Ramirez, a UCSC freshman. “Now you’re an adult, you’re by yourself, you’re responsible for your grades. The additional stress of grades just sort of undermines the whole learning.”\u003c/p>\n\u003cp>That was also the case for Tamara Caselin in her freshman year at UCSC. She worked 40 hours a week on top of school and ended up changing her major, which was originally business management economics. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” said Caselin, who is now a junior.\u003c/p>\n\u003cfigure id=\"attachment_59956\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59956\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"250\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-scaled.jpg 1707w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-800x1200.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1020x1530.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-160x240.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-768x1152.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1024x1536.jpg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1365x2048.jpg 1365w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-06-copy-1920x2880.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Tamara Caselin worked 40 hours a week during her freshman year at the University of California, Santa Cruz. “I felt that I was way too focused on my grades, that I wasn’t focused on my personal well-being,” says Caselin, who is now a junior. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Covid-19 pandemic made things even worse. It “brought to light the stressors students have in their lives,” said Nate Turcotte, an assistant professor in the Department of Leadership, Technology and Research at Florida Gulf Coast University who is using assessments other than grades. That’s why some of the nation’s most prestigious universities switched from letter grades to “pass” or “fail” at the outset of the crisis.\u003c/p>\n\u003cp>The pandemic era’s wide-scale disruption also makes it a good time to consider changing long-held educational practices, said Robert Talbert, a math professor at Grand Valley State University who is co-writing a book about new ways of assessing students and has tried some in his own classes\u003cem>. \u003c/em>“Everything seems to be on the table right now. Why not throw in the grading system while we’re at it?”\u003c/p>\n\u003cp>Responded Jackson: “To say that because we’ve been through a very difficult and trying time, we now need to give up forever into the future these objective criteria that we use in order to determine whether students are improving — that seems to me to be a tremendous overreaction.”\u003c/p>\n\u003cp>In addition to those at UCSC, a small but growing number of faculty and some academic departments at universities and colleges nationwide are experimenting with alternative kinds of assessments.\u003c/p>\n\u003cp>Although they’re not eliminating grades, some instructors in the University of California, Davis, Department of Mathematics are letting students decide between taking verbal and written exams, for instance, and giving them a choice of how much those exams and homework count, said Tim Lewis, the department’s vice chair for undergraduate matters.\u003c/p>\n\u003cp>“These efforts are meant to improve learning outcomes, as well as to be fair and advance equity, especially for new students and transfer students,” Lewis said.\u003c/p>\n\u003cp>The developments in California follow a March report to the University of California Board of Regents’ Academic and Student Affairs Committee that \u003ca href=\"https://regents.universityofcalifornia.edu/regmeet/mar22/a3.pdf\">traditional grading methods could perpetuate bias\u003c/a>; it encouraged schools to explore new means of assessment.\u003c/p>\n\u003cp>Several colleges and universities outside of California already practice unconventional forms of grading. At Reed College, \u003ca href=\"https://www.reed.edu/registrar/pdfs/grades-at-reed.pdf\">students aren’t shown their grades\u003c/a> so that they can “focus on learning, not on grades,” the college says. Students at New College of Florida complete contracts establishing their goals, then get written evaluations about how they’re doing. Evergreen State and Hampshire colleges forgo letter grades in favor of written evaluations. And students at Brown University have a choice among written evaluations that only they see, results of “satisfactory” or “no credit” and letter grades — A, B or C, but no D or F.\u003c/p>\n\u003cp>“It takes stress and anxiety away and it prioritizes their mental health. But more importantly, it prioritizes their learning,” said Turcotte. “Instead of ‘What did I get?’ it’s ‘What did I learn?’ There’s a freedom to explore, a freedom to take chances without this fear of, ‘Am I going to get marked down for this?’ ”\u003c/p>\n\u003cp>MIT has what it calls “ramp-up grading” for first-year students. In their first semesters, they get only a “pass,” without a letter; if they don’t pass, no grade is recorded at all. In their second semesters, they get letter grades, but grades of D and F are not recorded on their transcripts.\u003c/p>\n\u003cp>“Starting any university is challenging to get acclimated academically to a new environment and it’s a big change for most students because for many of them it’s their first time away from home or at a new school,” said Ian Waitz, MIT’s vice chancellor for undergraduate and graduate education and a professor of aeronautics and astronautics.\u003c/p>\n\u003cp>“There’s a desire to have that acclimation to the entire environment happen in a less abrupt way, where people have more of an opportunity to get calibrated.”\u003c/p>\n\u003cp>Many proponents of un-grading say it addresses the unfairness of a system in which some students are better ready for college than others, have to balance school with work or are first generation and feel extra stress to perform well as a result of it.\u003c/p>\n\u003cfigure id=\"attachment_59955\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg class=\"size-full wp-image-59955\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"2560\" height=\"1707\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-04-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Amaya Rosas, now a junior at the University of California, Santa Cruz, is the first in her family to go to college. “That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’ ” she says. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“That’s a lot of pressure, and I hear a lot, like, ‘How are your grades?’” said Amaya Rosas, who also attends UCSC and is the first in her family to go to college. She said she feels as if “I need to get good grades because I don’t want to let everybody else down.”\u003c/p>\n\u003cp>Greene said students who come from lower-income families are the most vulnerable to anxiety from grades. “Let’s say they get a slightly failing grade on the first quiz. They are not likely to go and seek help. They’re likely to try and disappear.”\u003c/p>\n\u003cp>Some drop out altogether. “One of the things that they say again and again — it’s kind of heartbreaking — they say, ‘I wasn’t satisfied with my academic performance,’ ” Greene said. “You know, they’re not saying, ‘I hated the school’ or ‘My teachers were terrible.’ ”\u003c/p>\n\u003cp>What grades often actually show, said Turcotte, “is if someone is food insecure or comes from a home without the support that other individuals have. There are a lot of educators out there and parents and people involved in education who are wondering how can we better help our students while also recognizing the complexities of their lives.”\u003c/p>\n\u003cp>Students who work while in school are also “less likely to do the extra work to get things done perfectly, or they may have had to take an extra shift at work or they don’t have transportation so they’re late for class,” said Susan Blum, a professor of anthropology at the University of Notre Dame and the editor of “Ungrading: Why Rating Students Undermines Learning (and What to Do Instead).” By comparison, she said, higher-income classmates “had Ph.D. historians teaching them in their fancy high schools.”\u003c/p>\n\u003cfigure id=\"attachment_59957\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-59957\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg\" alt=\"UC Santa Cruz student\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-scaled.jpg 2560w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-07-copy-1920x1280.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">During her first year in college, Olivia Disabatino says she “felt like a deer in the headlights.” Disabatino is now a junior at the University of California, Santa Cruz. \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When she was a freshman, Olivia Disabatino “saw that I didn’t necessarily have all the resources that other students had when it came to just being prepared for college.”\u003c/p>\n\u003cp>Disabatino, now a UCSC junior double-majoring in psychology and anthropology and also the first in her low-income family to go to college, said: “I kind of felt like a deer in the headlights.”\u003c/p>\n\u003cp>None of that is conducive to learning, said Joshua Eyler, director of faculty development at the University of Mississippi, who is also working on a book about grades, called “Scarlet Letters.”\u003c/p>\n\u003cp>“Grades inhibit students’ creativity and their desire to take intellectual risks,” said Eyler.\u003c/p>\n\u003cp>Instead, they’ve become “a magnet for student anxiety,” said Adam Light, an assistant professor of physics at Colorado College. “ ‘I only got a 93? Why didn’t I get a 94?’ ”\u003c/p>\n\u003cp>Light enters into contracts with his students about what tasks need to be learned. “ ‘Here are the things I think are important for you to get out of this class,’ ” he tells them. “And I ask, ‘What are your goals for this class?’ And we come up with consensus. Students know exactly what has to get checked off to get a better grade.”\u003c/p>\n\u003cp>UCSC, which was opened as an experimental progressive campus built among a dense forest of redwoods, bay laurels and California oaks, previously let students choose whether or not to get letter grades. As the public university grew, it made grades mandatory in 2000. But some of its faculty have continued to promote un-grading.\u003c/p>\n\u003cp>Instead of grades, for instance, psychology professor Barbara Rogoff’s students get narrative evaluations that assess their work as, among other things, “impressive,” “extremely well developed” or “uneven.” Only at the end of the quarter does she assign required letter grades.\u003c/p>\n\u003cfigure id=\"attachment_59953\" class=\"wp-caption alignright\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-59953\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg\" alt=\"Professor Barbara Rogoff\" width=\"250\" height=\"313\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-scaled.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1020x1275.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1229x1536.jpg 1229w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1638x2048.jpg 1638w, https://ww2.kqed.org/app/uploads/sites/23/2022/10/marcus-ungrading-01-copy-1920x2400.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Barbara Rogoff, a psychology professor at the University of California, Santa Cruz, gives narrative evaluations instead of grades. Students’ work is assessed as, among other things, “impressive,” “extremely well developed” or “uneven.” \u003ccite>(Amanda Cain for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I can say, ‘This student did really well in their contributions to the class, but they struggled with their writing.’ If it’s a grade, you have to average those two,” said Rogoff, who specializes in cultural variations in learning. “It makes the teachers, the professors, look at themselves more as guides rather than evaluators.”\u003c/p>\n\u003cp>As for the students, they learn better if they’re not focused on grades, she said. Grades “make students concerned about how they look rather than dealing with the material.”\u003c/p>\n\u003cp>That’s to say nothing of students who can game the system, said Talbert, at Grand Valley State. “When you see a grade on an assignment or report card, it tends not to convey a lot of information about what a student actually has learned. The grade itself has turned into the target. Learning is just a vehicle by which to earn a grade.”\u003c/p>\n\u003cp>But while he likes the idea of un-grading, Talbert’s own experience has made him question whether it’s necessarily a solution to inequity. Since the students in the algebra class in which he tried it were required to evaluate their own performance, he said, “What I found is that un-grading as a system is exactly as good as my students’ ability to self-assess. Those from more privileged backgrounds feel more competent to self-reflect, whereas other students struggle with that.”\u003c/p>\n\u003cp>Other realities also make it hard to change the longstanding tradition of letter grades. It’s how faculty themselves were largely judged as they went through college. Parents, high schools and university admissions offices put a premium on grade-point averages — an even greater one as many institutions make the SAT and ACT optional. Even car insurance companies give “good-grades discounts” to student-age drivers.\u003c/p>\n\u003cp>“It’s built into the system,” Rogoff said. “These are big forces that are working against getting rid of grades.”\u003c/p>\n\u003cp>But grades may not be the real problem, said Michael Poliakoff, president of the American Council of Trustees and Alumni. He pointed out that only 25 percent of high school students who took the ACT test last year \u003ca href=\"https://leadershipblog.act.org/2021/10/2021-ACT-Achievement-Data.html\">met all four college-readiness benchmarks\u003c/a>, which gauge the likelihood that they’ll succeed in first-year college courses; 38 percent met none. The composite score was the lowest in more than a decade.\u003c/p>\n\u003cp>By getting rid of grades, “I really fear that we’re shooting the messenger because we don’t like what we’re hearing,” Poliakoff said. It’s just setting up students “to slam into the wall, ultimately,” and end up with a “ticket-to-nowhere diploma that doesn’t represent the mastery of skills that will equip the person for success.”\u003c/p>\n\u003cp>Colleges and universities are already losing the confidence of the country, said his colleague Jackson. “To the extent that they take away standards and take away these objective indices of performance and reliability, they’re going to decrease the value of their own degrees.”\u003c/p>\n\u003cp>But Greene, the UCSC special adviser to the provost, said that grades “are terrible motivators for doing sustained and deep learning. And so if we were to shift our focus on to learning and away from grades, we would be able to tell whether we were graduating people with the skills that we say we’re graduating them with.”\u003c/p>\n\u003cp>Rogoff compares this to her own hobby: dancing.\u003c/p>\n\u003cp>“I got stiffer when I thought I was being watched and evaluated for how I was dancing,” she said. “It’s that sort of performance anxiety when you think people are watching you, and especially if you think you’re probably going to be judged badly.”\u003c/p>\n\u003cp>She added: “I learned how to get past the self-judgment and the judgment of other people and just enjoy the dancing for the dancing. And I think that’s what my students experience in my class, where I’m helping them see that there is something important about what we’re learning in this class and that that’s a bigger thing” than grades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about un-grading was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education, in collaboration with KQED in San Francisco. \u003c/em>\u003cem>Sign up for our \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>higher education newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59950/ungrading","authors":["byline_mindshift_59950"],"categories":["mindshift_21482"],"tags":["mindshift_21109","mindshift_21443","mindshift_21111","mindshift_21110","mindshift_20865","mindshift_20925","mindshift_21481"],"featImg":"mindshift_59954","label":"mindshift"},"mindshift_59879":{"type":"posts","id":"mindshift_59879","meta":{"index":"posts_1591205157","site":"mindshift","id":"59879","score":null,"sort":[1663571553000]},"guestAuthors":[],"slug":"shop-class-sometimes-boosts-going-to-college-massachusetts-study-finds","title":"Shop class sometimes boosts going to college, Massachusetts study finds","publishDate":1663571553,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>College isn’t for everyone, many argue. But what is the alternative? An old idea is to train kids in a trade in high school. However, high school trade programs have had a deservedly bad reputation as a “dumping ground” for low-income students, providing a subpar education and failing to prepare young adults for the modern world. These classes are also bound up with a shameful racial history. When schools were forced to desegregate, many funneled Black students into vocational tracks to keep them apart from white students under the same roof.\u003c/p>\n\u003cp>High school vocational programs have changed a lot over the past 20 years by both increasing their academic rigor and expanding career fields, from construction and cosmetology to information technology and healthcare. Federal legislation has encouraged these programs to prepare students not only for a career, but also for college. Labels have changed too. It’s now called career and technical education and often abbreviated as CTE. Today, students are actively choosing, instead of being passively steered to shop classes, and white students are more likely to opt for a CTE high school program than Black students.\u003c/p>\n\u003cp>Massachusetts has been at the forefront of this trend. \u003ca href=\"https://www.bluehills.org/academics/program-of-studies.pdf\">Four years of math\u003c/a> are typically required of vocational students along with the option to take challenging honors classes and calculus. The state spends about \u003ca href=\"https://www.edworkingpapers.com/ai22-640\">$3,000 more per vocational student\u003c/a> a year, according to a September 2022 analysis. Vocational programs are more costly to run because they require expensive equipment and spacious classrooms. The hands-on instruction also means smaller classes. Schools usually need to hire more teachers to serve the same number of students.