BRIDGE TO COMPLETION 2020 Understanding the College Access and Success Ecosystem for Metro Nashville Public Schools Students

Bridge to Completion 2020 3

REFLECTIONS

Since 2018, we have partnered with the Tennessee College Access and Success Network to present findings and recommendations around Metro Nashville Public Schools (MNPS) students’ college matriculation and completion. In our previous reports, we identified specific actions to close college access and success gaps among students of different races and ethnicities and improve the college-going rates for all MNPS students.

This year, we again examine MNPS students’ college-going and completion experiences while also investigating the underlying root causes for why disparities in academic preparation and affordability exist.

We are certainly pleased to see that more MNPS students are earning a degree from a postsecondary institution. However, the 26% of MNPS graduates earning a degree is well below the national average of 40%. And increased college access and success gaps among students of color and white students are a significant concern.

Ultimately Nashville and the state of Tennessee must decide if we truly believe that all students benefit from and should have access to a postsecondary credential. That means examining and dismantling the inequities baked into our K-12 systems that prevent low-income students and students of color from accessing rigorous college- preparatory coursework, excellent teachers in every classroom, and supportive school-based adults to guide them in their college-going journey.

As I write this, Nashville is still recovering from a deadly tornado that ravaged the city and is now battling the global coronavirus pandemic. Yet despite the destruction and suffering, we have seen amazing actions of empathy, support, and love among neighbors and strangers. Our city has proven time and time again that it can come together and bolster those in need at times of crisis. I look forward to the day when that level of empathy and support is extended to all MNPS students in their postsecondary journeys.

Katie Cour President and CEO Nashville Public Education Foundation 4 Bridge to Completion 2020

ACKNOWLEDGMENTS We are deeply grateful to Metropolitan Nashville Public Schools (MNPS) staff for the many hours of interviews and data gathering they provided for this report, without which it would not exist. So many different professionals were extremely generous with their time and information for this project. It takes great courage to give an outside entity your data and let them reflect it back to you.

We hope this report helps illuminate how hard MNPS employees work every day to create greater success for Nashville’s public school students. This report builds on the work in two previous Bridge to Completion reports that would not have been possible without the dozens of professionals across K-12, higher education, community organizations, local government, business, and philanthropy who lent their expertise. In particular, we offer a special thank-you to our data expert, Jennifer McFerron, who provided numerous insights throughout the project.

We are deeply grateful to multiple people in both leadership and direct service positions at the following schools and organizations who generously gave their time to be interviewed for this report: Conexión Américas GEAR UP Nashville Martha O’Bryan Center Metropolitan Nashville Public Schools Central Office Metro Nashville Public High Schools Metro Nashville Public Middle Schools Nashville State Community College Oasis Center

If readers are interested in viewing any of the Bridge to Completion reports online, they can do so at nashvillepef.org/advocating-for-change/.

ABOUT THE AUTHOR The Tennessee College Access and Success Network (TCASN) is a nationally recognized, statewide nonprofit organization whose mission is to increase the number of Tennesseans with a postsecondary credential and foster a culture of college-going across the state. TCASN’s team has decades of collective expertise that span state government, federal college access programs, urban and rural initiatives, curriculum design, and the nonprofit sector. The Nashville Public Education Foundation funded this research and partnered with TCASN to create this report. Learn more at www.tncollegeaccess.org and www.nashvillepef.org. Bridge to Completion 2020 5

CONTENTS

Note to Reader 6

Executive Summary 7

College Access and Completion: Data for Graduates of MNPS 11

College Access and Success for MNPS Graduates: A Year Later 12

College Enrollment 13

College Persistence 17

College Completion 18

Understanding the College Access and Success Ecosystem for MNPS Students 19

Finding 1: Poverty and trauma force the triage of basic needs to be prioritized above college-going culture in many MNPS schools. 21

Finding 2: Maintaining a consistent, stable network of adults in a school is essential to high school students’ postsecondary aspirations and success. 23

Finding 3: Academic preparation and college affordability remain barriers to college completion, and the two are intrinsically linked. 25

Finding 4: MNPS graduates are attending a broader set of colleges than ever before, a sign that district and community investments in college counseling may be helping more students select “right fit” colleges. 27

Recommendations To Improve College Access and Success for MNPS Students 31

Recommendation 1: Eliminate economic barriers for low-income students and students of color. 32

Recommendation 2: Address systemic inequities that inhibit low-income and students of color from graduating ready to pursue postsecondary opportunities. 33

MNPS High School Profiles 35

Endnotes 76 6 Bridge to Completion 2020

NOTE TO READER For the purposes of this report, the term “college” refers Data on college enrollment is from the TDOE, which is to any formal training after high school, including publicly available in the department’s Report Cards, and technical certification, associate degree, and bachelor’s from the National Student Clearinghouse. Using these degree programs. The phrase “college-going” refers two sources together paints a richer picture of college- to college enrollment, usually college enrollment going than using either in isolation. The two data immediately following high school graduation. sources track information slightly differently but overall have close results and show similar trends. We know of no other city that has such an extensive report on college-going. If one exists, it has not been This report highlights issues of poverty and college publicly shared. When ascertaining how Nashville affordability facing MNPS graduates. For this report, compares to other communities, the reader should we use the term low-income to refer to economic remember the information presented in this report disadvantage, which mirrors language used in college contains data that other communities may not have the access and success research. For K-12 schools, the term ability to access. more commonly used is economically disadvantaged.

While this report includes data for all MNPS high schools, It is important to note that recent policy changes it focuses primarily on what is happening at Nashville’s have affected how many students are considered zoned high schools and charter schools. Due to the economically disadvantaged. Currently, 51% of MNPS school-specific nature of many interventions, high school students are considered economically disadvantaged.i profiles for most of the high schools in the district are In 2015-16, the definition of economically disadvantaged included at the end of this report. Whenever district data changed in accordance with state law. Previously, is presented, it is inclusive of all high schools in Metro Tennessee used eligibility for the National School Nashville including four high schools we did not profile Lunch Program as an indicator; now the state uses due to their unique structure and/or population served: direct certification of benefits to define economic Metro Nashville Virtual School and the three Simon disadvantage. Prior to the change, 75% of MNPS Academies located at Hickory Hollow, Old Cockrill, and students were considered economically disadvantaged. Opry Mills. Because of this report’s focus on college For the purposes of this report, when we report on access and success, only high schools that have had at high school students being low-income, we use a 1.6 least one graduating class as of May 2018 are included. multiplier to the TDOE’s reported data. We found this most closely aligns with other measures of income In preparing the report, we had access to multiple data status, including Estimated Family Contribution on the sources including data from the Tennessee Department Free Application for Federal Student Aid (FAFSA) and of Education (TDOE), Tennessee Higher Education Pell grant eligibility, both considered standard markers Commission (THEC), National Student Clearinghouse of income status in higher education. (NSC), Nashville State Community College (NSCC), the U.S Department of Education (USDOE), and The role and use of data in both K-12 and higher MNPS. Additionally, a number of community-based education has been an increasing focus; however, organizations graciously shared their data. these two systems still lack a common language, as in the example with low-income and economically As is often the case in education, data is not perfect; disadvantaged above. Our hope is that this report however, our observations across the multiple data weaves disparate data sources together to tell the most sources are consistent with not only one another but also complete story about how Nashville’s youth are moving national trends. from high school to college and beyond.

