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College Access in Virginia

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College Access in Virginia A Statewide Examination of College Access Services and Resources in Virginia A Project of the State Council of Higher Education for Virginia Funded by the College Access Challenge Grant Program A Statewide Examination of College Access Services and Resources in Virginia Researchers/Authors: Nathan F. Alleman (The College of William and Mary) Racheal L. Stimpson (Western Carolina University) L. Neal Holly (The College of William and Mary) Project Oversight: Monica Osei (State Council of Higher Education for Virginia) November Advisory Committee: Barry Simmons (Virginia Polytechnic Institute) 2009 Tom Morehouse (Virginia College Access Network) Tom Ward (The College of William and Mary) Phillip Wishon (James Madison University) Yan Zheng (State Council of Higher Education for Virginia) State Council of Higher Education for Virginia Daniel LaVista, Executive Director The State Council of Higher Education for Virginia (SCHEV) is the Commonwealth's coordinating body for higher education. SCHEV was established by the Governor and General Assembly in 1956. Then as now, SCHEV’s mission, which is outlined in the Code of Virginia, is "to promote the development of an educationally and economically sound, vigorous, progressive, and coordinated system of higher education" in Virginia. To fulfill this mission, SCHEV makes higher education public policy recommendations to the Governor and General Assembly in such areas as capital and operating budget planning, enrollment projections, institutional technology needs, and student financial aid. SCHEV administers a variety of educational programs that benefit students, faculty, parents, and taxpayers. SCHEV serves as a catalyst to promote greater access, quality, affordability, and accountability throughout the system. SCHEV also helps policymakers, college administrators, and other concerned leaders work cooperatively and constructively to advance educational excellence. For questions or comments, contact The State Council of Higher Education for Virginia 101 N. 14th Street, James Monroe Building Richmond, VA 23219 (804) 225 2600 November 2009 SCHEV’s World Wide Web Home Page is: http://www.SCHEV.edu Suggested Citation: Alleman, N. F., Stimpson, R. L., and Holly, L. N. (2009). A statewide examination of college access services and resources in Virginia. Richmond, VA: The State Council of Higher Education for Virginia. To obtain an electronic version of this study, please visit: http://www.schev.edu/ReportStats/AccessStudy.pdf. Content Contact Nathan F. Alleman [email protected] Executive Summary This report is the product of a multi-faceted research project that identifies and compares the college access provider resources in Virginia to the access and academic achievement needs of the Commonwealth. In doing so, this report serves as a resource for a broad range of constituent groups. The justification for public and private support of college access programs is grounded in previous research that demonstrates the positive benefits college provides for both public and private stakeholders. The life-advantages gained by graduating from college are numerous and significant: college graduates who are employed year-round earn an average of 62% more in annual wages, pay nearly 80% more in annual taxes (including local, state, and federal), and over a lifetime, earn nearly one million dollars more than those with a high school education only (Baum & Ma, 2007). Individuals with a college degree, on average, report better health, volunteer more frequently, give blood more often, vote in greater numbers, are more engaged in their children’s education, and tend to perpetuate educational and civic values among their offspring (Baum & Ma, 2007). Furthermore, attending college humanizes individual’s values, making graduates more accepting of diverse persons, ideas, and situations, more interested and engaged in the arts, and more aware of and involved in political and philanthropic issues (Baum & Ma, 2007). Given the quality of life improvements attributable to college attendance and completion, providing for the aspirations to attend college, the skills to apply to college, and the qualifications to graduate from high school and enter college, is not only a benefit to the Commonwealth, but represents a moral obligation of Virginia to its citizenry. Historically, college attendance (and associated benefits) has been least accessible to traditionally underrepresented populations, including persons from low-income families, first generation students, persons with limited English proficiency, and persons from a variety of racial and ethic groups. This study, in data collection and analysis, is particularly sensitive to the services targeting these traditionally underrepresented groups. In the summer of 2008, the Commonwealth of Virginia was awarded a $1.1 million grant through the Department of Education’s College Access Challenge Grant Program (CACGP). Virginia’s CACGP grant, coordinated through the State Council of Higher Education for Virginia (SCHEV), aims to increase access to post-secondary education for low-income and other underrepresented groups through the support of current college access providers and the development of new and innovative programs. This study began in October 2008 with final write-up concluding in October of 2009. iii Executive Summary Definitions and Study Parameters The following research questions guided the data gathering and analysis process: Descriptive provider questions: 1. What is an appropriate definition of a college access provider in Virginia? 2. What types of college access providers work in Virginia? 3. Who are the college access providers working in Virginia? 4. Where, in terms of geographic distribution, are college access provider organizations in Virginia? 5. What services and activities do Virginia access providers deliver? Evaluative and comparative questions: 1. What are the most significant college access needs in Virginia? 2. What is the geographical distribution of the most significant access needs in Virginia? 3. How do college access resources and college access needs in Virginia align: where are the areas of unmet need, of challenge, and of success? 4. What can we learn about the challenges, obstacles, and victories of current access providers that may help inform and direct support for current and future access provider activities in the Commonwealth? To provide direction and focus for this study, it was necessary to clearly define the term college access provider, and to delineate what groups that definition includes. Based on research experiences from this study and on Cabrera and La Nasa’s (2001) description of the college access process, we arrived at the following definition: An access provider is any organization through which an individual gains the knowledge, skills, or support necessary for college aspiration, qualification, application, and enrollment. This definition purposefully focuses on the acquisition of a range of resources that result in college enrollment. As part of this definition, we also recognize that college access providers include at least five sub-categories of involved groups. The first two, community-based providers and state or higher education-directed providers, are disproportionately represented in this study, since their activities focus exclusively on access providing. For-profit organizations also serve the citizens of Virginia, though by nature, they tend to be less accessible to underserved populations. Five identified provider types are: iv Executive Summary 1. Community-based providers (typically independent organizations dedicated to meeting local or regional access needs). 2. State or higher education-directed providers (similar to community-based providers, but centrally directed and funded). 3. School-based providers (in particular school counselors, teachers, and other resource persons). 4. Micro-providers (including a wide range of clubs, religious organizations, civic organizations and other small-scale groups for whom access work is not their primary organizational purpose). 5. Relationship-based providers (peers, parents, family, and friends who encourage or in some way contribute to college-going behaviors). Through a three-phase data collection process, qualitative interview data, organizational logistical data, and quantitative services and activities data were collected from approximately 120 Virginia college access providers. Collected data was analyzed and compared to state-wide and school district-level data from the Virginia Department of Education and U.S. Census Bureau. School district level maps were constructed based on access provider survey responder data to reveal the distribution of access providers across 10 regions of the Commonwealth. Comparisons between the geographic distribution of access providers (and associated activities, programs, and target populations) and the State educational and demographic data yield a compelling picture of the extent to which low achieving, high-need school districts may or may not be paired with appropriate or sufficient access provider resources. Distribution of Access Providers Our extensive investigation of access provider organizations yielded a total of nearly 450 access providers (organizations, or sub-units of organizations) of various types. Distribution results showed an average of 3.7 access providers per school district1, with a per-district high of 13 in one district (Washington County) and a low of zero providers in 16 districts (Highland
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