\u003c/p>\n\u003cp>In recent decades, student performance at Massachusetts high schools dedicated to career and technical education has surpassed traditional high schools, according to a May 2022 book, “\u003ca href=\"https://www.amazon.com/Hands-Achievement-Massachusettss-National-Vocational-Technical/dp/0985208678\">Hands-On Achievement: Massachusetts’s National Model Vocational-Technical Schools\u003c/a>,” published by the free market research organization Pioneer Institute. Both test scores and graduation rates were higher.\u003c/p>\n\u003cp>It’s hard to conclude from raw data if students are really better off with job training in high school and whether it’s worth the extra taxpayer expense to run these programs. In Massachusetts, many vocational schools are extremely popular and have long waiting lists. They’re akin to magnet schools that admit the strongest students with unblemished attendance records and high grades. It shouldn’t surprise anyone that strong students might continue to thrive at \u003ca href=\"https://www.valleytech.k12.ma.us/domain/21\">a high caliber vocational school\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now a pair of academic researchers from Florida State University and Vanderbilt University have analyzed the Massachusetts experiment in career and technical education by following students seven years after graduating high school in 2009, 2010 and 2011. Thanks to detailed school records, the researchers were able to compare students of the same race or ethnicity, family income and most importantly, with the same eighth grade test scores, grades and attendance records. The only difference was that some had career training in high school while others took traditional high school courses.\u003c/p>\n\u003cp>The biggest surprise was that college going rates were higher for students in five career categories: healthcare, education, information technology, arts/communications and business. For example, 77 percent of the students who specialized in healthcare enrolled in college within seven years of graduating high school. That’s 15 percentage points higher than similar students who had a traditional high school education.\u003c/p>\n\u003cp>“There’s nursing programs and allied health programs at community colleges that clearly follow after a student’s healthcare classes in high school,” said Walter Ecton, an assistant professor of education at Florida State University and lead author of the study, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737221103842?journalCode=epaa\">Heterogeneity in High School Career and Technical Education Outcomes\u003c/a>, published in August 2022 in the peer-reviewed journal of Educational Evaluation and Policy Analysis. “Students have a clear pathway and a clear track that they’re putting themselves on.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_59881\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59881\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration.png\" alt=\"Fields of concentration for high school vocational students in Massachusetts for graduating seniors 2009-2011\" width=\"977\" height=\"550\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-768x432.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">In Massachusetts, one out of five high school students in career programs, graduating between 2009 and 2011, specialized in construction. Students needed to be enrolled in the career cluster for at least two academic years. Source: Appendix of Heterogeneity in High School Career and Technical Education Outcomes. Educational Evaluation and Policy Analysis. August 2022.\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>Seven years after high school graduation, these career students’ salaries were higher too. For example, healthcare students earned $5,491 more annually than their traditional high school counterparts.\u003c/p>\n\u003cp>By contrast, college going rates were considerably worse for two career fields: construction and transportation, an area that includes auto repair. Students who specialized in construction fields in high school were five percentage points less likely to go to college than similar traditional high school students.\u003c/p>\n\u003cp>On the bright side, construction had the highest earnings premium after seven years. Students who studied construction earned $7,698 more annually seven years after high school graduation than similar students who had a traditional high school education. The earnings premium for transportation students diminished from over $6,000 (four years after graduation) to under $5,000 (seven years after graduation) as traditional high school students started to catch up.\u003c/p>\n\u003cp>“Students who go into construction, they are earning more, at least for the first seven years after high school graduation than we might otherwise expect, and quite a bit more,” Ecton said. “But they’re also much less likely to go to college than we might otherwise expect. I think that that’s a difficult tradeoff. Different students and families and counselors might make different choices here.”\u003c/p>\n\u003cp>Ecton’s bigger point is that all career and technical education isn’t the same. “We wanted to understand if certain career pathways are paying off more,” he said. “It’s not a simple yes or no answer. It matters which field you’re going into.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_59880\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school.png\" alt=\"Higher earnings for vocational high school students in Massachusetts by field\" width=\"977\" height=\"702\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-800x575.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-768x552.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">CTE concentrators’ annual earnings advantage over traditional high school students with similar demographic and academic backgrounds. These figures compare high school students who graduated between 2009 and 2011. Source: Figure 5 of Heterogeneity in High School Career and Technical Education Outcomes. Educational Evaluation and Policy Analysis. August 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>In Massachusetts, every career field showed at least some benefit over a traditional high school education – either in higher earnings, higher college going or both. But Ecton says that’s not a reason for everyone to pursue a vocational high school course of studies.\u003c/p>\n\u003cp>“For a student who already has very high academic achievement, who is already on a clear path to attending and graduating from a bachelor’s degree program, I think that there’s less clear evidence to suggest that CTE is necessarily going to help those students,” said Ecton.\u003c/p>\n\u003cp>“I think CTE can be really useful for students who are less engaged in high school in a traditional classroom setting,” said Ecton. “If I were advising a student on whether to be a CTE concentrator or not, one question I would ask is, how else are you going to spend your time if not as a CTE student?”\u003c/p>\n\u003cp>If the alternative is study hall or a test prep class for struggling students, which Ecton says is often the case, CTE can be more engaging and help expose students to clear options after high school. Ecton highlighted how ninth graders at Massachusetts’ vocational high schools take courses in several career areas, from construction to healthcare to business, getting a taste of many fields before settling on a specialization.\u003c/p>\n\u003cp>The rosy student experience with career-and-technical education in Massachusetts might not be true elsewhere. The state has a highly educated population with workforce needs in high tech and healthcare. And Massachusetts has invested a lot of money in high-quality vocational programs for high school students. A \u003ca href=\"https://www.edworkingpapers.com/ai22-640\">cost-benefit analysis\u003c/a> published in September 2022 determined that the public gains between $56,500 to $113,900 in higher earnings and reduced welfare expenditures for each vocational high school student in Massachusetts. But in Connecticut, the benefits were much smaller — only about $10,000. New Jersey and Delaware run costlier vocational programs and more analysis is needed to see if they are paying off.\u003c/p>\n\u003cp>Still, even in Massachusetts, the results are uneven. The Pioneer Institute found that one vocational high school in Boston didn’t produce such glowing benefits for students.\u003c/p>\n\u003cp>“Sometimes in CTE we see a legacy program that’s been around for a very long time,” Florida State’s Ecton said. “But maybe it’s not setting students up for either college or a good paying job right after high school. But we keep those programs because they’ve been here forever. Maybe they’re even popular among students. I would really encourage schools to do this same analysis and make sure they’re seeing at least some positive outcomes in all of their different programs of study for students.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-shop-class-sometimes-boosts-college-going-massachusetts-study-finds/\">\u003cem>CTE \u003c/em>\u003c/a>\u003cem>was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Some well-designed career and technical education programs in high school can lead to increased college attendance compared to those who don't participate in CTE coursework. ","status":"publish","parent":0,"modified":1663571553,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1551},"headData":{"title":"Shop class sometimes boosts going to college, Massachusetts study finds - MindShift","description":"Some well-designed career and technical education programs in high school can lead to increased college attendance compared to those who don't participate in CTE coursework. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Shop class sometimes boosts going to college, Massachusetts study finds","datePublished":"2022-09-19T07:12:33.000Z","dateModified":"2022-09-19T07:12:33.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59879 https://ww2.kqed.org/mindshift/?p=59879","disqusUrl":"https://ww2.kqed.org/mindshift/2022/09/19/shop-class-sometimes-boosts-going-to-college-massachusetts-study-finds/","disqusTitle":"Shop class sometimes boosts going to college, Massachusetts study finds","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59879/shop-class-sometimes-boosts-going-to-college-massachusetts-study-finds","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>College isn’t for everyone, many argue. But what is the alternative? An old idea is to train kids in a trade in high school. However, high school trade programs have had a deservedly bad reputation as a “dumping ground” for low-income students, providing a subpar education and failing to prepare young adults for the modern world. These classes are also bound up with a shameful racial history. When schools were forced to desegregate, many funneled Black students into vocational tracks to keep them apart from white students under the same roof.\u003c/p>\n\u003cp>High school vocational programs have changed a lot over the past 20 years by both increasing their academic rigor and expanding career fields, from construction and cosmetology to information technology and healthcare. Federal legislation has encouraged these programs to prepare students not only for a career, but also for college. Labels have changed too. It’s now called career and technical education and often abbreviated as CTE. Today, students are actively choosing, instead of being passively steered to shop classes, and white students are more likely to opt for a CTE high school program than Black students.\u003c/p>\n\u003cp>Massachusetts has been at the forefront of this trend. \u003ca href=\"https://www.bluehills.org/academics/program-of-studies.pdf\">Four years of math\u003c/a> are typically required of vocational students along with the option to take challenging honors classes and calculus. The state spends about \u003ca href=\"https://www.edworkingpapers.com/ai22-640\">$3,000 more per vocational student\u003c/a> a year, according to a September 2022 analysis. Vocational programs are more costly to run because they require expensive equipment and spacious classrooms. The hands-on instruction also means smaller classes. Schools usually need to hire more teachers to serve the same number of students.\u003c/p>\n\u003cp>In recent decades, student performance at Massachusetts high schools dedicated to career and technical education has surpassed traditional high schools, according to a May 2022 book, “\u003ca href=\"https://www.amazon.com/Hands-Achievement-Massachusettss-National-Vocational-Technical/dp/0985208678\">Hands-On Achievement: Massachusetts’s National Model Vocational-Technical Schools\u003c/a>,” published by the free market research organization Pioneer Institute. Both test scores and graduation rates were higher.\u003c/p>\n\u003cp>It’s hard to conclude from raw data if students are really better off with job training in high school and whether it’s worth the extra taxpayer expense to run these programs. In Massachusetts, many vocational schools are extremely popular and have long waiting lists. They’re akin to magnet schools that admit the strongest students with unblemished attendance records and high grades. It shouldn’t surprise anyone that strong students might continue to thrive at \u003ca href=\"https://www.valleytech.k12.ma.us/domain/21\">a high caliber vocational school\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now a pair of academic researchers from Florida State University and Vanderbilt University have analyzed the Massachusetts experiment in career and technical education by following students seven years after graduating high school in 2009, 2010 and 2011. Thanks to detailed school records, the researchers were able to compare students of the same race or ethnicity, family income and most importantly, with the same eighth grade test scores, grades and attendance records. The only difference was that some had career training in high school while others took traditional high school courses.\u003c/p>\n\u003cp>The biggest surprise was that college going rates were higher for students in five career categories: healthcare, education, information technology, arts/communications and business. For example, 77 percent of the students who specialized in healthcare enrolled in college within seven years of graduating high school. That’s 15 percentage points higher than similar students who had a traditional high school education.\u003c/p>\n\u003cp>“There’s nursing programs and allied health programs at community colleges that clearly follow after a student’s healthcare classes in high school,” said Walter Ecton, an assistant professor of education at Florida State University and lead author of the study, \u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737221103842?journalCode=epaa\">Heterogeneity in High School Career and Technical Education Outcomes\u003c/a>, published in August 2022 in the peer-reviewed journal of Educational Evaluation and Policy Analysis. “Students have a clear pathway and a clear track that they’re putting themselves on.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_59881\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59881\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration.png\" alt=\"Fields of concentration for high school vocational students in Massachusetts for graduating seniors 2009-2011\" width=\"977\" height=\"550\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-800x450.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-160x90.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-vocational-students-concentration-768x432.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">In Massachusetts, one out of five high school students in career programs, graduating between 2009 and 2011, specialized in construction. Students needed to be enrolled in the career cluster for at least two academic years. Source: Appendix of Heterogeneity in High School Career and Technical Education Outcomes. Educational Evaluation and Policy Analysis. August 2022.\u003c/figcaption>\u003c/figure>\n\u003cp> \u003c/p>\n\u003cp>Seven years after high school graduation, these career students’ salaries were higher too. For example, healthcare students earned $5,491 more annually than their traditional high school counterparts.\u003c/p>\n\u003cp>By contrast, college going rates were considerably worse for two career fields: construction and transportation, an area that includes auto repair. Students who specialized in construction fields in high school were five percentage points less likely to go to college than similar traditional high school students.\u003c/p>\n\u003cp>On the bright side, construction had the highest earnings premium after seven years. Students who studied construction earned $7,698 more annually seven years after high school graduation than similar students who had a traditional high school education. The earnings premium for transportation students diminished from over $6,000 (four years after graduation) to under $5,000 (seven years after graduation) as traditional high school students started to catch up.\u003c/p>\n\u003cp>“Students who go into construction, they are earning more, at least for the first seven years after high school graduation than we might otherwise expect, and quite a bit more,” Ecton said. “But they’re also much less likely to go to college than we might otherwise expect. I think that that’s a difficult tradeoff. Different students and families and counselors might make different choices here.”\u003c/p>\n\u003cp>Ecton’s bigger point is that all career and technical education isn’t the same. “We wanted to understand if certain career pathways are paying off more,” he said. “It’s not a simple yes or no answer. It matters which field you’re going into.”\u003c/p>\n\u003cp> \u003c/p>\n\u003cfigure id=\"attachment_59880\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59880\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school.png\" alt=\"Higher earnings for vocational high school students in Massachusetts by field\" width=\"977\" height=\"702\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-800x575.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-160x115.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/Hechinger-CTE-annual-earnings-over-traditional-high-school-768x552.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">CTE concentrators’ annual earnings advantage over traditional high school students with similar demographic and academic backgrounds. These figures compare high school students who graduated between 2009 and 2011. Source: Figure 5 of Heterogeneity in High School Career and Technical Education Outcomes. Educational Evaluation and Policy Analysis. August 2022.\u003c/figcaption>\u003c/figure>\n\u003cp>In Massachusetts, every career field showed at least some benefit over a traditional high school education – either in higher earnings, higher college going or both. But Ecton says that’s not a reason for everyone to pursue a vocational high school course of studies.