Bridge to Completion 2020 7

EXECUTIVE SUMMARY In previous Bridge to Completion reports, we worked to establish baseline college access and success data for MNPS graduates, first for the district overall in the 2018 report and then disaggregated by race and ethnicity in the 2019 report. In the 2019 report, we supplemented our findings by conducting qualitative research around students’ access to early postsecondary opportunities (EPSOs) to begin to understand the disparities we were seeing in the data. For this report, we expanded our qualitative research to explore the conditions in our schools and city that support or inhibit college access and success for our students.

As in our prior reports, we answer the following questions:

Are students enrolling in college?

Where did they enroll?

Once enrolled in college, did students persist from year to year?

Did students complete a degree?

How does the pipeline to a degree look different for MNPS graduates of different races and ethnicities? 8 Bridge to Completion 2020

OUR FINDINGS Despite the fact that fewer students took steps toward BY THE NUMBERS college enrollment and ultimately enrolled in college after high school graduation, the 2020 Bridge to COLLEGE COMPLETION Completion has some bright spots. Namely, the percent RATES INCREASED FROM of students who experienced “summer melt” – who took steps to enroll in college but ultimately did not enroll – decreased to an all-time low. And the total percent of 24% TO 26% MNPS graduates earning a college degree within six with a 1 percentage point increase in years rose to a high of 26%. both four-year and two-year college completion for the class of 2013. Yet we also observed the second consecutive year of declining college enrollment and persistence, and enrollment has now fallen back to the level it was prior to COLLEGE-GOING RATES the implementation of TN Promise in 2015. The drops in DECLINED FOR SECOND enrollment are most significantly felt by students of color, YEAR IN A ROW. low-income students, and students from schools with high The current MNPS college-going concentrations of poverty – some schools having double- rate for the class of 2018 is digit declines. These disparities should be of significant concern as it means the college-going gap is growing 56.9% wider. If perpetuated, we will not be able to maintain the This is down 4% from the college completion increase we saw this year. previous year.

While we are encouraged by the 2% increase in MNPS graduates earning a college degree, our research COLLEGE-GOING RATES suggests that the conditions that allowed this to occur DECLINED BACK TO 2014 are not uniformly present across district schools. In our LEVELS. qualitative research to investigate why the disparities exist, we found: These levels precede the statewide initiative known as Drive to 55 and the implementation of the TN Poverty and trauma force the triage of basic needs to Promise scholarship. be prioritized above college-going culture in many MNPS schools.

Maintaining a consistent, stable network of adults in a school is essential to high school students’ STUDENTS OF COLOR WERE postsecondary aspirations and success. DISPROPORTIONATELY AFFECTED BY THE DECLINE: Academic preparation and college affordability remain barriers to college completion and the two are Asian Students: -4% intrinsically linked. Black or African American Students: -5% Latinx or Hispanic Students: -4% MNPS graduates are attending a broader set of colleges than ever before, a sign that district and community White Students: -0.2% investments in college counseling may be helping more students select “right fit” schools. Bridge to Completion 2020 9

Using current enrollment and persistence data, Figure 1 provides a visualization for the class of 2018 if we do not change the trajectory. 26% Figure 1: College Access and Completion OF HIGH SCHOOL GRADUATES HAVE EARNED A DEGREE IN 6 YEARS 22% OF MNPS GRADUATES EARNED DEGREES AT FOUR-YEAR INSTITUTIONS 4% OF MNPS GRADUATES EARNED DEGREES AT TWO-YEAR INSTITUTIONS

(This includes students who have dropped out or transferred.) 4-Year 2-Year Did Not Did Not Did Not College Grad College Grad Complete Enroll/Melted Enroll

As we have seen in previous College persistence rates at two-year institutions further reports, MNPS students who declined from 55% to 50% and continue to lag behind attend four-year institutions rates of similar schools. However, this data does not continue to successfully persist, reflect new Nashville State Community College initiatives with 85% of students persisting and reforms implemented in 2019 and should serve as to the second year. baseline data.

BLACK AND LATINX STUDENTS LAG SIGNIFICANTLY BEHIND WHITE AND ASIAN PEERS ON COLLEGE COMPLETION, AND THE GAP HAS GROWN:

Despite similar rates of Rates of college college persistence, enrollment, persistence, 15% 18% LATINX STUDENTS ENROLL and degree completion COLLEGE COLLEGE IN COLLEGE AT RATES FOR BLACK STUDENTS ARE COMPLETION GAP COMPLETION GAP BETWEEN WHITE BETWEEN WHITE STUDENTS AND STUDENTS AND 30% LOWER BLACK STUDENTS LATINX STUDENTS BELOW WHITE AND THAN RATES OF WHITE ASIAN PEERS AND ASIAN PEERS 10 Bridge to Completion 2020

OUR RECOMMENDATIONS

RECOMMENDATION 1: RECOMMENDATION 2: Eliminate economic barriers for low- Address systemic inequities that income students and students of color. inhibit low-income and students of color from graduating ready to pursue • The state of Tennessee should reform TN Promise. postsecondary opportunities.

• The state of Tennessee should establish tuition equity • MNPS should prioritize and incentivize stable for undocumented students. networks of adults in high-needs schools. • The Mayor’s Office, Nashville State Community College, and community partners should sustain, • MNPS should build systems and structures that evaluate, and build on the early successes of provide equitable access to advanced course NashvilleGRAD. offerings and early postsecondary opportunities and employ automatic enrollment in advanced courses beginning in middle school to encourage a diversity of students to participate.

• The Mayor’s Office should assess how existing city structures, programs, and systems perpetuate inequities that prevent low-income students and students of color from accessing postsecondary opportunities.

• MNPS and the Mayor’s Office should adopt and operationalize college completion as a metric of success for the city. Bridge to Completion 2020 11

College Access and Completion: Data for Graduates of MNPS 12 Bridge to Completion 2020

College Access and Success for MNPS Graduates: A Year Later

Despite the fact that fewer students took steps toward college enrollment and ultimately enrolled in college after high school graduation, the 2020 Bridge to Completion has several bright spots. Namely, the percent of students who experienced “summer melt” – who took steps to enroll in college but ultimately did not enroll – decreased to an all-time low. And the total percent of MNPS graduates earning a college degree within six years rose to a high of 26%.

Figure 2: MNPS Bridge to Completion Data Compared from 2018-2020 ii

2018 2019 2020 High school seniors taking steps 80% 80% 75% toward college enrollment

Estimated summer melt for high school students who had taken steps 18.8% 19.1% 18.1% toward college enrollment but did not ultimately enroll

High school graduates enrolling in 61.2% 60.9% 56.9% college in the fall after graduation

College students persisting to 74% 73% 73% second year

College students earning a 25% 24% 26% degree within six years Bridge to Completion 2020 13

COLLEGE ENROLLMENT

College enrollment significantly declined (-4 percentage points) for MNPS graduates of the class of 2018 (Figure 3).iii This is the second consecutive year of declining enrollment, and enrollment has now fallen back to levels prior to the implementation of the TN Promise program in 2015.iv While declining enrollment mirrors both state and national trends, a 4% decline is a serious concern. Based on the size of the 2018 graduating class, an estimated 194 fewer students enrolled in college for the class of 2018, compared to the previous year of 2017.v

Figure 3: MNPS, Tennessee, and National College Enrollment: (2014–2018)

75%

69.8% 69.2% 70% 68.4% 66.7% 64.0% 64.1% 65% 63.4% 63.2%

60% 58.2% 61.1% 60.9% 59.4% 55% 56.9% 56.9%

50%

45% 2014 2015 2016 2017 2018

MNPS Tennessee USA 14 Bridge to Completion 2020

College Enrollment by High School

Stark differences exist in postsecondary enrollment Figure 4: 2018 College Enrollment by High School by high school, with some high schools matriculating almost every graduate to postsecondary, while others 2018 College matriculate fewer than half. When comparing the High School Gain/Loss Enrollment class of 2018 and 2017 data sets, we see year-to-year swings in college enrollment at some high schools Martin Luther King Jr. 92.9% -0.7% vi (Figure 4), with a few being particularly significant. Hume-Fogg 89.7% -1.5% Seven high schools had declines in college enrollment greater than the district average and three high Nashville Big Picture* ** 84.0% 2.7% schools had severe drops of greater than 10 percent: Middle College* 81.1% 0.2% Stratford (-10.5 percent), Antioch (-14.2 percent), LEAD Academy* 80.9% 3.4% and Maplewood (-14.5 percent). These double-digit declines mirror the decline we saw in 2017 for Whites KIPP* 80.0% NA Creek High School, which fell over 16 percentage points East Nashville 78.8% 4.1% from the previous year, only climbing back 1% this year.vii Nashville School Year-to-year swings of a few percentage points are 78.4% 5.9% of the Arts common. Even high schools with high college enrollment rates are subject to swings. However, it should be of Hillsboro 74.9% -4.1% great concern that many of the high schools with drops UNITED STATES (2017) 68.4% -0.8% in enrollment already had college-going rates below Hillwood 65.9% -0.3% the state average and are serving our highest-need student populations. TENNESSEE 63.2% -0.9% McGavock 62.7% 3.5% MNPS (district) 56.9% -4.0% John Overton 54.0% -6.5% Cane Ridge 52.0% -9.0% Pearl-Cohn 51.1% 8.1% Stratford 49.1% -10.5% Antioch 47.5% -14.2% Whites Creek 45.1% 1.6% Glencliff 41.7% -2.4% Hunters Lane 37.9% -4.2% Maplewood 35.4% -14.8%

* Graduating classes <50 students

** Data for Nashville Big Picture High School not reported by TDOE, so NSC data is included. Bridge to Completion 2020 15

College Enrollment by Race and Ethnicity

Within the district’s 4% decline in college enrollment, students of color were disproportionately affected. Declines in enrollment occurred in the following categories: African American (-5%), Hispanic (-4%), and Asian American (-4%). These disparities should be of significant concern as it means the college-going gap is growing wider.

Students of color make up roughly 70% of the MNPS student population. While data by race and ethnicity are critical in illuminating equity gaps, the data has limitations for a district as diverse as MNPS. Nashville is a city with a large international community with more than 120 languages spoken that are mapped against seven federal race and ethnicity categories. In particular, the city is home to a large Middle Eastern community, including the largest Kurdish community in the United States.viii This group is likely identifying as white when selecting a race or ethnicity from the federal categories depicted in Figure 5.ix In addition, black students from Middle Eastern and North African countries are categorized with African Americans, yet we know the experience of these students in our schools is uniquely different from that of African American students.

Figure 5: College Enrollment by Race and Ethnicity 2015–2018

70% 67% 66% 64% 63% 65% 62% 63% 64% 60% 57% 63% 55% 55% 55% 52% 56% 55% 50% 54% 50% 45% 39% 40% 38% 38% 34% 35%

30% 2015 2016 2017 2018

MNPS Asian Black or African American Hispanic or Latino White

Black and Latinx students lag behind their Asian and white peers when it comes to college enrollment, with the gap being far greater for Latinx students (-29%). This gap is especially concerning given the growth in Hispanic enrollment in the district over the last several years. Black or African American students make up the largest racial or ethnic group for the class of 2018 and therefore most closely align to the district’s overall rate, but college enrollment rates for black students are lower than those of white and Asian students (-13%). Closing these gaps in enrollment by race and ethnicity is critical for MNPS and for Nashville more broadly. 16 Bridge to Completion 2020

College Enrollment by Institution Type

The list of top colleges attended by MNPS graduates has Figure 6: Top 10 Institutions Attended by MNPS changed significantly from years past (Figure 6). College-goers

NASHVILLE STATE COMMUNITY COLLEGE (NSCC) 2018 RANKINGS # ATTENDING % ATTENDING continues to be the top destination for MNPS graduates 1 Nashville State CC 540 21% but enrolled 65 fewer students than the previous year. Where previously one in four MNPS college-goers 2 MTSU 351 13% attended NSCC, it is now one in five. 3 Volunteer State CC 179 7% 4 UT Knoxville 160 6% MIDDLE TENNESSEE STATE UNIVERSITY (MTSU) 5 TSU 143 5% continues to be the top destination for undergraduate 6 Austin Peay 100 4% enrollment and grew by 9%. The University of Tennessee– 7 Belmont 84 3% Knoxville (UTK) replaces Tennessee State University as 8 UT Chattanooga 83 3% the second undergraduate destination. 9 Lipscomb 70 3% TENNESSEE STATE UNIVERSITY (TSU) enrolled far 10 University of Memphis 70 3% fewer MNPS students, falling from third to fifth as a Other 840 32% top destination. Eighty-three fewer students enrolled at TSU in 2018 than the previous year, a drop of 36.7%. We 2017 RANKINGS # ATTENDING % ATTENDING explore this issue in greater detail later in the report. 1 Nashville State CC 605 23% 2 MTSU 320 12% UNIVERSITY OF TENNESSEE–CHATTANOOGA (UTC) 3 TSU 226 8% enrolled slightly fewer MNPS students, being overtaken by Austin Peay State University (APSU) and Belmont 4 Volunteer State CC 197 7% University. 5 UT Knoxville 151 6% 6 UT Chattanooga 106 4% THE UNIVERSITY OF MEMPHIS made the top 10 for the 7 Austin Peay 93 3% first time since we started this report. 8 Trevecca 78 3% 9 Belmont 73 3% It appears that a greater proportion of students are 10 Lipscomb 63 2% choosing institutions outside the top 10 list, which could Other 775 29% indicate a greater degree of college counseling and diversity of college options. 2016 RANKINGS # ATTENDING % ATTENDING 1 Nashville State CC 674 25% 2 MTSU 314 12% 3 TSU 240 9% 4 Volunteer State CC 216 8% 5 UT Knoxville 161 6% 6 Austin Peay 96 4% 7 UT Chattanooga 83 3% 8 Belmont 78 3% 9 Trevecca 65 2% 10 Lipscomb 60 2% Other 698 26% Bridge to Completion 2020 17

COLLEGE PERSISTENCE Persistence rates, the percent of college students returning for their second year, at four-year colleges rose by 2%. However, persistence dropped by 5% at two-year institutions with only 50% of students enrolling for their second year (Figure 7).