\u003c/p>\n\u003cp>“For a student who already has very high academic achievement, who is already on a clear path to attending and graduating from a bachelor’s degree program, I think that there’s less clear evidence to suggest that CTE is necessarily going to help those students,” said Ecton.\u003c/p>\n\u003cp>“I think CTE can be really useful for students who are less engaged in high school in a traditional classroom setting,” said Ecton. “If I were advising a student on whether to be a CTE concentrator or not, one question I would ask is, how else are you going to spend your time if not as a CTE student?”\u003c/p>\n\u003cp>If the alternative is study hall or a test prep class for struggling students, which Ecton says is often the case, CTE can be more engaging and help expose students to clear options after high school. Ecton highlighted how ninth graders at Massachusetts’ vocational high schools take courses in several career areas, from construction to healthcare to business, getting a taste of many fields before settling on a specialization.\u003c/p>\n\u003cp>The rosy student experience with career-and-technical education in Massachusetts might not be true elsewhere. The state has a highly educated population with workforce needs in high tech and healthcare. And Massachusetts has invested a lot of money in high-quality vocational programs for high school students. A \u003ca href=\"https://www.edworkingpapers.com/ai22-640\">cost-benefit analysis\u003c/a> published in September 2022 determined that the public gains between $56,500 to $113,900 in higher earnings and reduced welfare expenditures for each vocational high school student in Massachusetts. But in Connecticut, the benefits were much smaller — only about $10,000. New Jersey and Delaware run costlier vocational programs and more analysis is needed to see if they are paying off.\u003c/p>\n\u003cp>Still, even in Massachusetts, the results are uneven. The Pioneer Institute found that one vocational high school in Boston didn’t produce such glowing benefits for students.\u003c/p>\n\u003cp>“Sometimes in CTE we see a legacy program that’s been around for a very long time,” Florida State’s Ecton said. “But maybe it’s not setting students up for either college or a good paying job right after high school. But we keep those programs because they’ve been here forever. Maybe they’re even popular among students. I would really encourage schools to do this same analysis and make sure they’re seeing at least some positive outcomes in all of their different programs of study for students.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-shop-class-sometimes-boosts-college-going-massachusetts-study-finds/\">\u003cem>CTE \u003c/em>\u003c/a>\u003cem>was written by Jill Barshay and produced by \u003c/em>The Hechinger Report\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59879/shop-class-sometimes-boosts-going-to-college-massachusetts-study-finds","authors":["byline_mindshift_59879"],"categories":["mindshift_21478"],"tags":["mindshift_21188","mindshift_21109","mindshift_21477"],"featImg":"mindshift_59882","label":"mindshift"},"mindshift_59742":{"type":"posts","id":"mindshift_59742","meta":{"index":"posts_1591205157","site":"mindshift","id":"59742","score":null,"sort":[1660831832000]},"guestAuthors":[],"slug":"hbcus-are-building-a-new-prison-to-college-pipeline","title":"HBCUs are building a new prison-to-college pipeline","publishDate":1660831832,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When he was 21, Stanley Andrisse hit rock bottom.\u003c/p>\n\u003cp>\"I was sitting in a courtroom facing 20 years to life and had this prosecutor telling me that I had no hope for changing,\" Andrisse says. He was convicted on three felony counts and spent the next few years in a Missouri prison.\u003c/p>\n\u003cp>He says his 21-year-old self could never have imagined his life today: Andrisse is now an endocrinologist, scientist and professor at Howard University's College of Medicine. He has a Ph.D., an MBA, and a lab full of students who affectionately call him Dr. Stan.\u003c/p>\n\u003cp>\"So I didn't quite live up to the expectations of the prosecutor those many, many years ago,\" he says with a laugh.\u003c/p>\n\u003cp>Andrisse credits his success to a mentor he had while he was incarcerated. They encouraged him to continue his education and helped him apply to higher education programs while he was still behind bars.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>His story is remarkable, but historically Black colleges and universities are trying to make it more common. Around the country, HBCUs are investing in education for incarcerated or formerly incarcerated people, with the goal of reducing recidivism and building a prison-to-college pipeline.\u003c/p>\n\u003cp>\"Our brothers and sisters behind the wall are coming home.\" says Laura Ferguson Mimms, executive director of the Tennessee Higher Education In Prison Initiative (THEI). \"And over the course of three years, 47% will return to incarceration if we continue to do exactly what we've done.\"\u003c/p>\n\u003cfigure id=\"attachment_59744\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59744\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/img_7799_custom-9f55d76fb2aa3f4f45e8fac0e80f76bcee050d27-scaled-e1660918087408.jpg\" alt=\"Student Rabia Qutab\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Some of Dr. Stan's students were also formally incarcerated like Rabia Qutab, seen above, who transitioned out of incarceration about a year ago. \u003ccite>(Jeffrey Pierre/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since 2011, her organization has worked with Tennessee community colleges to provide degree programs behind bars.\u003c/p>\n\u003cp>\"When we introduce post-secondary educational options while the individual is incarcerated, we reduce the risk of recidivism by nearly half,\" she says.\u003c/p>\n\u003cp>\u003cstrong>HBCUs are well-positioned to help incarcerated students\u003c/strong>\u003c/p>\n\u003cp>In 2021, THEI launched its first four-year degree program with Lane College, an HBCU in Jackson, Tenn. Like many of the oldest HBCUs, Lane was founded to help educate formerly enslaved people. Mimms says the school's history makes it well-positioned to help incarcerated students.\u003c/p>\n\u003cp>She recalls the first day of Lane College classes at Northwest Correctional Complex in Tiptonville. The lecture was supposed to be online, but the president of Lane College came to speak to the students in person. He talked about the history of the school and the legacy of HBCUs as a tool for Black liberation. \"The students were absolutely mesmerized,\" Mimms says.\u003c/p>\n\u003cp>Claflin University, an HBCU in Orangeburg, S.C., has seen similar enthusiasm from students.\u003c/p>\n\u003cp>\"They have truly embraced the program and they are probably some of the best recruiters for the program,\" says Vanessa Harris, director of Claflin's prison-to-college initiative.\u003c/p>\n\u003cp>The program's enrollment numbers keep climbing. \"We started last summer with 10 students, I am projecting we will probably be well over 140 students by the fall semester,\" she says.\u003c/p>\n\u003cp>\u003cstrong>Getting help from someone who has been in your shoes\u003c/strong>\u003c/p>\n\u003cp>Even though the interest is there, college programs in prison are hard to come by.\u003c/p>\n\u003cp>\"My personal experience with higher education pretty much stopped at the door when I was incarcerated at the facility,\" says Rabia Qutab, who transitioned out of incarceration about a year ago.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/08/17/img_7749-3_custom-53bfbb541c7fb6daa7979a87316e1677a0e268b3-s1100-c50.jpg\" alt=\"Student Rabia Qutab\" width=\"1100\" height=\"1662\">\u003cfigcaption class=\"wp-caption-text\">Before serving about five years at a women's prison in Texas, Rabia Qutab had finished a pre-med degree and was getting ready to apply to medical school. She says transitioning back to life on the outside wasn't easy. (Jeffrey Pierre/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Before serving about five years at a women's prison in Texas, Qutab had finished a pre-med degree and was getting ready to apply to medical school. She says transitioning back to life on the outside wasn't easy.\u003c/p>\n\u003cp>\"I was like, 'I know, I want to go back to school, but how do we do this?' Right? Like, I want to pursue medicine, but then I have to worry about my record.\"\u003c/p>\n\u003cp>She started looking around, and found a program at Howard University that allows formerly incarcerated students to gain research experience in a top medical school lab, along with mentorship.\u003c/p>\n\u003cp>The program's founder and director is Stanley Andrisse.\u003c/p>\n\u003cp>For Qutab, the program offered a way to build her resume before applying to schools, and get guidance directly from Andrisse, someone who has been in her shoes.\u003c/p>\n\u003cp>\"You don't have a lot of formerly incarcerated people pursuing medicine,\" she says. But if she can do it, she knows it'll make a difference. The same way Andrisse has made a difference for her.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says, \"I'm opening doors for people following me, you know? So why not? Because if I don't do it, then how do I expect others to follow that pathway?\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=HBCUs+are+building+a+new+prison-to-college+pipeline+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Historically black colleges and universities are developing new pathways for formerly incarcerated people to earn a degree and transition ","status":"publish","parent":0,"modified":1660918265,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":827},"headData":{"title":"HBCUs are building a new prison-to-college pipeline - MindShift","description":"Historically black colleges and universities are developing new pathways for formerly incarcerated people to earn a degree and transition ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"HBCUs are building a new prison-to-college pipeline","datePublished":"2022-08-18T14:10:32.000Z","dateModified":"2022-08-19T14:11:05.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59742 https://ww2.kqed.org/mindshift/?p=59742","disqusUrl":"https://ww2.kqed.org/mindshift/2022/08/18/hbcus-are-building-a-new-prison-to-college-pipeline/","disqusTitle":"HBCUs are building a new prison-to-college pipeline","nprImageCredit":"Jeffrey Pierre","nprByline":"Sequoia Carrillo","nprImageAgency":"NPR","nprStoryId":"1117523697","nprApiLink":"http://api.npr.org/query?id=1117523697&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/08/17/1117523697/hbcus-are-building-a-new-prison-to-college-pipeline?ft=nprml&f=1117523697","nprRetrievedStory":"1","nprPubDate":"Thu, 18 Aug 2022 11:55:00 -0400","nprStoryDate":"Wed, 17 Aug 2022 13:08:30 -0400","nprLastModifiedDate":"Thu, 18 Aug 2022 11:55:18 -0400","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59742/hbcus-are-building-a-new-prison-to-college-pipeline","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When he was 21, Stanley Andrisse hit rock bottom.\u003c/p>\n\u003cp>\"I was sitting in a courtroom facing 20 years to life and had this prosecutor telling me that I had no hope for changing,\" Andrisse says. He was convicted on three felony counts and spent the next few years in a Missouri prison.\u003c/p>\n\u003cp>He says his 21-year-old self could never have imagined his life today: Andrisse is now an endocrinologist, scientist and professor at Howard University's College of Medicine. He has a Ph.D., an MBA, and a lab full of students who affectionately call him Dr. Stan.\u003c/p>\n\u003cp>\"So I didn't quite live up to the expectations of the prosecutor those many, many years ago,\" he says with a laugh.\u003c/p>\n\u003cp>Andrisse credits his success to a mentor he had while he was incarcerated. They encouraged him to continue his education and helped him apply to higher education programs while he was still behind bars.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>His story is remarkable, but historically Black colleges and universities are trying to make it more common. Around the country, HBCUs are investing in education for incarcerated or formerly incarcerated people, with the goal of reducing recidivism and building a prison-to-college pipeline.\u003c/p>\n\u003cp>\"Our brothers and sisters behind the wall are coming home.\" says Laura Ferguson Mimms, executive director of the Tennessee Higher Education In Prison Initiative (THEI). \"And over the course of three years, 47% will return to incarceration if we continue to do exactly what we've done.\"\u003c/p>\n\u003cfigure id=\"attachment_59744\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-59744\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/img_7799_custom-9f55d76fb2aa3f4f45e8fac0e80f76bcee050d27-scaled-e1660918087408.jpg\" alt=\"Student Rabia Qutab\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Some of Dr. Stan's students were also formally incarcerated like Rabia Qutab, seen above, who transitioned out of incarceration about a year ago. \u003ccite>(Jeffrey Pierre/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Since 2011, her organization has worked with Tennessee community colleges to provide degree programs behind bars.\u003c/p>\n\u003cp>\"When we introduce post-secondary educational options while the individual is incarcerated, we reduce the risk of recidivism by nearly half,\" she says.\u003c/p>\n\u003cp>\u003cstrong>HBCUs are well-positioned to help incarcerated students\u003c/strong>\u003c/p>\n\u003cp>In 2021, THEI launched its first four-year degree program with Lane College, an HBCU in Jackson, Tenn. Like many of the oldest HBCUs, Lane was founded to help educate formerly enslaved people. Mimms says the school's history makes it well-positioned to help incarcerated students.\u003c/p>\n\u003cp>She recalls the first day of Lane College classes at Northwest Correctional Complex in Tiptonville. The lecture was supposed to be online, but the president of Lane College came to speak to the students in person. He talked about the history of the school and the legacy of HBCUs as a tool for Black liberation. \"The students were absolutely mesmerized,\" Mimms says.\u003c/p>\n\u003cp>Claflin University, an HBCU in Orangeburg, S.C., has seen similar enthusiasm from students.\u003c/p>\n\u003cp>\"They have truly embraced the program and they are probably some of the best recruiters for the program,\" says Vanessa Harris, director of Claflin's prison-to-college initiative.\u003c/p>\n\u003cp>The program's enrollment numbers keep climbing. \"We started last summer with 10 students, I am projecting we will probably be well over 140 students by the fall semester,\" she says.\u003c/p>\n\u003cp>\u003cstrong>Getting help from someone who has been in your shoes\u003c/strong>\u003c/p>\n\u003cp>Even though the interest is there, college programs in prison are hard to come by.\u003c/p>\n\u003cp>\"My personal experience with higher education pretty much stopped at the door when I was incarcerated at the facility,\" says Rabia Qutab, who transitioned out of incarceration about a year ago.\u003c/p>\n\u003cfigure class=\"wp-caption alignnone\" style=\"max-width: 1100px\">\u003cimg src=\"https://media.npr.org/assets/img/2022/08/17/img_7749-3_custom-53bfbb541c7fb6daa7979a87316e1677a0e268b3-s1100-c50.jpg\" alt=\"Student Rabia Qutab\" width=\"1100\" height=\"1662\">\u003cfigcaption class=\"wp-caption-text\">Before serving about five years at a women's prison in Texas, Rabia Qutab had finished a pre-med degree and was getting ready to apply to medical school. She says transitioning back to life on the outside wasn't easy. (Jeffrey Pierre/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>Before serving about five years at a women's prison in Texas, Qutab had finished a pre-med degree and was getting ready to apply to medical school. She says transitioning back to life on the outside wasn't easy.\u003c/p>\n\u003cp>\"I was like, 'I know, I want to go back to school, but how do we do this?' Right? Like, I want to pursue medicine, but then I have to worry about my record.\"\u003c/p>\n\u003cp>She started looking around, and found a program at Howard University that allows formerly incarcerated students to gain research experience in a top medical school lab, along with mentorship.\u003c/p>\n\u003cp>The program's founder and director is Stanley Andrisse.\u003c/p>\n\u003cp>For Qutab, the program offered a way to build her resume before applying to schools, and get guidance directly from Andrisse, someone who has been in her shoes.\u003c/p>\n\u003cp>\"You don't have a lot of formerly incarcerated people pursuing medicine,\" she says. But if she can do it, she knows it'll make a difference. The same way Andrisse has made a difference for her.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She says, \"I'm opening doors for people following me, you know? So why not? Because if I don't do it, then how do I expect others to follow that pathway?\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=HBCUs+are+building+a+new+prison-to-college+pipeline+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59742/hbcus-are-building-a-new-prison-to-college-pipeline","authors":["byline_mindshift_59742"],"categories":["mindshift_194"],"tags":["mindshift_21109","mindshift_68"],"featImg":"mindshift_59743","label":"mindshift"},"mindshift_53864":{"type":"posts","id":"mindshift_53864","meta":{"index":"posts_1591205157","site":"mindshift","id":"53864","score":null,"sort":[1561521287000]},"guestAuthors":[],"slug":"for-these-young-nontraditional-college-students-adulting-is-a-requirement","title":"For These Young, Nontraditional College Students, Adulting Is A Requirement","publishDate":1561521287,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>They are early risers and hard workers. They have a \"talent for struggling through\" and the determination that follows. Some are the first in their family to go to college — or even graduate from high school — and many are financially independent from their parents. They're often struggling to pay for rent, groceries and transportation while taking classes. And that means working while in school — in retail, on campus or even with a lawn care business.\u003c/p>\n\u003cp>Meet the \"\u003ca href=\"https://www.npr.org/sections/ed/2018/09/04/638561407/todays-college-students-arent-who-you-think-they-are\">nontraditional\u003c/a>\" college students of today. Though they are among the estimated \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=372\">12.3 million students\u003c/a> who are under 25 years old, their lives look very different from the \"typical\" student we see in movies and TV.