Figure 7: College Persistence Rates for MNPS and Similar Schools by Institution Type (2012-2017)x

90% 87% 87% 87% 85% 86% 85% 82% 85% 85% 80% 84% 84% 83% 75% 72% 72% 71% 70% 70% 66% 65% 61% 59% 60% 60% 55% 55% 55% 50% 50%

45% 2012 2013 2014 2015 2016 2017

MNPS 4yr MNPS 2yr Similar Schools 4yr Similar Schools 2yr

College Persistence by Race and Ethnicity

White and Asian students continue to have high Figure 8: First to Second Year Persistence by Race rates of persistence. Latinx students persist at and Ethnicity (2017) xi rates similar to white peers, although rates of initial college enrollment are much lower. Black Student Group Persistence Rate Difference from students are not persisting at rates comparable (rounded) MNPS Average to peers. (Figure 8). MNPS 73% n/a Asian 90% + 17 pp African American/Black 65% - 8 pp Hispanic/Latinx 77% + 4 pp White 79% + 6 pp 18 Bridge to Completion 2020

COLLEGE COMPLETION

Nationally, college completion of a graduating high school class is 40%. National Student Clearinghouse data calculates college completion using a six-year time period. For this reason, the most recent completion rate accessible is for the class of 2013. College completion for the class of 2013 rose from 24% to 26% over the previous year.xii Of the class of 2013, 22% of high school graduates earned degrees at four-year colleges and 4% earned degrees from two-year colleges in this six-year period. Both four-year and two-year degree completion rose by 1%, driven by an increase in completers from the following high schools: Antioch (+8%), Pearl-Cohn (+5%), Hillsboro (+4%), John Overton (+3%), and Whites Creek (+3%).

College Completion by Race and Ethnicity

Completion rates by race and ethnicity still have Figure 9: Degree Completion by Race or stubborn gaps, and white MNPS graduates are Ethnicity (Class of 2013) twice as likely to complete a degree as Hispanic MNPS graduates (Figure 9).xiii Student Group Completion Rate Difference from (rounded) MNPS Average MNPS 26% n/a Asian 42% + 16 pp African American/Black 21% - 5 pp Hispanic/Latinx 18% - 8 pp White 36% + 10 pp Bridge to Completion 2020 19

Understanding the College Access and Success Ecosystem for MNPS Students 20 Bridge to Completion 2020

Over three years and three reports, TCASN has interviewed hundreds of Nashville’s education, higher-education, and nonprofit professionals to understand college-going and completion trends for MNPS graduates. For this report, in an effort to create a community view of the experiences of MNPS students, we interviewed education and nonprofit professionals serving students at six MNPS zoned high schools. These high schools were selected as representative of the high school student population of MNPS and included some high schools where members of the current GEAR UP Nashville cohort will attend. Nashville State Community College personnel were also included in our interviews as one in five MNPS graduates matriculates there.

Building on our desire to understand the disparate college success outcomes of our low-income students and students of color, this year’s report focuses on college-enrollment patterns between high schools, causes for ongoing struggles in persistence, and potential solutions to improve success. Bridge to Completion 2020 21

FINDING 1: Poverty and trauma force the triage of basic needs to be prioritized above college-going culture in many MNPS schools.

As it is a compulsory institution, the challenges of a students at a more affluent school observed, “There school can often mirror the struggles of a community. is this weird mixture of white kids, including wealthy Poverty and trauma are two drivers that stress white kids who don’t want to go to private school, poor and strain schools. We see this reflected in multiple kids, and students of color. And it works. There are a measures, such as academic performance, attendance, lot of resources, and there is a college-going mentality discipline, etc. College-going is not immune to the stress. among all the students.” Indicative of the school’s college culture is an established college center in the library for The recent drop in college-going rates is concentrated visiting college admissions counselors. Students fill out in high schools where poverty and trauma are most a form with the school’s librarian so that they can leave prominent, and students of color are disproportionately class to meet with the admissions counselor. When asked affected. The education professionals and nonprofit for an average number of colleges that visit during the organizations providing support in these schools are admissions season, we were told at least four per week. stretched simply educating students and helping them Additionally, we learned that staff carefully filter visit survive their current social conditions. Basic needs are requests, aware of for-profit institutions that aim to take triaged first, as they should be, taking priority over advantage of students. college-going needs. It is more important that a student Yet simply having socioeconomic diversity does not solve for inequity. A The recent drop in college-going rates is high school’s having socioeconomic concentrated in high schools where poverty and diversity does not prevent college-going disparities among white college-goers trauma are most prominent, and students of and students of color, or between color are disproportionately affected. higher-income students and lower- income students. But when the basic needs of students do not overwhelm teachers and staff, school leadership is not experiencing hunger or homelessness than it is is more likely to have the time to think, reflect, and to be concerned if they have filled out their financial solve inequities, if they so choose. At one school, aid forms. Where the needs overwhelm the staff, the school leadership is taking active measures to address opportunity for the educational system to act as a inequities in the low number of African American postsecondary pathway are constrained – and, for too students enrolled in Advanced Placement (AP) classes. many, cut off. They noticed the issue, prioritized it, and are working to mitigate the inequity. Poverty and trauma are not limited to certain schools; they exist to varying degrees in every school in the This type of opportunity and attention is not available to district. However, the experiences and opportunities all students across the district. At a school with a low- for low-income MNPS students are vastly different income student population of 100%, only six colleges had depending on whether or not the high school student visited all year, and for-profit colleges are a constant population has a balanced socioeconomic student presence. Additionally, options for more advanced body. Interviews revealed, and national research academics that help with college admissions, such as confirms, that schools with more socioeconomic diversity AP and dual-enrollment classes, are highly limited. Early have more equitable access to resources for low- postsecondary opportunities (EPSOs) lean heavily toward income students – including highly qualified teachers, entry-level industry certifications, such as ServSafe counselors, and a diverse array of course options.xiv certifications that prepare students for entry-level work As one nonprofit professional serving low-income in the food service industry. While industry certifications 22 Bridge to Completion 2020

are a positive postsecondary option and can even be enrollment and completion rates. Yet the district has used to help students pay and work their way through been unable to leverage the investments made or undergraduate college, the limited availability of early embed the belief and best practices deeply enough to postsecondary opportunities creates a predetermined sustain long-term success. For example, Stratford High path for low-income students – often into employment School, as highlighted in our 2018 Bridge to Completion opportunities with low salaries. report, saw a 19 percentage point increase in college- going rates between 2014 and 2016.xv The school had a We have witnessed college-going success in schools surge of investments from a federal GEAR UP grant, the with high percentages of low-income students. We now Scarlett Family Foundation, and others. Unfortunately, have evidence from some of the very schools seeing the increase was short-lived, as Stratford’s college- significant declines in college-going rates proving that going rate has fallen nearly 19% over the past two years. a focus on college culture, coupled with high academic expectations and supports, does in fact increase college Bridge to Completion 2020 23

FINDING 2: Maintaining a consistent, stable network of adults in a school is essential to high school students’ post- secondary aspirations and success.

Early findings from The Nashville Longitudinal Study of teachers, school principals, and assistant principals are Youth Safety and Well-being, conducted by Vanderbilt covering these classrooms, where possible, in addition University, Nashville’s Office of the Mayor, MNPS, to their own duties. As one educator stated, “People are and Oasis Center, identified the need for youth to be being spread way too thin and doing things above and connected to an adult: “Starting in fifth grade and beyond what they should be doing.” continuing through high school, the data show that students become less and less likely to say they have a Students who are motivated to academically improve in positive relationship with an adult outside their home these situations seek out whatever instruction they can. or school.”xvi Even before the longitudinal study’s early findings had been released, our research was pushing to a similar conclusion. From our research, the need isn’t just one From our research, the need isn’t just one adult but rather a connection to a stable adult but rather a connection to a stable network of adults that made the difference network of adults that made the difference for a student’s postsecondary opportunities. for a student’s postsecondary opportunities. Schools with concentrated poverty, frequently deemed our “hard-to-staff” schools, are often staffed with a combination of a few seasoned professionals and an ever-churning Some students even enroll in a program known as SAILS group of new faces rotating in and out every year. (Seamless Alignment and Integrated Learning Support), This constant churn of staff creates instability for the an online course designed to address students in need system and a fragile network of adults for the students. of remedial math education who scored below a 19 on Just one teacher or one counselor leaving a position the math section of the ACT.xvii Students take the course so can completely dismantle a student’s adult network. they will not have to take remedial math when they enter college. Students who very well may be academically Additionally, high-poverty schools are disproportionately capable to do more advanced work are now using an affected by long-term teacher vacancies in their online instruction system designed for remedial learners buildings. Long-term vacancies are present at all because it is seen as the “best option of instruction” tiers but are particularly acute in high school. When available to them. In other words, SAILS is being used by conducting our research in late fall, some schools students for something it was never intended to be used were still experiencing vacancies of up to 10 teachers. for because there is no other good option. Such long-term vacancies can affect college access and completion in a multitude of ways. Obviously, With little to no instruction, students neither fail nor teacher vacancies have a negative impact on succeed. Grading protocols are highly subjective academic preparation, affecting both students who and dependent upon what could only be described are academically prepared and students with the professional interpretation at best. The grade then most academic need. If a student is in a classroom becomes part of the student’s academic transcript and with a teacher vacancy, the student will be taught by can be extremely problematic for college admissions. a substitute teacher who is provided with a packet of The best predictor of future college success is a student’s material. The material is handed out to the student, academic transcript.xviii College admissions officers are and the student is expected to complete the material looking at a combination of the student’s coursework and with little to no instruction from the substitute. Certified grade-point average to provide insight on the student’s 24 Bridge to Completion 2020

The student who makes it to college has “gradual and continuous” experiences building on one another from an “ever- expanding network of adults,” each bringing “additional knowledge and skills … to build the path to college.” These adults “accomplish the same four things – impart hope, build confidence, communicate the importance of education, and bring potential potential for success. If the transcript becomes students and colleges together.” corrupted due to inaccuracy, the grades are – Arthur Levine and Jana Niddifer, no longer a reflection of a student’s ability. Beating the Odds: How the Poor Get to College Students may be admitted into a college that is not a good academic fit, or placed into college courses where they are unprepared for and needing to re-establish relationships in order to the rigors of the college-level coursework. continue serving students. As one educator pointed out after a leadership change, “The overall college-going Many supplemental programs within MNPS try to create environment has changed. It was really customary to a network of adults and provide equitable access to hear the names of students who were accepted to a resources for students. Examples include GEAR UP college over the PA. That no longer happens. The college Nashville, Oasis Center’s College Connection program, access coach position went away to become a high Martha O’Bryan’s academic student unions, Conexión school graduation coach – all the focus became on credit Américas’ Escalera program, and ProjectLIT. Yet the recovery and making sure students were graduating. impact of programs like these varies from school to College-going just wasn’t a priority anymore.” school, being highly dependent on school leadership and whether or not there is a strong network of experienced The need for a strong network of adults does not teachers and staff. Shifting leadership and staff can diminish upon college enrollment. While self-advocacy lead to shifting priorities from one year to the next. skills are crucial to lifelong success and should be Additionally, resistance and “turf battles” are more gained prior or in the transition to college, entering common where leadership shifts and requires supportive freshmen still need advice and counseling. Many nonprofit organizations to constantly rebuild trust and college students, and especially low-income and first- relationships with new staff. For example, new and generation students, who were fortunate enough to inexperienced counselors will replace an experienced have a strong network of adult support in high school counselor, and an organization might find itself cut often feel isolated as their network disappears, and off from providing services, “back to square one,” they are left alone to navigate an alien environment on Bridge to Completion 2020 25

campus. Removed from their mentors, advisors, and understand they do belong and that the pressures and role models, and facing difficult decisions, many opt to adversities they face are normal. take the path of least resistance and no longer continue their education. Middle Tennessee State University and Nashville State Community College, two institutions that enroll high We heard echoes from the 2018 Bridge to Completion percentages of MNPS graduates, have made strategic Report of how many low-income college students, moves to better serve first-generation, low-income the majority of whom we know are commuters, are students. Nashville State Community College recently navigating life experiences earlier than peers who launched Nashville GRAD and opened a Student reside on campus at four-year institutions and continue Success Center (Figure 12), while Middle Tennessee State to face challenges with food insecurity, reliable housing, University created “MT One Stop.” Connected to the The student who makes it to college has and access to reliable transportation. These barriers can student union, MT One Stop meets student enrollment “gradual and continuous” experiences seem overwhelming to students and cause them to give needs – financial aid, registration, tuition, billing, and in to a narrative that they don’t belong on a campus. transcripts – in one location. building on one another from an “ever- Having a supportive network of adults can help students expanding network of adults,” each bringing “additional knowledge and skills … to build the path to college.” These adults FINDING 3: Academic preparation and college “accomplish the same four things – impart affordability remain barriers to college completion, hope, build confidence, communicate the and the two are intrinsically linked. importance of education, and bring potential students and colleges together.” Many MNPS high school students work – Arthur Levine and Jana Niddifer, 30–40 hours a week while going to high Additionally, many low-income MNPS Beating the Odds: How the Poor Get to College school full time in an effort to support basic family needs. As one nonprofit professional graduates at two-year institutions are stated, “Students have a lot of responsibilities enrolled in learning support or remedial put on them that they aren’t ready for, courses because their ACT test scores reflect and this holds them back from pursuing any postsecondary goals.” Because many they are unprepared for college-level work. students need jobs, staff often promote early postsecondary opportunity (EPSO) and having income becomes a better option than trying certifications that can assist them in landing entry- to do both [college and work].” level employment as opposed to college credit. While this may meet a short-term need, additional study is Additionally, many low-income MNPS graduates at required to determine if this practice limits students’ two-year institutions are enrolled in learning support access to EPSOs that maximize early college credit. or remedial courses because their ACT test scores reflect they are unprepared for college-level work. Work and family responsibilities continue into college. These students enter their college careers already As the recent study Balancing Work and Learning: academically behind and are then unable to dedicate Implications for Low-income Students – from the necessary time to their classes due to work Georgetown University – highlighted, college students commitments. Further exacerbating the situation, working over 15 hours a week are more likely to have a credit hours earned in remedial classes do not satisfy C average or lower, while students working 15 hours or any graduation requirement, expending valuable xx less are more likely to have a B average. Between work financial aid and prolonging time to a degree. and school commitments, students often grow weary of the struggle, stopping out of college because, as one Even when schools manage to provide both the nonprofit completion partner stated, “Making money academic preparation and the opportunities 26 Bridge to Completion 2020

designed to prepare students for the next steps in the designed to cover only the cost of tuition. However, postsecondary pathway, the college access barriers these students still cannot afford college because they that are embedded in higher-education policy remain. struggle with non-tuition costs, such as books, housing, Students may not attend for various reasons, but the and transportation.” As mentioned earlier in this report, most likely reason given in our interviews is that students programs like NashvilleGRAD help offset non-tuition are simply being priced out. In our interviews, “college costs, resulting in an estimated savings of $1,500 for affordability” and “tuition equity for undocumented low-income students at NSCC in 2018. Figure 10 reflects students” continue to be the most common responses the net price cost for NSCC students and low-income we heard for low college-going rates at particular students along with an estimate of the net price cost for schools. low-income NashvilleGRAD students in 2018.xxii