\u003c/p>\n\u003cp>The stories below offer a glimpse into their lives and the challenges they face.\u003c/p>\n\u003cp>—\u003ca href=\"https://www.npr.org/people/378865949/elissa-nadworny\">Elissa Nadworny\u003c/a>, NPR\u003c/p>\n\u003chr>\n\u003cfigure id=\"attachment_53866\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-53866\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46.jpg 919w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46-768x1025.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46-900x1200.jpg 900w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Eric Ramos says he still isn't sure if he likes college, but he sees it as the best way to help his family financially. \u003ccite>(Camille Phillips/Texas Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Eric Ramos, 19, San Antonio\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Eric Ramos says he's been poor all his life. His mom always told him, \"Go to school. You'll be better off,\" and he says that's what he's doing. But it hasn't been easy.\u003c/p>\n\u003cp>Ramos is the youngest of three brothers and is the first in his family to graduate from high school. He lives in San Antonio with his mom and one of his brothers, and he also helps support them.\u003c/p>\n\u003cp>\"I'm paying the light bill,\" Ramos says. \"I pay half the rent bill; some grocery bills. I have to give money to my mom because she needs it. I have to pay for my car.\"\u003c/p>\n\u003cp>In the fall, when he first enrolled in San Antonio College, he thought he'd be able to handle three classes and a full-time job at a sporting goods store.\u003c/p>\n\u003cp>But in the first few weeks of class, Ramos, 19, fell behind. He got sick and missed a couple days — the same days his instructors talked about online assignments. He says he didn't learn about those assignments until a month into the semester. When he finally logged into the online portal, he had several zeros in the grade book.\u003c/p>\n\u003cp>\"I was really failing the class with like a 30[%],\" Ramos says, sitting on a bench outside the campus library. \"I was kind of frustrated because I wasn't told. But that's my fault because I missed two days of school. That's kind of a lot for college.\"\u003c/p>\n\u003cp>He says if he'd known how important those first few weeks were, he would have gone to class even though he was sick.\u003c/p>\n\u003cp>After that, Ramos says he reduced his hours at work and managed to raise his grades enough to pass.\u003c/p>\n\u003cp>He plans to get a certificate in information technology and find a higher-paying job in tech support, then keep working and going to school until he has an associate's degree in cybersecurity.\u003c/p>\n\u003cp>Ramos says he still isn't sure if he likes college, but he sees it as the best way to help his family financially.\u003c/p>\n\u003cp>\"I want more because I've lived through it: I know what it's like to be homeless and not have any money at all and nothing to eat for about two days.\"\u003c/p>\n\u003cp>He also wants to fulfill his family's hopes for him.\u003c/p>\n\u003cp>\"The pressure's on me,\" he says. \"They think I'm going to be the one who makes it out.\"\u003c/p>\n\u003cp>—\u003ca href=\"http://www.tpr.org/people/camille-phillips\">Camille Phillips\u003c/a>, Texas Public Radio\u003c/p>\n\u003chr>\n\u003cfigure id=\"attachment_53867\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-53867\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8.jpg 2408w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8-900x1200.jpg 900w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Bailey Nowak says she believes being a first-generation college student put her at a disadvantage. \u003ccite>(K. Provenz/Wyoming Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Bailey Nowak, 21, Laramie, Wyo.\u003c/strong>\u003c/p>\n\u003cp>Bailey Nowak has been running her own lawn care business since she was 12 years old. The income from that job put Nowak, 21, through two years at a community college in her hometown of Cheyenne, Wyo.\u003c/p>\n\u003cp>But in the fall, when she transferred to the University of Wyoming for a bachelor's in business and marketing, she discovered her seasonal earnings wouldn't go as far.\u003c/p>\n\u003cp>In Cheyenne, tuition was low and Nowak lived with her parents. In Laramie, tuition went up and there was rent to pay. She had to take a second job on campus, helping other students write resumes and prepare for job interviews.\u003c/p>\n\u003cp>Neither of Nowak's parents went to college. She says they backed her decision to go but couldn't support her financially, so she's been paying for it on her own. She's proud of her ability to take care of herself, but she knows she's missing out. She sees how easy it is for friends who don't work to get involved with student clubs and networking opportunities — things she struggles to find the time for.\u003c/p>\n\u003cp>If she didn't have to work, she says, \"I'd be able to have a college experience like other students.\"\u003c/p>\n\u003cp>That might have been possible with more help from a state-funded scholarship. To qualify, high schoolers have to meet certain ACT and GPA requirements. Nowak believes she missed out on thousands of dollars because she didn't study for the ACT. She says, at the time, she just didn't know what was at stake.\u003c/p>\n\u003cp>She remembers hearing about the scholarship in eighth grade, but it didn't come up again until she was applying to community college. And that was too late to bring her ACT score up by the two points she needed to get the most out of the scholarship.\u003c/p>\n\u003cp>\"[They] should have told the juniors ... higher ACT scores meant higher scholarship money,\" Nowak says, with a hint of frustration. \"That would have helped me out.\"\u003c/p>\n\u003cp>Looking back, she says being a first-generation college student put her at a disadvantage. She thinks about a friend whose parents \u003cem>had \u003c/em>gone to college. \"They prepped her so hard for the ACT,\" Nowak says. \"She did nightly study; she had to go to teachers.\"\u003c/p>\n\u003cp>Despite all the challenges, Nowak says, \"I'm right where I need to be.\" She still received the scholarship, but a lesser amount. She's on track to graduate in Spring 2020, and she's eyeing internships in real estate back in Cheyenne for when she's done. Eventually, she'd like to use her degree to expand her lawn care business.\u003c/p>\n\u003cp>—\u003ca href=\"https://www.wyomingpublicmedia.org/people/tennessee-watson#stream/0\">Tennessee Watson\u003c/a>, Wyoming Public Media\u003c/p>\n\u003chr>\n\u003cfigure id=\"attachment_53868\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-53868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b.jpg\" alt=\"\" width=\"300\" height=\"401\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b.jpg 2333w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b-160x214.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b-800x1068.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b-768x1025.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b-1020x1362.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b-899x1200.jpg 899w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">While she was studying, Diana Platas lived at home with her family and worked a part-time job. \u003ccite>(Loren Elliott for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Diana Platas, 21, Houston\u003c/strong>\u003c/p>\n\u003cp>Since as far back as she can remember, Diana Platas has wanted to be an immigration attorney. She says she was inspired by something she saw on Univision: a lawyer who helped undocumented immigrant families in the U.S. Those families looked a lot like her own.\u003c/p>\n\u003cp>Platas, 21, is a DREAMer — her parents emigrated from Monterrey, Mexico, to Houston when she was 2. She was the first in her family to finish high school — neither of her parents made it past middle school — and in December, she became the first to earn a college degree after finishing her bachelor's in political science a year and a half early.\u003c/p>\n\u003cp>But getting that college degree wasn't easy.\u003c/p>\n\u003cp>\"Being first-gen, just getting to college itself is a challenge because you don't know how to prepare for it,\" Platas says. And as she was learning the process, she also had to explain it to her parents.\u003c/p>\n\u003cp>Then there was the money. Her parents have blue-collar jobs and as a DREAMer, she couldn't apply for federal financial aid, just state aid. That's why, in high school, her parents sat her down at the kitchen table and asked her to drop her plans for college.\u003c/p>\n\u003cp>\"They couldn't afford it and didn't want me to get excited about it,\" Platas remembers.\u003c/p>\n\u003cp>She was crushed — until a cousin told her about a more affordable option: the University of Houston-Downtown, a public university with no dorms that primarily enrolls students of color. She applied and received a full-ride merit scholarship for students who start as freshmen.\u003c/p>\n\u003cp>Platas had taken community college classes in high school, but she says navigating the university campus, registering for classes, applying for state financial aid — it was all new and overwhelming.\u003c/p>\n\u003cp>\"I was afraid, scared. It was a different experience. But I felt welcomed here, and the faculty I met within the first few weeks of orientation made me feel more prepared.\"\u003c/p>\n\u003cp>Platas studied full time. Like many of her classmates, she lived at home with her family and had a part-time job.\u003c/p>\n\u003cp>In 2017, after Hurricane Harvey, her home flooded and she had to rely on friends and family for a place to stay. All the moving around made it hard to focus on schoolwork, and Platas sometimes slept on the sofa in the student government office so she could get things done.\u003c/p>\n\u003cp>Now that she's graduated, Platas hopes to start law school in the fall. She says one thing she learned while getting her degree was to just start doing it, and not think too much about the limitations.\u003c/p>\n\u003cp>\"Sometimes we're scared because of being first-gen or our legal status or economic status,\" she says. \"It's important to take that first step.\"\u003c/p>\n\u003cp>—\u003ca href=\"https://www.houstonpublicmedia.org/staff/laura-isensee/\">Laura Isensee\u003c/a>, Houston Public Media\u003c/p>\n\u003chr>\n\u003cfigure id=\"attachment_53869\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-53869\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d.jpg 2340w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d-800x1066.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d-900x1200.jpg 900w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">In her job, Kim Embe answers parent and student questions about how to finance an education. Meanwhile, she tries not to stress out about her own finances. \u003ccite>(M. Pauly/Idea Station)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kim Embe, 19, Harrisonburg, Va.\u003c/strong>\u003c/p>\n\u003cp>Most mornings, James Madison University freshman Kim Embe wakes up before the sun and goes to the gym or runs outside.\u003c/p>\n\u003cp>\"It actually makes me feel really productive starting off the day,\" Embe says. \"When I don't do it I get really anxious.\"\u003c/p>\n\u003cp>In her first class of the day, her hand shoots up to answer just about every question, and she takes meticulous, handwritten notes, alternating between pencil and colored pens. (She has a system.)\u003c/p>\n\u003cp>Embe, 19, is also the president of her dorm, a member of the campus vegan club and volunteers in her community. She plans on interning at a women's shelter and currently works part time as a peer counselor for the university's financial aid department. In that job, Embe answers parent and student questions about how to finance an education.\u003c/p>\n\u003cp>Meanwhile, she tries not to stress out about her own finances.\u003c/p>\n\u003cp>Embe became homeless in her senior year of high school, when things got tough at home. She started living with friends and eventually got connected with a support system and a school social worker. That social worker helped her apply to college as an independent. Thanks to a combination of scholarships and financial aid, Embe has a full ride at James Madison.\u003c/p>\n\u003cp>But she's pretty much on her own when it comes to expenses outside of school. Embe worked a couple of jobs before starting college, and she saved up to pay her phone bill and car insurance.\u003c/p>\n\u003cp>\"It's a little hard because I don't have extra spending money just laying around,\" she says.\u003c/p>\n\u003cp>But she believes that independence has given her a leg up over other freshmen.\u003c/p>\n\u003cp>\"A lot of people didn't know how to do stuff by themselves. A surprising number of people couldn't do laundry by themselves or they didn't know what it was like to have to get a job.\"\u003c/p>\n\u003cp>Making friends has been another matter. Embe broke up with her boyfriend the day before moving into her dorm, and it was hard to get close to people after that.\u003c/p>\n\u003cp>\"I wouldn't talk to anyone. ... I was like, I'm never going to get better, I'm never going to open up to anyone.\"\u003c/p>\n\u003cp>And the popularity of Greek life at James Madison didn't make things any easier. Embe is African American at a school where \u003ca href=\"https://www.jmu.edu/admissions/fastfacts.shtml\">22% are students of color\u003c/a>, and she says it was hard to relate to many of her peers. But she hit it off with two students she met through a university roommate search. Both of those students want to become teachers, and Embe says they connected because of their shared goal of helping kids. They plan to live together off-campus this fall.\u003c/p>\n\u003cp>In the meantime, Embe is working toward a degree in social work and hopes to go to grad school. Once she graduates, she says she'd like to join the Peace Corps and wants to find a way to help kids in difficult situations — kids like her.\u003c/p>\n\u003cp>—\u003ca href=\"https://ideastations.org/people/megan-pauly\">Megan Pauly\u003c/a>, WCVE\u003c/p>\n\u003chr>\n\u003cfigure id=\"attachment_53870\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-53870\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a.jpg\" alt=\"\" width=\"300\" height=\"401\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a.jpg 3553w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a-160x214.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a-800x1069.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a-768x1026.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a-1020x1363.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a-898x1200.jpg 898w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Evan Spencer paid for classes from the money he had earned working after high school. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Evan Spencer, 25, Montpelier, Vt. \u003c/strong>\u003c/p>\n\u003cp>When Evan Spencer was in high school, there were really only two options for post-graduation life: \"You were either going to college or vocational school, or ... I don't know what.\"\u003c/p>\n\u003cp>That social pressure to sign up for more schooling — Spencer rebuffed it. After graduation, he started working at a local Italian restaurant, bussing tables at first and eventually becoming a server. But after a few years, he couldn't see a future — what was around him felt permanent in a way it hadn't before.\u003c/p>\n\u003cp>\"I think to get out of those loops, you have to get an education,\" he says. So he signed up for classes at his local branch of the Community College of Vermont. He lived at home — just a short drive away — and took classes full-time. He was only in his early twenties, but very aware that he hadn't come straight from high school. \"It can be a painful process to grow and to learn,\" he says, \"when you're in class with an 18-year-old ... you can see the person you used to be.\"\u003c/p>\n\u003cp>He paid for classes from the money he had earned working after high school — and he got involved in campus clubs, extracurriculars and internships. He hadn't been as enthused in high school, but college felt different.\u003c/p>\n\u003cp>\"It teaches you about yourself,\" Spencer says. \"When you're going to school, you're learning so much more than just schoolwork. You're learning life skills, you're learning how to connect to people, you're learning what other people think of the world around you.\"\u003c/p>\n\u003cp>This month, Spencer graduated with his associate degree. He's planning on attending Paul Smith's College in the fall to get his bachelor's degree in fisheries and wildlife management.\u003c/p>\n\u003cp>Graduation, he says, was a real sense of accomplishment, strangely mixed with this apprehension of what's to come. It's as if he's, \"coming to the edge of a new jump,\" he says. \"It's like an odd checkpoint of, 'Nice job. Keep going!' \"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>—\u003ca href=\"https://www.npr.org/people/378865949/elissa-nadworny\">Elissa Nadworny\u003c/a>, NPR\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+These+Young%2C+Nontraditional+College+Students%2C+Adulting+Is+A+Requirement&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"They are early risers and hard workers. Some are the first in their family to go to college. Many are financially independent from their parents. Meet the \"nontraditional\" college students of today.","status":"publish","parent":0,"modified":1561565023,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":73,"wordCount":2518},"headData":{"title":"For These Young, Nontraditional College Students, Adulting Is A Requirement | KQED","description":"They are early risers and hard workers. Some are the first in their family to go to college. Many are financially independent from their parents. Meet the "nontraditional" college students of today.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"For These Young, Nontraditional College Students, Adulting Is A Requirement","datePublished":"2019-06-26T03:54:47.000Z","dateModified":"2019-06-26T16:03:43.