As we have stated in prior reports, the issues of Ultimately these two critical factors – academic affordability affecting low-income community college preparation and college affordability – are intrinsically students, which make up 75% of MNPS graduates at linked. Academically underprepared students will community colleges, are not tuition and fees. Their struggle in college whether or not they can afford affordability challenges are different.xxi Organizations it, and students who cannot afford college will not such as The Education Trust, the Institute for Higher complete a degree no matter how academically Education Policy, and others have identified that the prepared they are. The issue is confounded of course design of programs such as TN Promise “use a ‘last- when students both are academically unprepared dollar’ model, meaning that they cover tuition only after and struggle with college affordability, which is other aid has been applied. Students from low-income unfortunately a significant percentage of MNPS families attending community colleges can typically students. afford tuition with help from the Pell grant, so they don’t benefit from statewide free college programs

Figure 10: Nashville State Community College Net Price Cost

$7,500 $7,032 $7,012 $7,000 $7,032

$6,500 $6,711 $6,818 $6,000 $5,530 $5,500 $5,512 $5,000 $5,404

$4,500

$4,000 2016 2017 2018

NSCC All Students NSCC LI NashvilleGRAD Bridge to Completion 2020 27

FINDING 4: MNPS graduates are attending a broader set of colleges than ever before, a sign that district and community investments in college counseling may be helping more students select “right fit” colleges.

Our research identified that fewer MNPS students chose programs. Students are being exposed to a wider local colleges, instead expanding enrollment to regional array of college options, and it is a likely reason that public universities and a variety of other colleges outside persistence at undergraduate institutions, which is the traditional top 10-attended institutions. Additionally, already high, is on the rise. When students find the MNPS students appeared to expand their choice of college where they belong – the right college fit community colleges. The share of community college academically, socially, and financially – they persist at enrollment remained the same as the previous year higher rates.xxiii (34%), even though enrollment at both NSCC and VSCC, the two local community colleges, declined. Interestingly, 83 (36.7%) fewer MNPS students enrolled at TSU in 2018 than in 2017, a significant change. TSU occupies a unique position Our research identified that fewer MNPS in the higher-education landscape as the only public historically black college students chose local colleges, instead expanding or university (HBCU) in the state, and the enrollment to regional public universities and a only public undergraduate university in variety of other colleges outside the traditional Nashville. We present two possibilities for top 10-attended institutions. Additionally, MNPS why local enrollment decline may have occurred; but we recommend further students appeared to expand their choice of study into possibilities that may have to community colleges. do with student life, underfunding, and resources:xxiv

We view this expanding diversity of colleges attended 1. TSU may be experiencing decreases in enrollment by MNPS students as very positive. We attribute it due to the changing nature of competition for to improved college counseling from both school students among HBCUs.xxv TSU’s proportion of first- counselors and community-based college access time undergraduates has shifted dramatically in the 28 Bridge to Completion 2020

last five years, which shows a larger proportion of 2. Beginning in 2016, under then new President Glenda students from out of state (Figure 11). Whereas five Glover’s leadership, TSU increased its admissions years ago only 28% of first-time degree-seeking standards and became more selective.xxvii We undergraduates were from out of state, 62% were applauded this decision and continue to support it. from out of state in the fall 2018 term. As TSU However, by becoming more selective, it may be competes with more national HBCU institutions, it is possible that fewer MNPS graduates meet academic possible that local enrollment will negatively feel eligibility requirements for the institution, resulting in the effect.xxvi lower numbers both applying and enrolling.

Figure 11: TSU Out-of-State Students: First-Time Degree-Seeking Students Fall 2014–2018

100%

90%

80%

70%

60%

50%

40%

30% 57% 62% 20% 38% 42% 28% 10%

0% 2014 2015 2016 2017 2018

Out-of-State Students In-State Students Bridge to Completion 2020 29

NASHVILLE STATE COMMUNITY COLLEGE: A Student-Centered Approach

One of the most surprising findings from the 2018 Bridge to Completion was that 25% of MNPS graduates were matriculating to Nashville State Community College and only 4% of those students were graduating with a degree within six years. That same year, Nashville State Community College hired a new president, Dr. Shanna Jackson, who brought a “student-centered approach” to the institution by prioritizing student persistence and completion through an intentional reorganization and investment in student supports.xxxvii Her vision for student success has reenergized and reengaged partners in an unprecedented way, with numerous members of the Nashville corporate and nonprofit communities investing resources and expertise to support NSCC students as they navigate basic needs, academic support, and college affordability (Figure 12).xxix

This “student-centered approach” has propelled NSCC forward in fulfilling the recommendations of the 2018 Bridge to Completion report, which noted that urgent action was needed to expand campus-based resources, decrease barriers to support services, and link supports to a broader vision of success for all students. By prioritizing student- centered reforms, Dr. Jackson is creating an environment of aligned systems that value, welcome, and support students as they work to achieve their postsecondary aspirations.

REFORM DESCRIPTION FOCUS OF REFORM

Participating students receive targeted financial assistance (beyond tuition and fees) and intensive academic supports, Nashville GRAD such as tailored academic advising and bimonthly advisor communication.

Targeting all first-time, full-time students, but accessible to all, the Student Success Student Success Center is a one-stop shop where students can Center at White Bridge access advisement, academic counseling, registration, financial Road Campus aid assistance, transportation resources, financial empowerment counseling, and social service coordination.

Redesign of the In an effort to better engage students, first-year orientation has been newly redesigned and now includes career development First-Year Experience activities.

Addressing food insecurity among students, Campus Cupboard Campus Cupboard provides nonperishable food and personal care items for students.

Better Together Formal Campus leadership regularly meets with MNPS leadership to Partnership Between deepen relationships and ease the transition from high school to MNPS and NSCC college and career.

NSCC Foundation The NSCC Foundation provides support that eligible students can Assistance for Other use for emergencies, child care, transportation, and textbook Needs assistance.

Program addresses Program addresses Program addresses college affordability academic preparation students’ basic needs 30 Bridge to Completion 2020 Bridge to Completion 2020 31

Recommendations 32 Bridge to Completion 2020

Recommendations To Improve College Access and Success for MNPS Students

We have a lofty goal for Nashville to match the national average for college completion (40%) by 2025. But to do this, we must eliminate barriers in policy and practice that are preventing too many of our students from accessing and attaining college degrees.

RECOMMENDATION 1: Eliminate economic barriers for low-income students and students of color.

The state of Tennessee should reform inequity identified by the Tennessee Higher Education TN Promise. Commission in its own 2019 Tennessee Promise Annual Report. The report identifies African American and We believe that all low-income students should be Hispanic students as being “underrepresented among benefiting from the $300 million of state lottery TN Promise students.”xxxi funds in the TN Promise endowment that generates scholarship dollars. In its current design, students from Communities such as Nashville and Knoxville have the poorest families do not benefit – at all. recognized and responded with scholarship solutions to address this inequity. Nashville’s “Nashville GRAD” The decline in MNPS college enrollment back to pre- program provides supports for basic needs and is Promise implementation levels and the 10% decline funded by Metro Nashville and area businesses. The in community college persistence for MNPS students “Knox Promise” program is funded by a $6.2 million gift over the same period point to continuing affordability from the Haslam Family Foundation and provides basic impediments for low-income, first-generation students needs to students attending Pellissippi State Community that we have outlined in this and prior year reports. College.xxxii While we applaud these excellent solutions, Newer state promise programs such as Virginia’s are and they provide insight into potential public–private designed to go beyond tuition and provide $1,000 “basic partnerships, their financial reach to all low-income needs” grants, while Oregon uses a “middle-dollar” students is limited. approach, providing both last-dollar coverage as well as $1,000 to help with cost-of-living expenses for low- Inevitably, the cost of college tuition will continue to xxx income students. In other words, newer state programs rise. As this happens, the TN Promise scholarship will build in a “floor,” so that all students benefit. Tennessee continue to increase for middle- and upper-income should explore these types of solutions. families. However, students from low-income families will feel the full brunt of tuition increases as the rising Reforming TN Promise to be more inclusive of low- tuition slowly erodes the value of their Pell grant. Funds income students will also help address issues of that were once available for other college costs, which Bridge to Completion 2020 33 will also continue to rise, will be consumed to cover the The Mayor’s Office, NSCC, and tuition. The result will be an increased net price. In all community partners should sustain, fairness, low-income students deserve as much financial support as any other student. evaluate, and build on the early successes of Nashville GRAD. Students from low-income families attending The state of Tennessee should establish community colleges do not benefit from last-dollar free tuition equity for undocumented college programs designed to cover only the cost of students. tuition. Nashville GRAD provides both funding for basic needs and additional student support services designed As we’ve stated in each previous report, tuition equity to improve persistence and completion. The program is for undocumented students would dramatically administered by the Nashville State Community College increase the district’s college-going rate. “While these Foundation and is funded by Metro Nashville and local students cannot be denied admission to postsecondary corporations.xxxvi institutions based on their documentation status, undocumented students are ineligible for federal and While still in its infancy, Nashville GRAD has already state financial aid, including federal student loans, and celebrated several successes, providing an opportunity are charged as international or out-of-state students to evaluate the program and further strengthen its xxxiii by public institutions in Tennessee.” Seventeen states reach and effectiveness. Did the program lead to now provide in-state tuition, and California, Delaware, increased enrollment? Did the academic counseling Maryland, Oregon, Rhode Island, and Washington also lead to increased academic performance? Are xxxiv provide promise dollars for undocumented students. participating students retained at higher rates than The annual cost of attending a community college such their peers? Outcomes should be shared with all as NSCC is over $16,500 alone, an impossible hurdle for stakeholders, and any necessary modifications could be xxxv most students. made prior to the 2020–2021 academic year.

RECOMMENDATION 2: Address systemic inequities that inhibit low-income and students of color from graduating ready to pursue postsecondary opportunities.

MNPS should prioritize and incentivize MNPS should build systems and stable networks of adults in high-needs structures that provide equitable schools. access to advanced course offerings The best strategy for improving the postsecondary and early postsecondary opportunities opportunities for MNPS students lies in building and and employ automatic enrollment in sustaining strong adult networks with strategies advanced courses beginning in middle targeting the population of students who do not attend school to encourage a diversity of college currently – low-income students, students of students to participate. color, and first-generation students. This begins with providing all students equitable access to resources. As noted in the 2019 Bridge to Completion report, the Teacher vacancies and staff retention, particularly offering of advanced academic courses and early for high-needs schools, take priority. There isn’t an postsecondary opportunities is not equally distributed xxxvii initiative, program, or policy that will sustain with a weak among MNPS high schools. Students across MNPS infrastructure. should have the opportunity to receive similar levels of 34 Bridge to Completion 2020

academic opportunity and preparation, regardless of MNPS and the Mayor’s Office should which school they attend. adopt and operationalize college Additionally, as recommended in the 2019 Bridge to completion as a metric of success for Completion report, each EPSO offered in MNPS should the city. have a clear, standardized articulation process to MNPS should create an Office of College Success. postsecondary. The current system remains difficult The Office of College Success would reside in the for students to navigate and can cause students to district’s central office and create accountability around miss opportunities to lower the cost of postsecondary college-going and completion. Working to create aspirations. coherence among a variety of departments, programs, and initiatives, this office would spearhead efforts to stabilize postsecondary preparation services and create The Mayor’s Office should assess how a postsecondary counseling trajectory beginning in existing city structures, programs, middle school. The office would also be responsible for and systems perpetuate inequities tracking and reporting on college access and success that prevent low-income students and communicating the district’s college-going strategy. and students of color from accessing The mayor should adopt a college completion goal for postsecondary opportunities. the city of Nashville. As stated in previous reports, community infrastructure Similar to other citywide initiatives like Louisville, Ky.’s issues such as housing and transportation play a key 55,000 Degrees, the goal should “create and support role in the success of college access and completion. a culture of college-going and completion, use the For example, as opposed to a 10-minute car ride, it business community’s unique points of leverage to takes 76 minutes to travel from Cane Ridge High School accelerate attainment, help prepare students for college to NSCC Southeast Campus at Hickory Hollow using and career success, make postsecondary education public transit. College completion should always play accessible and affordable, and increase educational a role in strategic decision-making, and the Mayor’s persistence, performance, and progress,” for current xxxviii Office is in a unique position to focus on college success residents. for our students and all of Nashville’s residents. Bridge to Completion 2020 35

MNPS High School Profiles 36 Bridge to Completion 2020

Antioch High School

1,934 College-Going Rate Over Time STUDENTS (2018-19 School Year) 70%

60% 64% 64% 61% 61% 63% 62% 61% 63% 59% 58% 38.9% 50% 57% 48% Economically Disadvantaged 40%

30% 62% 20% ESTIMATED 10%10%

Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

Antioch HS MNPS Tennessee 19.6% English Learners

Class of 2018 College Enrollment by Race 36.4% and Ethnicity Black or African American 80%80%

70%70% 75% 36.5% 60%60% Hispanic or Latinx 50%50% School Average 53% 40%40% 45% 17.7 30%30% Average ACT Composite 20%20% 30% 10%10%

0%0% Asian BlackBlack or African HispanicHispanic or WhiteWhite 28% American orLatinx Latinx College Completion Rate Bridge to Completion 2020 37

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 87% 85% 85% 85% 90%90% 87% 86% 84% 82% 80%80% 84% 75% 72% 75% 69% 24% 70% 70% 72% 34% 60%60% 64% 50%50% 60% 60% 5% 40%40% 30%30% 6% 20%20% 9% 10% 22% 0% 2013 2014 2015 2016 2017 MTSUM TSU NashvilleNashville State State AntiochAntioch HS HS2-Year 2-Year Antioch HSHS 4-Year 4-Year UTUT Knoxville Knoxville TSUTSU SimilarSimilar Schools Schools 2-Year 2-Year Similar Schools Schools 4-Year 4-Year MotlowMotlow State State OtherOther

Class of 2017 College Enrollment and Persistence 1. MTSU (72) 2. Nashville State (48)

450450 3. UT Knoxville (20)

400400 4. TSU (13)

350350 5. Motlow State (10) 420 300300 6. Lipscomb (8)

250250 7. Austin Peay (6) 200200 245 8. Trevecca (6) 150 194 9. UT Chattanooga (4) 100 75% Persistence Rate 10. Western Kentucky (4) 50 50 Other (23) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in YearYear 2 2 38 Bridge to Completion 2020

Cane Ridge High School

1,727 College-Going Rate Over Time STUDENTS (2018-19 School Year) 70%

60% 64% 62% 63% 64% 63% 61% 59% 61% 61% 61% 50% 57% 36.5% 52% Economically Disadvantaged 40%40%