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53864 https://ww2.kqed.org/mindshift/?p=53864","disqusUrl":"https://ww2.kqed.org/mindshift/2019/06/25/for-these-young-nontraditional-college-students-adulting-is-a-requirement/","disqusTitle":"For These Young, Nontraditional College Students, Adulting Is A Requirement","nprByline":"Elissa Nadworny, Tennessee Jane Watson, Laura Isensee, Camille Phillips, Megan Pauly","nprImageAgency":"NPR","nprStoryId":"700704487","nprApiLink":"http://api.npr.org/query?id=700704487&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/06/25/700704487/for-these-young-nontraditional-college-students-adulting-is-a-requirement?ft=nprml&f=700704487","nprRetrievedStory":"1","nprPubDate":"Tue, 25 Jun 2019 17:47:00 -0400","nprStoryDate":"Tue, 25 Jun 2019 11:21:08 -0400","nprLastModifiedDate":"Tue, 25 Jun 2019 17:47:49 -0400","path":"/mindshift/53864/for-these-young-nontraditional-college-students-adulting-is-a-requirement","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>They are early risers and hard workers. They have a \"talent for struggling through\" and the determination that follows. Some are the first in their family to go to college — or even graduate from high school — and many are financially independent from their parents. They're often struggling to pay for rent, groceries and transportation while taking classes. And that means working while in school — in retail, on campus or even with a lawn care business.\u003c/p>\n\u003cp>Meet the \"\u003ca href=\"https://www.npr.org/sections/ed/2018/09/04/638561407/todays-college-students-arent-who-you-think-they-are\">nontraditional\u003c/a>\" college students of today. Though they are among the estimated \u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=372\">12.3 million students\u003c/a> who are under 25 years old, their lives look very different from the \"typical\" student we see in movies and TV.\u003c/p>\n\u003cp>The stories below offer a glimpse into their lives and the challenges they face.\u003c/p>\n\u003cp>—\u003ca href=\"https://www.npr.org/people/378865949/elissa-nadworny\">Elissa Nadworny\u003c/a>, NPR\u003c/p>\n\u003chr>\n\u003cfigure id=\"attachment_53866\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-53866\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46.jpg 919w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46-768x1025.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/eric-ramos_0127_vert-322bf85d774d17811c3e3b557fe55ed1465e3b46-900x1200.jpg 900w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Eric Ramos says he still isn't sure if he likes college, but he sees it as the best way to help his family financially. \u003ccite>(Camille Phillips/Texas Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Eric Ramos, 19, San Antonio\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Eric Ramos says he's been poor all his life. His mom always told him, \"Go to school. You'll be better off,\" and he says that's what he's doing. But it hasn't been easy.\u003c/p>\n\u003cp>Ramos is the youngest of three brothers and is the first in his family to graduate from high school. He lives in San Antonio with his mom and one of his brothers, and he also helps support them.\u003c/p>\n\u003cp>\"I'm paying the light bill,\" Ramos says. \"I pay half the rent bill; some grocery bills. I have to give money to my mom because she needs it. I have to pay for my car.\"\u003c/p>\n\u003cp>In the fall, when he first enrolled in San Antonio College, he thought he'd be able to handle three classes and a full-time job at a sporting goods store.\u003c/p>\n\u003cp>But in the first few weeks of class, Ramos, 19, fell behind. He got sick and missed a couple days — the same days his instructors talked about online assignments. He says he didn't learn about those assignments until a month into the semester. When he finally logged into the online portal, he had several zeros in the grade book.\u003c/p>\n\u003cp>\"I was really failing the class with like a 30[%],\" Ramos says, sitting on a bench outside the campus library. \"I was kind of frustrated because I wasn't told. But that's my fault because I missed two days of school. That's kind of a lot for college.\"\u003c/p>\n\u003cp>He says if he'd known how important those first few weeks were, he would have gone to class even though he was sick.\u003c/p>\n\u003cp>After that, Ramos says he reduced his hours at work and managed to raise his grades enough to pass.\u003c/p>\n\u003cp>He plans to get a certificate in information technology and find a higher-paying job in tech support, then keep working and going to school until he has an associate's degree in cybersecurity.\u003c/p>\n\u003cp>Ramos says he still isn't sure if he likes college, but he sees it as the best way to help his family financially.\u003c/p>\n\u003cp>\"I want more because I've lived through it: I know what it's like to be homeless and not have any money at all and nothing to eat for about two days.\"\u003c/p>\n\u003cp>He also wants to fulfill his family's hopes for him.\u003c/p>\n\u003cp>\"The pressure's on me,\" he says. \"They think I'm going to be the one who makes it out.\"\u003c/p>\n\u003cp>—\u003ca href=\"http://www.tpr.org/people/camille-phillips\">Camille Phillips\u003c/a>, Texas Public Radio\u003c/p>\n\u003chr>\n\u003cfigure id=\"attachment_53867\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-53867\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8.jpg 2408w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/bailey-069_vert-1b9d51578e90f1c90d55e922e539f4a09f1221b8-900x1200.jpg 900w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Bailey Nowak says she believes being a first-generation college student put her at a disadvantage. \u003ccite>(K. Provenz/Wyoming Public Radio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Bailey Nowak, 21, Laramie, Wyo.\u003c/strong>\u003c/p>\n\u003cp>Bailey Nowak has been running her own lawn care business since she was 12 years old. The income from that job put Nowak, 21, through two years at a community college in her hometown of Cheyenne, Wyo.\u003c/p>\n\u003cp>But in the fall, when she transferred to the University of Wyoming for a bachelor's in business and marketing, she discovered her seasonal earnings wouldn't go as far.\u003c/p>\n\u003cp>In Cheyenne, tuition was low and Nowak lived with her parents. In Laramie, tuition went up and there was rent to pay. She had to take a second job on campus, helping other students write resumes and prepare for job interviews.\u003c/p>\n\u003cp>Neither of Nowak's parents went to college. She says they backed her decision to go but couldn't support her financially, so she's been paying for it on her own. She's proud of her ability to take care of herself, but she knows she's missing out. She sees how easy it is for friends who don't work to get involved with student clubs and networking opportunities — things she struggles to find the time for.\u003c/p>\n\u003cp>If she didn't have to work, she says, \"I'd be able to have a college experience like other students.\"\u003c/p>\n\u003cp>That might have been possible with more help from a state-funded scholarship. To qualify, high schoolers have to meet certain ACT and GPA requirements. Nowak believes she missed out on thousands of dollars because she didn't study for the ACT. She says, at the time, she just didn't know what was at stake.\u003c/p>\n\u003cp>She remembers hearing about the scholarship in eighth grade, but it didn't come up again until she was applying to community college. And that was too late to bring her ACT score up by the two points she needed to get the most out of the scholarship.\u003c/p>\n\u003cp>\"[They] should have told the juniors ... higher ACT scores meant higher scholarship money,\" Nowak says, with a hint of frustration. \"That would have helped me out.\"\u003c/p>\n\u003cp>Looking back, she says being a first-generation college student put her at a disadvantage. She thinks about a friend whose parents \u003cem>had \u003c/em>gone to college. \"They prepped her so hard for the ACT,\" Nowak says. \"She did nightly study; she had to go to teachers.\"\u003c/p>\n\u003cp>Despite all the challenges, Nowak says, \"I'm right where I need to be.\" She still received the scholarship, but a lesser amount. She's on track to graduate in Spring 2020, and she's eyeing internships in real estate back in Cheyenne for when she's done. Eventually, she'd like to use her degree to expand her lawn care business.\u003c/p>\n\u003cp>—\u003ca href=\"https://www.wyomingpublicmedia.org/people/tennessee-watson#stream/0\">Tennessee Watson\u003c/a>, Wyoming Public Media\u003c/p>\n\u003chr>\n\u003cfigure id=\"attachment_53868\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-53868\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b.jpg\" alt=\"\" width=\"300\" height=\"401\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b.jpg 2333w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b-160x214.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b-800x1068.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b-768x1025.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b-1020x1362.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/diana_108_vert-df47b407846d2d5154e64fced2c7fe6abea0960b-899x1200.jpg 899w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">While she was studying, Diana Platas lived at home with her family and worked a part-time job. \u003ccite>(Loren Elliott for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Diana Platas, 21, Houston\u003c/strong>\u003c/p>\n\u003cp>Since as far back as she can remember, Diana Platas has wanted to be an immigration attorney. She says she was inspired by something she saw on Univision: a lawyer who helped undocumented immigrant families in the U.S. Those families looked a lot like her own.\u003c/p>\n\u003cp>Platas, 21, is a DREAMer — her parents emigrated from Monterrey, Mexico, to Houston when she was 2. She was the first in her family to finish high school — neither of her parents made it past middle school — and in December, she became the first to earn a college degree after finishing her bachelor's in political science a year and a half early.\u003c/p>\n\u003cp>But getting that college degree wasn't easy.\u003c/p>\n\u003cp>\"Being first-gen, just getting to college itself is a challenge because you don't know how to prepare for it,\" Platas says. And as she was learning the process, she also had to explain it to her parents.\u003c/p>\n\u003cp>Then there was the money. Her parents have blue-collar jobs and as a DREAMer, she couldn't apply for federal financial aid, just state aid. That's why, in high school, her parents sat her down at the kitchen table and asked her to drop her plans for college.\u003c/p>\n\u003cp>\"They couldn't afford it and didn't want me to get excited about it,\" Platas remembers.\u003c/p>\n\u003cp>She was crushed — until a cousin told her about a more affordable option: the University of Houston-Downtown, a public university with no dorms that primarily enrolls students of color. She applied and received a full-ride merit scholarship for students who start as freshmen.\u003c/p>\n\u003cp>Platas had taken community college classes in high school, but she says navigating the university campus, registering for classes, applying for state financial aid — it was all new and overwhelming.\u003c/p>\n\u003cp>\"I was afraid, scared. It was a different experience. But I felt welcomed here, and the faculty I met within the first few weeks of orientation made me feel more prepared.\"\u003c/p>\n\u003cp>Platas studied full time. Like many of her classmates, she lived at home with her family and had a part-time job.\u003c/p>\n\u003cp>In 2017, after Hurricane Harvey, her home flooded and she had to rely on friends and family for a place to stay. All the moving around made it hard to focus on schoolwork, and Platas sometimes slept on the sofa in the student government office so she could get things done.\u003c/p>\n\u003cp>Now that she's graduated, Platas hopes to start law school in the fall. She says one thing she learned while getting her degree was to just start doing it, and not think too much about the limitations.\u003c/p>\n\u003cp>\"Sometimes we're scared because of being first-gen or our legal status or economic status,\" she says. \"It's important to take that first step.\"\u003c/p>\n\u003cp>—\u003ca href=\"https://www.houstonpublicmedia.org/staff/laura-isensee/\">Laura Isensee\u003c/a>, Houston Public Media\u003c/p>\n\u003chr>\n\u003cfigure id=\"attachment_53869\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-53869\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d.jpg\" alt=\"\" width=\"300\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d.jpg 2340w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d-800x1066.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/mpauly-kimembe4_vert-4115e812606c91f114ff540c229613cb11827f5d-900x1200.jpg 900w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">In her job, Kim Embe answers parent and student questions about how to finance an education. Meanwhile, she tries not to stress out about her own finances. \u003ccite>(M. Pauly/Idea Station)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Kim Embe, 19, Harrisonburg, Va.\u003c/strong>\u003c/p>\n\u003cp>Most mornings, James Madison University freshman Kim Embe wakes up before the sun and goes to the gym or runs outside.\u003c/p>\n\u003cp>\"It actually makes me feel really productive starting off the day,\" Embe says. \"When I don't do it I get really anxious.\"\u003c/p>\n\u003cp>In her first class of the day, her hand shoots up to answer just about every question, and she takes meticulous, handwritten notes, alternating between pencil and colored pens. (She has a system.)\u003c/p>\n\u003cp>Embe, 19, is also the president of her dorm, a member of the campus vegan club and volunteers in her community. She plans on interning at a women's shelter and currently works part time as a peer counselor for the university's financial aid department. In that job, Embe answers parent and student questions about how to finance an education.\u003c/p>\n\u003cp>Meanwhile, she tries not to stress out about her own finances.\u003c/p>\n\u003cp>Embe became homeless in her senior year of high school, when things got tough at home. She started living with friends and eventually got connected with a support system and a school social worker. That social worker helped her apply to college as an independent. Thanks to a combination of scholarships and financial aid, Embe has a full ride at James Madison.\u003c/p>\n\u003cp>But she's pretty much on her own when it comes to expenses outside of school. Embe worked a couple of jobs before starting college, and she saved up to pay her phone bill and car insurance.\u003c/p>\n\u003cp>\"It's a little hard because I don't have extra spending money just laying around,\" she says.\u003c/p>\n\u003cp>But she believes that independence has given her a leg up over other freshmen.\u003c/p>\n\u003cp>\"A lot of people didn't know how to do stuff by themselves. A surprising number of people couldn't do laundry by themselves or they didn't know what it was like to have to get a job.\"\u003c/p>\n\u003cp>Making friends has been another matter. Embe broke up with her boyfriend the day before moving into her dorm, and it was hard to get close to people after that.\u003c/p>\n\u003cp>\"I wouldn't talk to anyone. ... I was like, I'm never going to get better, I'm never going to open up to anyone.\"\u003c/p>\n\u003cp>And the popularity of Greek life at James Madison didn't make things any easier. Embe is African American at a school where \u003ca href=\"https://www.jmu.edu/admissions/fastfacts.shtml\">22% are students of color\u003c/a>, and she says it was hard to relate to many of her peers. But she hit it off with two students she met through a university roommate search. Both of those students want to become teachers, and Embe says they connected because of their shared goal of helping kids. They plan to live together off-campus this fall.\u003c/p>\n\u003cp>In the meantime, Embe is working toward a degree in social work and hopes to go to grad school. Once she graduates, she says she'd like to join the Peace Corps and wants to find a way to help kids in difficult situations — kids like her.\u003c/p>\n\u003cp>—\u003ca href=\"https://ideastations.org/people/megan-pauly\">Megan Pauly\u003c/a>, WCVE\u003c/p>\n\u003chr>\n\u003cfigure id=\"attachment_53870\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"wp-image-53870\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a.jpg\" alt=\"\" width=\"300\" height=\"401\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a.jpg 3553w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a-160x214.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a-800x1069.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a-768x1026.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a-1020x1363.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2019/06/evan-spencer-2-enadworny_vert-f895213b8323a73ab6ee7f6807af8fcdacd3780a-898x1200.jpg 898w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Evan Spencer paid for classes from the money he had earned working after high school. \u003ccite>(Elissa Nadworny/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Evan Spencer, 25, Montpelier, Vt. \u003c/strong>\u003c/p>\n\u003cp>When Evan Spencer was in high school, there were really only two options for post-graduation life: \"You were either going to college or vocational school, or ... I don't know what.\"\u003c/p>\n\u003cp>That social pressure to sign up for more schooling — Spencer rebuffed it. After graduation, he started working at a local Italian restaurant, bussing tables at first and eventually becoming a server. But after a few years, he couldn't see a future — what was around him felt permanent in a way it hadn't before.\u003c/p>\n\u003cp>\"I think to get out of those loops, you have to get an education,\" he says. So he signed up for classes at his local branch of the Community College of Vermont. He lived at home — just a short drive away — and took classes full-time. He was only in his early twenties, but very aware that he hadn't come straight from high school. \"It can be a painful process to grow and to learn,\" he says, \"when you're in class with an 18-year-old ... you can see the person you used to be.\"\u003c/p>\n\u003cp>He paid for classes from the money he had earned working after high school — and he got involved in campus clubs, extracurriculars and internships. He hadn't been as enthused in high school, but college felt different.\u003c/p>\n\u003cp>\"It teaches you about yourself,\" Spencer says. \"When you're going to school, you're learning so much more than just schoolwork. You're learning life skills, you're learning how to connect to people, you're learning what other people think of the world around you.\"\u003c/p>\n\u003cp>This month, Spencer graduated with his associate degree. He's planning on attending Paul Smith's College in the fall to get his bachelor's degree in fisheries and wildlife management.\u003c/p>\n\u003cp>Graduation, he says, was a real sense of accomplishment, strangely mixed with this apprehension of what's to come. It's as if he's, \"coming to the edge of a new jump,\" he says. \"It's like an odd checkpoint of, 'Nice job. Keep going!' \"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>—\u003ca href=\"https://www.npr.org/people/378865949/elissa-nadworny\">Elissa Nadworny\u003c/a>, NPR\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=For+These+Young%2C+Nontraditional+College+Students%2C+Adulting+Is+A+Requirement&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53864/for-these-young-nontraditional-college-students-adulting-is-a-requirement","authors":["byline_mindshift_53864"],"categories":["mindshift_192"],"tags":["mindshift_21109","mindshift_20966","mindshift_20784","mindshift_1040"],"featImg":"mindshift_53865","label":"mindshift"},"mindshift_53219":{"type":"posts","id":"mindshift_53219","meta":{"index":"posts_1591205157","site":"mindshift","id":"53219","score":null,"sort":[1551855381000]},"guestAuthors":[],"slug":"as-elite-campuses-diversify-a-bias-towards-privilege-persists","title":"As Elite Campuses Diversify, A 'Bias Towards Privilege' Persists","publishDate":1551855381,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Elite colleges are making strides to diversify their student bodies, both racially and economically. In the past few years, we've seen most top schools commit to enrolling more low-income students through financial aid, recruiting efforts and programs for high school students aimed at expanding the pipeline.\u003c/p>\n\u003cp>But once those students arrive on campus, says Anthony Abraham Jack, they often find the experience isolating and foreign.\u003c/p>\n\u003cp>\"There's a difference between access and inclusion,\" explains Jack, an assistant professor at the Harvard Graduate School of Education and author of the new book \u003ca href=\"https://www.npr.org/books/titles/700026727/the-privileged-poor-how-elite-colleges-are-failing-disadvantaged-students\">\u003cem>The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students\u003c/em>\u003c/a>. \"Universities have extended invitations to more and more diverse sets of students but have not changed their ways to adapt to who is on campus.\"\u003c/p>\n\u003cp>For his book, Jack profiles low-income students at an unnamed elite college. He puts them into two groups: Those coming from prep schools, and those coming from under-resourced public schools.\u003c/p>\n\u003cp>In those two groups, he finds key differences but one common problem: \"We have paid less attention to what happens when students get on campus than their moment of entry and where they go once they graduate.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fixing the problem, he argues, means creative and thoughtful solutions, such as keeping dining halls and dorms open during holiday breaks — because not every student can afford a ski trip, or even a bus ticket home.\u003c/p>\n\u003cp>I spoke with Jack recently about his ideas for improving life — and outcomes — for these students. Our conversation has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Back in 2015, you wrote an opinion piece about how elite schools were \u003c/strong>\u003ca href=\"https://www.nytimes.com/2015/09/13/opinion/sunday/what-the-privileged-poor-can-teach-us.html\">\u003cstrong>recruiting low-income students from\u003c/strong>\u003c/a>\u003cstrong> elite prep schools. You called those students the \"privileged poor,\" which is now the title of your new book. How did that come to be?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/700026727/the-privileged-poor-how-elite-colleges-are-failing-disadvantaged-students\">\u003cimg class=\"alignright size-full wp-image-53222\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/9780674976894_custom-da33df83904e7fd0ce3a8a528c77179d39b77279-s200-c85.jpg\" alt=\"\" width=\"200\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/9780674976894_custom-da33df83904e7fd0ce3a8a528c77179d39b77279-s200-c85.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/9780674976894_custom-da33df83904e7fd0ce3a8a528c77179d39b77279-s200-c85-160x247.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>I was a Head Start kid who went to public school up to 11th grade, and my senior year was an anomaly in a private school. I thought my senior year was just a detour; a one-off. But when I got to Amherst College, turns out that prep school was an HOV lane for poor students.\u003c/p>\n\u003cp>A lot of my classmates were poor like me, but they went to Andover and Exeter, Saint Paul and Choate. All of these boarding schools that I had never heard of. They were talking about studying abroad for their junior year to learn the language. They were talking about snow-tubing trips that the school paid for. In graduate school, we started reading a lot of the sociology of education, and I didn't see my classmates in the literature.\u003c/p>\n\u003cp>\u003cstrong>Your research shows that those students have a different experience on campus than low-income students coming from underserved public schools. Can you explain? \u003c/strong>\u003c/p>\n\u003cp>There are two groups of low-income students on campus, and they have two sets of experiences. I've termed them the doubly disadvantaged and the privileged poor. The biggest difference between the two, according to how students told their stories, is: one group felt more at home, and the other felt culture shock.\u003c/p>\n\u003cp>The privileged poor, the students who went to the private schools, they knew the hidden curriculum, the hidden rules that govern these places. They felt more comfortable, and they directed themselves in a way that was more similar to their middle-class peers. The doubly disadvantaged, they felt out of place and experienced that culture shock and isolation.\u003c/p>\n\u003cp>\u003cstrong>So the doubly disadvantaged are low-income students who don't have this institutional knowledge. How does that manifest?\u003c/strong>\u003c/p>\n\u003cp>We have been teaching students from more privileged backgrounds for so long, that we take a lot for granted on a college campus. Mental health offices, career service offices, they are so used to students being more proactive and entering their doors because they've been taught that if you want something, you go out and get it. The fact that you have to go seek things out, that's an unspoken rule on a college campus that disproportionately hurts low-income students from disadvantaged high schools. There is a bias towards privilege on a college campus that permeates so many things that we do.\u003c/p>\n\u003cp>\u003cstrong>The folks making policy in higher education tend to be folks where the system worked for them. Your book seems to push readers to try and change their perspective. \u003c/strong>\u003c/p>\n\u003cp>I hope that anyone who reads this book asks one important question: What else do I take for granted? The big thing I uncover in the book is the hidden curriculum that operates on the college campus. On the academic side, how does one engage with different faculty members? The expectation is that students are the ones who are proactive, and yet we use terms like office hours. Professors often say \u003cem>when\u003c/em> office hours are, but never \u003cem>what\u003c/em> they are. Only a certain segment of the population has ever heard the term, let alone had the opportunity to master what skills you need to make the most use out of office hours.\u003c/p>\n\u003cp>It's not just what students know that we take for granted; it's also what they can afford. Spring break is a perfect example. \"Oh, spring break! You're going to go home or you're going to have some fun in the sun!\" Often times, that's actually not the case. For a lot of our students, home is not necessarily the place you want to go.\u003c/p>\n\u003cp>Universities are actually saying, \"Come here. Money will not be a barrier to your entry or what you want to do.\" That is what these colleges are saying, but what's actually happening is, when students get on campus, they realize just how the social undercurrents of this place, and the official policies of the place, make them feel like second-class citizens in a first-class world.\u003c/p>\n\u003cp>It has implications not just for your GPA and retention, but also for your use of resources on campus. It's about who feels comfortable going into the career service office to get help with the résumé, who feels comfortable getting help with a mental health diagnosis, who feels comfortable doing all those little small things that are the foundation for one's future when you leave college.\u003c/p>\n\u003cp>\u003cstrong>As colleges recruit more low-income students, there have been efforts to integrate these students into campus life. In your book, you talk about how some of those initiatives are well-intentioned but sometimes do more harm than good. Can you give me an example?\u003c/strong>\u003c/p>\n\u003cp>At the school that I study, there was a program that gave students free tickets to events. That's actually a good thing because those extra university events can quickly add up over the course of a semester. The school decided to protect low-income students from being viewed as getting a scholarship ticket, so they created a separate line to pick up tickets for those who are on scholarship. How that ultimately plays out in public is that a whole bunch of white and Asian students are in the paying line, and then on the opposite end of the room, you have a line of people who are picking up the free tickets. That line is mostly black and Latino with Asian and white students sprinkled in. It becomes the opposite of invisible; it becomes highlighted. You are literally separate from your peers. You can't help but think about the Jim Crow South.\u003c/p>\n\u003cp>Those kinds of policies undercut moments where students feel they are full members of the community. It cuts at the trust that students have not just with the institution, but with the people who are in positions to help them.\u003c/p>\n\u003cp>\u003cstrong>There are about 20 million students going to college today — and only a very small percentage of them go to an elite school, like Harvard or Yale. So why should we care about what happens on those campuses?\u003c/strong>\u003c/p>\n\u003cp>A lot of things that I study happen at all schools. The miscommunication between faculty and students has been documented across higher education, at community colleges and four-year schools.\u003c/p>\n\u003cp>I tried to remove all of the things that we know hurt students' integration into college, like living off campus, commuting and working. I'm showing you that even at a place like this, even under the best of conditions, higher education still privileges a narrow set of experiences that are more likely to be held by those of middle-class and upper-middle-class families.\u003c/p>\n\u003cp>If I'm able to show that food insecurity exists at schools like Yale, Harvard, Penn and Princeton, how then do you think it manifests itself at the University of Wisconsin or at Texas Tech, or at the regional college? Yes, I study the elites. But more importantly, I study how poverty and inequality shape how students make it to higher education, and how they move through it.\u003c/p>\n\u003cp>\u003cstrong>So if the privileged poor are more comfortable and prepared for college, might that be a solution? Especially considering the Education Department's push to increase school choice and allow public dollars to be spent on private schools.\u003c/strong>\u003c/p>\n\u003cp>Putting students in private schools is not a social policy; it's an abdication of responsibility. Social policy would be trying to figure out how do we get our underserved K-12 schools to be able to compete, not just with their suburban counterparts, but what if they aspired to be something greater. What would happen if our public schools actually looked more like some of the private schools that we know have a ton of resources? One thing this book actually shows is that when you give low-income students the resources and the experiences of those from more affluent backgrounds, they enter college with the skillset and the orientations to navigate the place successfully. They take advantage of the resources that are available.\u003c/p>\n\u003cp>It shows that the privileged poor is what happens when you are actually given a shot to succeed and not just a whole bunch of extra weight to hold you down as you try to climb up the ladder that is the American dream. But, I think just sending students to a private school is not scalable, and we're not actually helping all the students that we are here to help.\u003c/p>\n\u003cp>\u003cstrong>So the book is about college, but not really?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The university is just my site to study something greater. This book is about poverty and inequality. I'm just bringing it to higher education. As universities diversify their campuses, their connections to neighborhoods that previously were overlooked — low-income communities, predominantly minority communities, predominantly immigrant communities, and rural communities — all of those connections become stronger and stronger. And we need to understand how poverty and inequality work, not just to understand a student's education trajectory, but also to understand what can we do for the students who do make it to these schools.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Elite+Campuses+Diversify%2C+A+%27Bias+Towards+Privilege%27+Persists&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many elite colleges have committed to enrolling more low-income students. But, a new book argues, their efforts at inclusivity still fall short.","status":"publish","parent":0,"modified":1551855381,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":1849},"headData":{"title":"As Elite Campuses Diversify, A 'Bias Towards Privilege' Persists | KQED","description":"Many elite colleges have committed to enrolling more low-income students. But, a new book argues, their efforts at inclusivity still fall short.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"As Elite Campuses Diversify, A 'Bias Towards Privilege' Persists","datePublished":"2019-03-06T06:56:21.000Z","dateModified":"2019-03-06T06:56:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"53219 https://ww2.kqed.org/mindshift/?p=53219","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/05/as-elite-campuses-diversify-a-bias-towards-privilege-persists/","disqusTitle":"As Elite Campuses Diversify, A 'Bias Towards Privilege' Persists","nprByline":"Elissa Nadworny","nprImageAgency":"Mai Ly Degnan for NPR","nprStoryId":"699977122","nprApiLink":"http://api.npr.org/query?id=699977122&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/03/05/699977122/as-elite-campuses-diversify-a-bias-towards-privilege-persists?ft=nprml&f=699977122","nprRetrievedStory":"1","nprPubDate":"Tue, 05 Mar 2019 11:24:00 -0500","nprStoryDate":"Tue, 05 Mar 2019 06:00:27 -0500","nprLastModifiedDate":"Tue, 05 Mar 2019 11:24:55 -0500","path":"/mindshift/53219/as-elite-campuses-diversify-a-bias-towards-privilege-persists","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Elite colleges are making strides to diversify their student bodies, both racially and economically. In the past few years, we've seen most top schools commit to enrolling more low-income students through financial aid, recruiting efforts and programs for high school students aimed at expanding the pipeline.\u003c/p>\n\u003cp>But once those students arrive on campus, says Anthony Abraham Jack, they often find the experience isolating and foreign.\u003c/p>\n\u003cp>\"There's a difference between access and inclusion,\" explains Jack, an assistant professor at the Harvard Graduate School of Education and author of the new book \u003ca href=\"https://www.npr.org/books/titles/700026727/the-privileged-poor-how-elite-colleges-are-failing-disadvantaged-students\">\u003cem>The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students\u003c/em>\u003c/a>. \"Universities have extended invitations to more and more diverse sets of students but have not changed their ways to adapt to who is on campus.\"\u003c/p>\n\u003cp>For his book, Jack profiles low-income students at an unnamed elite college. He puts them into two groups: Those coming from prep schools, and those coming from under-resourced public schools.\u003c/p>\n\u003cp>In those two groups, he finds key differences but one common problem: \"We have paid less attention to what happens when students get on campus than their moment of entry and where they go once they graduate.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fixing the problem, he argues, means creative and thoughtful solutions, such as keeping dining halls and dorms open during holiday breaks — because not every student can afford a ski trip, or even a bus ticket home.\u003c/p>\n\u003cp>I spoke with Jack recently about his ideas for improving life — and outcomes — for these students. Our conversation has been edited for length and clarity.\u003c/p>\n\u003cp>\u003cstrong>Back in 2015, you wrote an opinion piece about how elite schools were \u003c/strong>\u003ca href=\"https://www.nytimes.com/2015/09/13/opinion/sunday/what-the-privileged-poor-can-teach-us.html\">\u003cstrong>recruiting low-income students from\u003c/strong>\u003c/a>\u003cstrong> elite prep schools. You called those students the \"privileged poor,\" which is now the title of your new book. How did that come to be?\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/books/titles/700026727/the-privileged-poor-how-elite-colleges-are-failing-disadvantaged-students\">\u003cimg class=\"alignright size-full wp-image-53222\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/03/9780674976894_custom-da33df83904e7fd0ce3a8a528c77179d39b77279-s200-c85.jpg\" alt=\"\" width=\"200\" height=\"309\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2019/03/9780674976894_custom-da33df83904e7fd0ce3a8a528c77179d39b77279-s200-c85.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2019/03/9780674976894_custom-da33df83904e7fd0ce3a8a528c77179d39b77279-s200-c85-160x247.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>I was a Head Start kid who went to public school up to 11th grade, and my senior year was an anomaly in a private school. I thought my senior year was just a detour; a one-off. But when I got to Amherst College, turns out that prep school was an HOV lane for poor students.\u003c/p>\n\u003cp>A lot of my classmates were poor like me, but they went to Andover and Exeter, Saint Paul and Choate. All of these boarding schools that I had never heard of. They were talking about studying abroad for their junior year to learn the language. They were talking about snow-tubing trips that the school paid for. In graduate school, we started reading a lot of the sociology of education, and I didn't see my classmates in the literature.\u003c/p>\n\u003cp>\u003cstrong>Your research shows that those students have a different experience on campus than low-income students coming from underserved public schools. Can you explain? \u003c/strong>\u003c/p>\n\u003cp>There are two groups of low-income students on campus, and they have two sets of experiences. I've termed them the doubly disadvantaged and the privileged poor. The biggest difference between the two, according to how students told their stories, is: one group felt more at home, and the other felt culture shock.\u003c/p>\n\u003cp>The privileged poor, the students who went to the private schools, they knew the hidden curriculum, the hidden rules that govern these places. They felt more comfortable, and they directed themselves in a way that was more similar to their middle-class peers. The doubly disadvantaged, they felt out of place and experienced that culture shock and isolation.\u003c/p>\n\u003cp>\u003cstrong>So the doubly disadvantaged are low-income students who don't have this institutional knowledge. How does that manifest?\u003c/strong>\u003c/p>\n\u003cp>We have been teaching students from more privileged backgrounds for so long, that we take a lot for granted on a college campus. Mental health offices, career service offices, they are so used to students being more proactive and entering their doors because they've been taught that if you want something, you go out and get it. The fact that you have to go seek things out, that's an unspoken rule on a college campus that disproportionately hurts low-income students from disadvantaged high schools. There is a bias towards privilege on a college campus that permeates so many things that we do.\u003c/p>\n\u003cp>\u003cstrong>The folks making policy in higher education tend to be folks where the system worked for them. Your book seems to push readers to try and change their perspective. \u003c/strong>\u003c/p>\n\u003cp>I hope that anyone who reads this book asks one important question: What else do I take for granted? The big thing I uncover in the book is the hidden curriculum that operates on the college campus. On the academic side, how does one engage with different faculty members? The expectation is that students are the ones who are proactive, and yet we use terms like office hours. Professors often say \u003cem>when\u003c/em> office hours are, but never \u003cem>what\u003c/em> they are. Only a certain segment of the population has ever heard the term, let alone had the opportunity to master what skills you need to make the most use out of office hours.\u003c/p>\n\u003cp>It's not just what students know that we take for granted; it's also what they can afford. Spring break is a perfect example. \"Oh, spring break! You're going to go home or you're going to have some fun in the sun!\" Often times, that's actually not the case. For a lot of our students, home is not necessarily the place you want to go.\u003c/p>\n\u003cp>Universities are actually saying, \"Come here. Money will not be a barrier to your entry or what you want to do.\" That is what these colleges are saying, but what's actually happening is, when students get on campus, they realize just how the social undercurrents of this place, and the official policies of the place, make them feel like second-class citizens in a first-class world.\u003c/p>\n\u003cp>It has implications not just for your GPA and retention, but also for your use of resources on campus. It's about who feels comfortable going into the career service office to get help with the résumé, who feels comfortable getting help with a mental health diagnosis, who feels comfortable doing all those little small things that are the foundation for one's future when you leave college.\u003c/p>\n\u003cp>\u003cstrong>As colleges recruit more low-income students, there have been efforts to integrate these students into campus life. In your book, you talk about how some of those initiatives are well-intentioned but sometimes do more harm than good. Can you give me an example?\u003c/strong>\u003c/p>\n\u003cp>At the school that I study, there was a program that gave students free tickets to events. That's actually a good thing because those extra university events can quickly add up over the course of a semester. The school decided to protect low-income students from being viewed as getting a scholarship ticket, so they created a separate line to pick up tickets for those who are on scholarship. How that ultimately plays out in public is that a whole bunch of white and Asian students are in the paying line, and then on the opposite end of the room, you have a line of people who are picking up the free tickets. That line is mostly black and Latino with Asian and white students sprinkled in. It becomes the opposite of invisible; it becomes highlighted. You are literally separate from your peers. You can't help but think about the Jim Crow South.\u003c/p>\n\u003cp>Those kinds of policies undercut moments where students feel they are full members of the community. It cuts at the trust that students have not just with the institution, but with the people who are in positions to help them.\u003c/p>\n\u003cp>\u003cstrong>There are about 20 million students going to college today — and only a very small percentage of them go to an elite school, like Harvard or Yale. So why should we care about what happens on those campuses?\u003c/strong>\u003c/p>\n\u003cp>A lot of things that I study happen at all schools. The miscommunication between faculty and students has been documented across higher education, at community colleges and four-year schools.\u003c/p>\n\u003cp>I tried to remove all of the things that we know hurt students' integration into college, like living off campus, commuting and working. I'm showing you that even at a place like this, even under the best of conditions, higher education still privileges a narrow set of experiences that are more likely to be held by those of middle-class and upper-middle-class families.\u003c/p>\n\u003cp>If I'm able to show that food insecurity exists at schools like Yale, Harvard, Penn and Princeton, how then do you think it manifests itself at the University of Wisconsin or at Texas Tech, or at the regional college? Yes, I study the elites. But more importantly, I study how poverty and inequality shape how students make it to higher education, and how they move through it.\u003c/p>\n\u003cp>\u003cstrong>So if the privileged poor are more comfortable and prepared for college, might that be a solution? Especially considering the Education Department's push to increase school choice and allow public dollars to be spent on private schools.\u003c/strong>\u003c/p>\n\u003cp>Putting students in private schools is not a social policy; it's an abdication of responsibility. Social policy would be trying to figure out how do we get our underserved K-12 schools to be able to compete, not just with their suburban counterparts, but what if they aspired to be something greater. What would happen if our public schools actually looked more like some of the private schools that we know have a ton of resources? One thing this book actually shows is that when you give low-income students the resources and the experiences of those from more affluent backgrounds, they enter college with the skillset and the orientations to navigate the place successfully. They take advantage of the resources that are available.\u003c/p>\n\u003cp>It shows that the privileged poor is what happens when you are actually given a shot to succeed and not just a whole bunch of extra weight to hold you down as you try to climb up the ladder that is the American dream. But, I think just sending students to a private school is not scalable, and we're not actually helping all the students that we are here to help.\u003c/p>\n\u003cp>\u003cstrong>So the book is about college, but not really?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The university is just my site to study something greater. This book is about poverty and inequality. I'm just bringing it to higher education. As universities diversify their campuses, their connections to neighborhoods that previously were overlooked — low-income communities, predominantly minority communities, predominantly immigrant communities, and rural communities — all of those connections become stronger and stronger. And we need to understand how poverty and inequality work, not just to understand a student's education trajectory, but also to understand what can we do for the students who do make it to these schools.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Elite+Campuses+Diversify%2C+A+%27Bias+Towards+Privilege%27+Persists&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53219/as-elite-campuses-diversify-a-bias-towards-privilege-persists","authors":["byline_mindshift_53219"],"categories":["mindshift_192"],"tags":["mindshift_21109","mindshift_20701","mindshift_20784","mindshift_1040","mindshift_68"],"featImg":"mindshift_53220","label":"mindshift"},"mindshift_50644":{"type":"posts","id":"mindshift_50644","meta":{"index":"posts_1591205157","site":"mindshift","id":"50644","score":null,"sort":[1520576726000]},"guestAuthors":[],"slug":"using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses","title":"Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses","publishDate":1520576726,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Before attacking a problem set or being introduced to a new concept, some students at San Francisco State University will pause during their science class to do something unusual: ponder life, write thoughts into a journal and share them with classmates. \u003cem>Why am I here? What am I contributing to this class? Who can I go to when times are tough?\u003c/em>\u003c/p>\n\u003cp>While it’s not unexpected for humanities classes to incorporate self-reflection, such activities rarely find a place in science, technology, engineering and mathematics (STEM) — information-rich disciplines with skills and concepts that build on one another.\u003c/p>\n\u003cp>The thought of bringing expressive writing into STEM at SFSU came to \u003ca href=\"https://www.linkedin.com/in/thehopedealer/\">Khanh Tran\u003c/a> when he had an aha! moment while taking an ethnic studies class two years ago. Whereas the ethnic studies class was “all about my personal experience,” science courses are “about someone else’s — someone’s theory, someone’s discovery, someone’s knowledge,” says Tran, a SFSU biology and Asian-American studies major who is \u003cspan style=\"font-weight: 400\">the youngest son of Vietnamese immigrants\u003c/span>. Ethnic studies classes emphasize “what \u003cem>you\u003c/em> know, what you can bring to the classroom.”\u003c/p>\n\u003cfigure id=\"attachment_50721\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50721 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-240x300.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-375x469.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-520x650.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot.jpg 853w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Khanh Tran \u003ccite>(Courtesy of Khanh Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every day, as Tran recalls, his ethnic studies professor \u003ca href=\"https://aas.sfsu.edu/content/arlene-daus-magbual-edd\">Arlene Daus-Magbual\u003c/a> began class by asking students a check-in question. \u003cem>On a scale of 1 to 10, how stressed do you feel? Name the animal you feel most aligned with\u003c/em>. One student said she liked the check-ins because they didn’t simply ask what you know “but also how you’re feeling in the heart,” Tran says. The concept of a “heart check” was born. Tran wondered if this sort of activity — a brief time to consider values and purpose — could help first-generation students persist and succeed in STEM majors.\u003c/p>\n\u003cp>Tran shared his thinking with Imani Davis, an African-American classmate studying biology and ethnic studies. The idea resonated. “I never had someone in the sciences reflect who I was as a person,” Davis says. She began to wonder what if students were asked \"Who is someone in the sciences you connect with or reflects the background you’re a part of?”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Davis and Tran brought the idea to chemistry professor \u003ca href=\"http://www.sciencemag.org/careers/2017/10/chicana-chemist-paying-it-forward-support-students-underrepresented-groups\">Alegra Eroy-Reveles\u003c/a>, who helped them craft journaling questions for a peer-led program, known as Supplemental Instruction (SI), aimed at supporting students in large-lecture STEM courses. SI classes are open to all but particularly helpful for first-generation college students whose parents didn’t attend college, and students from ethnic groups underrepresented in STEM. The group conducted trial runs of the journaling in SI biology, chemistry and physics classes last spring.\u003c/p>\n\u003cfigure id=\"attachment_50720\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-50720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SFSU students Isela Hernandez and Imani Davis with chemistry professor Alegra Eroy-Reveles presenting their journaling project at a conference last fall. \u003ccite>(Courtesy of Alegra Eroy-Reveles)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each week as class started, students spent five minutes reflecting on a provided question. They jotted thoughts into a composition book, then had the option of sharing insights and experiences with the class before returning their journals to the instructor. At first a few students balked at the activity, eager to dive straight into course material. Others hesitated because of shame or worry.\u003c/p>\n\u003cp>“We’re taught to think a bit more linearly [in STEM]...to not bring personality or thought or rationale into our classes,” says Sergio Ramirez, an SFSU senior who several years ago took the SI program and now serves as a class facilitator.\u003c/p>\n\u003cp>“At first I didn’t want to open up to anybody,” says Mireya Arreguin, a biology major. “I come from a Mexican family whose parents didn’t go to college, who didn’t even finish middle school. And it was like, why am I here? Am I the only one who’s trying to put up a face?”\u003c/p>\n\u003cfigure id=\"attachment_50715\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-entry-2-e1520503037310.png\" alt=\"\" width=\"1920\" height=\"1199\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Mireya Arreguin. \u003ccite>(Courtesy of Mireya Arreguin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If students didn’t feel like sharing, the instructors jumped in. “We answered the questions as well,” says Davis. “We didn’t want there to be a divide, like I’m the teacher and you’re the student. We were all peers.”\u003c/p>\n\u003cp>Before long students got more comfortable being honest about their struggles. “We all started opening up and liking it more,” Arreguin says. “It was actually enjoyable and stress-relieving.”\u003c/p>\n\u003cp>In end-of-semester evaluations, students gave feedback on their experience with the in-class journaling. Did it help their learning? Did it help them understand why they’re going to college?\u003c/p>\n\u003cp>“Overwhelmingly yes,” says Eroy-Reveles. “They want to do more.”\u003c/p>\n\u003cp>Some students said they wished their instructors had read what they’d written and given feedback week to week, like an interactive diary.\u003c/p>\n\u003cp>Reading through student responses, Eroy-Reveles and the team assumed the benefits of journaling would fall largely in the realm of self-affirmation. But actually less than a fifth of participants mentioned feeling affirmed. More than 85 percent noted gains from cognitive processing — taking the time to think deeply about themselves, “to look at their life, think about stress levels,\" says Eroy-Reveles. \"That’s what led to greater meaning.”\u003c/p>\n\u003cfigure id=\"attachment_50714\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-1.png\" alt=\"\" width=\"1920\" height=\"1663\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-800x693.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-768x665.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1020x883.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1180x1022.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-960x832.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-240x208.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-375x325.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-520x450.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Jesus Barragan. \u003ccite>(Courtesy of Jesus Barragan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This semester, about 320 students -- 16 of 23 SI classes (biology, chemistry, physics, math) -- are doing the in-class journaling. With this expanded participation, the team hopes to get a clearer picture of the activity’s impact. For example, does it help students earn better grades or stay in STEM or reduce stress levels? The project is called SEEP (Self-Empowering Expressive Purpose). It’s funded through \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity), a program the university launched in 2014 as part of the National Institutes of Health’s effort to diversify the biomedical workforce.\u003c/p>\n\u003cp>The self-reflection and journaling component helps students realize their sense of purpose, but it’s the peer-to-peer dialogue that brings affirmation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It provides hope and healing,” Tran says.\u003c/p>\n\n","blocks":[],"excerpt":"First generation college students who are at risk of dropping out of STEM majors can benefit from writing in journals about their purpose in STEM and reflecting deeply on who they are. \r\n","status":"publish","parent":0,"modified":1520576726,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1060},"headData":{"title":"Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses | KQED","description":"First generation college students who are at risk of dropping out of STEM majors can benefit from writing in journals about their purpose in STEM and reflecting deeply on who they are. \r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses","datePublished":"2018-03-09T06:25:26.000Z","dateModified":"2018-03-09T06:25:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"50644 https://ww2.kqed.org/mindshift/?p=50644","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/08/using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses/","disqusTitle":"Using Expressive Writing To Keep Students Grounded and Engaged in Science Courses","nprByline":"\u003ca href=\"https://www.estherlandhuis.com/\">Esther Landhuis\u003c/a>","path":"/mindshift/50644/using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Before attacking a problem set or being introduced to a new concept, some students at San Francisco State University will pause during their science class to do something unusual: ponder life, write thoughts into a journal and share them with classmates. \u003cem>Why am I here? What am I contributing to this class? Who can I go to when times are tough?\u003c/em>\u003c/p>\n\u003cp>While it’s not unexpected for humanities classes to incorporate self-reflection, such activities rarely find a place in science, technology, engineering and mathematics (STEM) — information-rich disciplines with skills and concepts that build on one another.\u003c/p>\n\u003cp>The thought of bringing expressive writing into STEM at SFSU came to \u003ca href=\"https://www.linkedin.com/in/thehopedealer/\">Khanh Tran\u003c/a> when he had an aha! moment while taking an ethnic studies class two years ago. Whereas the ethnic studies class was “all about my personal experience,” science courses are “about someone else’s — someone’s theory, someone’s discovery, someone’s knowledge,” says Tran, a SFSU biology and Asian-American studies major who is \u003cspan style=\"font-weight: 400\">the youngest son of Vietnamese immigrants\u003c/span>. Ethnic studies classes emphasize “what \u003cem>you\u003c/em> know, what you can bring to the classroom.”\u003c/p>\n\u003cfigure id=\"attachment_50721\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg class=\"wp-image-50721 size-thumbnail\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg\" alt=\"\" width=\"160\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-160x200.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-800x1000.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-768x960.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-240x300.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-375x469.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot-520x650.jpg 520w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/khanh-tran-headshot.jpg 853w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Courtesy of Khanh Tran \u003ccite>(Courtesy of Khanh Tran)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every day, as Tran recalls, his ethnic studies professor \u003ca href=\"https://aas.sfsu.edu/content/arlene-daus-magbual-edd\">Arlene Daus-Magbual\u003c/a> began class by asking students a check-in question. \u003cem>On a scale of 1 to 10, how stressed do you feel? Name the animal you feel most aligned with\u003c/em>. One student said she liked the check-ins because they didn’t simply ask what you know “but also how you’re feeling in the heart,” Tran says. The concept of a “heart check” was born. Tran wondered if this sort of activity — a brief time to consider values and purpose — could help first-generation students persist and succeed in STEM majors.\u003c/p>\n\u003cp>Tran shared his thinking with Imani Davis, an African-American classmate studying biology and ethnic studies. The idea resonated. “I never had someone in the sciences reflect who I was as a person,” Davis says. She began to wonder what if students were asked \"Who is someone in the sciences you connect with or reflects the background you’re a part of?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Davis and Tran brought the idea to chemistry professor \u003ca href=\"http://www.sciencemag.org/careers/2017/10/chicana-chemist-paying-it-forward-support-students-underrepresented-groups\">Alegra Eroy-Reveles\u003c/a>, who helped them craft journaling questions for a peer-led program, known as Supplemental Instruction (SI), aimed at supporting students in large-lecture STEM courses. SI classes are open to all but particularly helpful for first-generation college students whose parents didn’t attend college, and students from ethnic groups underrepresented in STEM. The group conducted trial runs of the journaling in SI biology, chemistry and physics classes last spring.\u003c/p>\n\u003cfigure id=\"attachment_50720\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-50720\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png\" alt=\"\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster.png 640w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-160x120.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-240x180.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-375x281.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/Alegra-Isela-Imani-at-poster-520x390.png 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">SFSU students Isela Hernandez and Imani Davis with chemistry professor Alegra Eroy-Reveles presenting their journaling project at a conference last fall. \u003ccite>(Courtesy of Alegra Eroy-Reveles)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each week as class started, students spent five minutes reflecting on a provided question. They jotted thoughts into a composition book, then had the option of sharing insights and experiences with the class before returning their journals to the instructor. At first a few students balked at the activity, eager to dive straight into course material. Others hesitated because of shame or worry.\u003c/p>\n\u003cp>“We’re taught to think a bit more linearly [in STEM]...to not bring personality or thought or rationale into our classes,” says Sergio Ramirez, an SFSU senior who several years ago took the SI program and now serves as a class facilitator.\u003c/p>\n\u003cp>“At first I didn’t want to open up to anybody,” says Mireya Arreguin, a biology major. “I come from a Mexican family whose parents didn’t go to college, who didn’t even finish middle school. And it was like, why am I here? Am I the only one who’s trying to put up a face?”\u003c/p>\n\u003cfigure id=\"attachment_50715\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50715\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-entry-2-e1520503037310.png\" alt=\"\" width=\"1920\" height=\"1199\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Mireya Arreguin. \u003ccite>(Courtesy of Mireya Arreguin)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If students didn’t feel like sharing, the instructors jumped in. “We answered the questions as well,” says Davis. “We didn’t want there to be a divide, like I’m the teacher and you’re the student. We were all peers.”\u003c/p>\n\u003cp>Before long students got more comfortable being honest about their struggles. “We all started opening up and liking it more,” Arreguin says. “It was actually enjoyable and stress-relieving.”\u003c/p>\n\u003cp>In end-of-semester evaluations, students gave feedback on their experience with the in-class journaling. Did it help their learning? Did it help them understand why they’re going to college?\u003c/p>\n\u003cp>“Overwhelmingly yes,” says Eroy-Reveles. “They want to do more.”\u003c/p>\n\u003cp>Some students said they wished their instructors had read what they’d written and given feedback week to week, like an interactive diary.\u003c/p>\n\u003cp>Reading through student responses, Eroy-Reveles and the team assumed the benefits of journaling would fall largely in the realm of self-affirmation. But actually less than a fifth of participants mentioned feeling affirmed. More than 85 percent noted gains from cognitive processing — taking the time to think deeply about themselves, “to look at their life, think about stress levels,\" says Eroy-Reveles. \"That’s what led to greater meaning.”\u003c/p>\n\u003cfigure id=\"attachment_50714\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50714\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/SI-Journal-1.png\" alt=\"\" width=\"1920\" height=\"1663\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1.png 1920w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-160x139.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-800x693.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-768x665.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1020x883.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-1180x1022.png 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-960x832.png 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-240x208.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-375x325.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/SI-Journal-1-520x450.png 520w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Supplemental Instruction journal entry by SFSU student Jesus Barragan. \u003ccite>(Courtesy of Jesus Barragan)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This semester, about 320 students -- 16 of 23 SI classes (biology, chemistry, physics, math) -- are doing the in-class journaling. With this expanded participation, the team hopes to get a clearer picture of the activity’s impact. For example, does it help students earn better grades or stay in STEM or reduce stress levels? The project is called SEEP (Self-Empowering Expressive Purpose). It’s funded through \u003ca href=\"https://sfbuild.sfsu.edu/home\">SF BUILD\u003c/a> (Building Infrastructure Leading to Diversity), a program the university launched in 2014 as part of the National Institutes of Health’s effort to diversify the biomedical workforce.\u003c/p>\n\u003cp>The self-reflection and journaling component helps students realize their sense of purpose, but it’s the peer-to-peer dialogue that brings affirmation.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“It provides hope and healing,” Tran says.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50644/using-expressive-writing-to-keep-students-grounded-and-engaged-in-science-courses","authors":["byline_mindshift_50644"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_21109","mindshift_20784","mindshift_1040","mindshift_21181","mindshift_21092","mindshift_21180","mindshift_47","mindshift_21179","mindshift_851"],"featImg":"mindshift_50747","label":"mindshift"},"mindshift_49526":{"type":"posts","id":"mindshift_49526","meta":{"index":"posts_1591205157","site":"mindshift","id":"49526","score":null,"sort":[1508824827000]},"guestAuthors":[],"slug":"courage-to-change-what-it-takes-to-shift-to-restorative-discipline","title":"Courage To Change: What It Takes to Shift to Restorative Discipline","publishDate":1508824827,"format":"audio","headTitle":"Courage To Change: What It Takes to Shift to Restorative Discipline | KQED","labelTerm":{"term":21847,"site":"mindshift"},"content":"\u003cp>The \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a> has become well known in the charter school movement for getting low-income kids into college. But KIPP schools also have a reputation for \u003ca href=\"http://www.motherjones.com/politics/2016/03/charter-schools-suspend-more-black-students-disabilities-test-scores/\" target=\"_blank\" rel=\"noopener\">strict discipline and classroom management practices\u003c/a> that require conformity. Over the past decade, many KIPP schools have been shifting their strategies, moving from strict no-excuses style discipline to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener\">restorative practices\u003c/a>. There’s a recognition among educators in the network, and outside of it, that kids need opportunities at school to practice the social and emotional skills that will help them be resilient after they graduate.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kippbayarea.org/schools/summit/\" target=\"_blank\" rel=\"noopener\">KIPP Summit Academy\u003c/a> in San Lorenzo, California has been leading the way in this effort. The school began shifting to restorative practices seven years ago and now they’re seeing the academic and social results of that work. Teachers spend significant time and energy planning activities that push students to talk about difficult or emotional subjects, like friendship — a hot topic in middle school. They’re trying to help students build an emotional toolbox, so they have the language to discuss conflict when it arises.\u003c/p>\n\u003cp>It’s been a long hard road, but one that has worked well enough that all KIPP Bay Area schools, and many in other regions as well, are making the shift. But implementing restorative practices doesn’t happen overnight; it’s a long, deliberate process of shifting mindsets among educators, parents, and students. And it doesn’t always go smoothly at first.\u003c/p>\n\u003cp>“The way most of us grew up in education was that the teacher knew everything, the student knew nothing; the teacher gave directions, the student followed directions; the teacher talked, the student listened,” said Ric Zappa, director of school culture for KIPP Bay Area Schools. He led the changes at KIPP Summit Academy and is now helping other school leaders making the shift. He knows how hard it can be — he’s been there.\u003c/p>\n\u003cp>This fifth and final episode of the second season of the MindShift podcast takes us inside two KIPP schools: one has already made the transition to restorative justice and has all the staff and students on board. The other is just beginning the shift and running into snags along the way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Restorative discipline practices are becoming more common in schools around the country, but what does it take to do it well? Listen and find out on \u003ca href=\"https://podcasts.apple.com/us/podcast/courage-to-change-what-it-takes-to-shift-to-restorative/id1078765985?i=1000393929586\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Djzypd3rauqoy7spzv4c3y4zayq?t=Courage_To_Change_What_It_Takes_to_Shift_to_Restorative_Discipline-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/559683826:559683828\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51966087&autoplay=1\">Stitcher\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/0z470gveyw9b44lDKLCSNK\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n","blocks":[],"excerpt":"Many schools are transitioning to restorative discipline practices in recognition that suspensions don't help kids succeed academically. We take you inside two schools at different stages of the transition.","status":"publish","parent":0,"modified":1700528901,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":425},"headData":{"title":"Courage To Change: What It Takes to Shift to Restorative Discipline | KQED","description":"Many schools are transitioning to restorative discipline practices in recognition that suspensions don't help kids succeed academically. We take you inside two schools at different stages of the transition.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Courage To Change: What It Takes to Shift to Restorative Discipline","datePublished":"2017-10-24T06:00:27.000Z","dateModified":"2023-11-21T01:08:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"audioUrl":"https://www.kqed.org/.stream/mp3splice/radio/storiesteachersshare/2017/10/TheCouragetoChange.mp3","audioTrackLength":1356,"path":"/mindshift/49526/courage-to-change-what-it-takes-to-shift-to-restorative-discipline","audioDuration":1373000,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The \u003ca href=\"http://www.kipp.org/\">Knowledge is Power Program (KIPP)\u003c/a> has become well known in the charter school movement for getting low-income kids into college. But KIPP schools also have a reputation for \u003ca href=\"http://www.motherjones.com/politics/2016/03/charter-schools-suspend-more-black-students-disabilities-test-scores/\" target=\"_blank\" rel=\"noopener\">strict discipline and classroom management practices\u003c/a> that require conformity. Over the past decade, many KIPP schools have been shifting their strategies, moving from strict no-excuses style discipline to \u003ca href=\"https://ww2.kqed.org/mindshift/2014/12/17/alternative-to-school-suspension-explored-with-restorative-justice/\" target=\"_blank\" rel=\"noopener\">restorative practices\u003c/a>. There’s a recognition among educators in the network, and outside of it, that kids need opportunities at school to practice the social and emotional skills that will help them be resilient after they graduate.\u003c/p>\n\u003cp>\u003ca href=\"http://www.kippbayarea.org/schools/summit/\" target=\"_blank\" rel=\"noopener\">KIPP Summit Academy\u003c/a> in San Lorenzo, California has been leading the way in this effort. The school began shifting to restorative practices seven years ago and now they’re seeing the academic and social results of that work. Teachers spend significant time and energy planning activities that push students to talk about difficult or emotional subjects, like friendship — a hot topic in middle school. They’re trying to help students build an emotional toolbox, so they have the language to discuss conflict when it arises.\u003c/p>\n\u003cp>It’s been a long hard road, but one that has worked well enough that all KIPP Bay Area schools, and many in other regions as well, are making the shift. But implementing restorative practices doesn’t happen overnight; it’s a long, deliberate process of shifting mindsets among educators, parents, and students. And it doesn’t always go smoothly at first.\u003c/p>\n\u003cp>“The way most of us grew up in education was that the teacher knew everything, the student knew nothing; the teacher gave directions, the student followed directions; the teacher talked, the student listened,” said Ric Zappa, director of school culture for KIPP Bay Area Schools. He led the changes at KIPP Summit Academy and is now helping other school leaders making the shift. He knows how hard it can be — he’s been there.\u003c/p>\n\u003cp>This fifth and final episode of the second season of the MindShift podcast takes us inside two KIPP schools: one has already made the transition to restorative justice and has all the staff and students on board. The other is just beginning the shift and running into snags along the way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Restorative discipline practices are becoming more common in schools around the country, but what does it take to do it well? Listen and find out on \u003ca href=\"https://podcasts.apple.com/us/podcast/courage-to-change-what-it-takes-to-shift-to-restorative/id1078765985?i=1000393929586\">\u003cstrong>Apple Podcasts\u003c/strong>\u003c/a>, \u003ca href=\"https://play.google.com/music/m/Djzypd3rauqoy7spzv4c3y4zayq?t=Courage_To_Change_What_It_Takes_to_Shift_to_Restorative_Discipline-MindShift_Podcast\">\u003cstrong>Google Play\u003c/strong>\u003c/a>, \u003ca href=\"https://one.npr.org/i/559683826:559683828\">\u003cstrong>NPR One\u003c/strong>\u003c/a>, \u003cstrong>\u003ca href=\"https://www.stitcher.com/s?eid=51966087&autoplay=1\">Stitcher\u003c/a>\u003c/strong>, \u003cstrong>\u003ca href=\"https://open.spotify.com/episode/0z470gveyw9b44lDKLCSNK\">Spotify\u003c/a>\u003c/strong> or wherever you get your podcasts.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/49526/courage-to-change-what-it-takes-to-shift-to-restorative-discipline","authors":["234"],"programs":["mindshift_21847"],"categories":["mindshift_21130","mindshift_21848"],"tags":["mindshift_958","mindshift_21109","mindshift_20784","mindshift_1040","mindshift_112","mindshift_20793","mindshift_943"],"featImg":"mindshift_49527","label":"mindshift_21847"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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