30% 58% 20% ESTIMATED 10%10%

Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

CaneCane Ridge HSHS MNPSMNPS TennesseeTennessee 19.6% English Learners

Class of 2018 College Enrollment by Race 39.3% and Ethnicity Black or African American 70%80%

60%70%

34.2% 60% School Average 61% 50% Hispanic or Latinx 50% 52% 40% 48% 40% 30% 30% 17.4 31% 20% Average ACT Composite 20% 10%10%

0%0% Asian BlackBlack or African HispanicHispanic or WhiteWhite 22% American orLatinx Latinx College Completion Rate Bridge to Completion 2020 39

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 87% 90%90% 87% 87% 86% 84% 86% 87% 80%80% 82% 84% 70% 72% 71% 24% 70%70% 72% 71% 69% 34% 60%60% 65% 61% 62% 50%50%

40%40% 30% 30% 22% 3% 20%20% 5% 10% 12% 0%0% 20132013 2014 2015 2016 2017 NashvilleNashville State State MMTSU TSU CaneCane Ridge Ridge HS HS 2-Year 2-Year Cane Ridge Ridge HS HS 4-Year 4-Year TSUTSU UTUT Knoxville SimilarSimilar Schools Schools 2-Year 2-Year Similar SchoolsSchools 4-Year 4-Year VolVol State State OtherOther

Class of 2017 College Enrollment and Persistence 1. Nashville State (51) 2. MTSU (46) 3. TSU (25) 400400 4. UT Knoxville (10) 350350 5. Vol State (7) 300300 349 6. Western Kentucky (7) 250250 7. Austin Peay (6) 200200 210 8. Memphis (6) 150 160 9. Cumberland (4) 100 76% Persistence Rate 10. Motlow (4) 5050 Other (46) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 40 Bridge to Completion 2020

East Nashville High School

710 College-Going Rate Over Time STUDENTS (2018-19 School Year) 90% 80% 70% 79% 60% 38.6% 64% 64% 64% 64% 63% 61% 63% 61% 63% Economically Disadvantaged 50% 59% 57% 40% 30% 62% 20% ESTIMATED 10%10% Students Eligible for Free 0%0% and Reduced Lunch 20152015 2016 2017 20182018

East NashvilleEast HS HS MNPSMNPS TennesseeTennessee 0.1% English Learners

Class of 2018 College Enrollment by Race 92% and Ethnicity Black or African American School Average 80%80%

70%70% 78% 80%

2.4% 60%60% Hispanic or Latinx 50%50% 40% 40% 30% 18.3 30% Average ACT Composite 20% 20% 10% 10% 0% 0% Black or African White 31% Black orAmerican African American White College Completion Rate Bridge to Completion 2020 41

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 87% 86% 90%90% 87% 86%83% 85% 85% 80%80% 80% 75% 72% 84% 17% 75% 69% 70% 70% 72% 60%60% 64% 39% 60% 50%50% 56% 17% 40%40% 30% 20% 6% 13% 10%10% 8% 0% 2013 2014 2015 2016 2017 Nashville State State TSUTSU EastEast HS HS 2-Year 2-Year EastEast HSHS 4-Year 4-Year Austin Peay Peay MMTSU TSU SimilarSimilar Schools Schools 2-Year 2-Year SimilarSimilar Schools Schools 4-Year 4-Year UT ChattanoogaChattanooga OtherOther

Class of 2017 College Enrollment and Persistence 1. Nashville State (21) 2. TSU (21)

160 3. Austin Peay (17) 4. MTSU (10) 140 5. UT Chattanooga (8) 120120 150 6. Vol State (6) 100 7. Fisk (5) 80 112 8. Memphis (5) 60 83 9. UT Knoxville (5) 4040 74% Persistence Rate 10. Western Kentucky (5) 20 Other (23) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 42 Bridge to Completion 2020

Glencliff High School

1,162 College-Going Rate Over Time STUDENTS (2018-19 School Year) 70%

60% 60% 64% 63% 64% 63% 59% 61% 61% 50% 57% 52% 46.4% 48% Economically Disadvantaged 40% 44% 42% 30% 74% 20% ESTIMATED 10%10%

Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

GlencliffGlencliff HSHS MNPSMNPS TennesseeTennessee 35.5% English Learners

Class of 2018 College Enrollment by Race 21.9% and Ethnicity Black or African American 50%50% 45%45% 47% 53.9% 40%40% School Average 35%35% Hispanic or Latinx 38% 30%30% 35% 25%25% 32% 20%20% 16.8 15% Average ACT Composite 10% 5% 0%0% Asian BlackBlack or African HispanicHispanic or WhiteWhite 20% American orLatinx Latinx College Completion Rate Bridge to Completion 2020 43

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 87% 90%90% 87% 86% 84% 80%80% 80% 75% 80% 82% 81% 19% 70% 70% 72% 72% 69% 60%60% 69% 37% 64% 60% 6% 50%50% 56% 52% 40%40% 7% 30% 20% 12% 10%10% 19% 0% 2013 2014 2015 2016 2017 NashvilleNashville State State MMTSU TSU GlencliffGlencliff HS HS 2-Year 2-Year GlencliffGlencliff HS HS 4-Year 4-Year Lipscomb Trevecca SimilarSimilar Schools Schools 2-Year 2-Year SimilarSimilar Schools Schools 4-Year 4-Year Lipscomb Trevecca TCATTCAT-Nashville Nashville OtherOther

Class of 2017 College Enrollment and Persistence 1. Nashville State (42) 2. MTSU (21)

300300 3. Lipscomb (13) 4. Trevecca (8) 250250 5. TCAT Nashville (7) 281 200200 6. TSU (5) 7. Cumberland (2) 150150 8. Tennessee Tech (2) 100100 115 9. UT Knoxville (2) 78 10. Austin Peay (1) 5050 68% Persistence Rate Other (10) 00 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 44 Bridge to Completion 2020

Hillsboro High School

1,211 College-Going Rate Over Time STUDENTS (2018-19 School Year) 90% 80% 79% 70% 76% 75% 60% 28.7% 67% 64% 64% 61% 63% 61% 63% Economically Disadvantaged 50% 59% 57% 40% 30% 46% 20% ESTIMATED 10%10% Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

HillsboroHillsboro HS HS MNPSMNPS TennesseeTennessee 1.4% English Learners

Class of 2018 College Enrollment by Race 52.2% and Ethnicity Black or African American 90% 80% School Average 6.1% 70% 79% Hispanic or Latinx 60% 50% 62% 54% 40% 20.7 30% Average ACT Composite 20%

10%10% 0% BlackBlack or African HispanicHispanic or Latinx WhiteWhite 38% American or Latinx College Completion Rate Bridge to Completion 2020 45

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 90% 89% 90%90% 87% 86% 85% 80%80% 82% 87% 84% 72% 83% 21% 70%70% 70% 72% 69% 60%60% 67% 68% 50%50% 51% 10% 40%40% 48% 48% 30%30% 40% 8% 20%20% 6% 10% 4% 0%0% 2013 2014 2015 2016 2017 Nashville State State UTUT KnoxvilleKnoxville HillsboroHillsboro HS HS2-Year 2-Year Hillsboro HSHS 4-Year 4-Year MMTSU TSU UTUT ChattanoogaChattanooga SimilarSimilar Schools Schools 2-Year 2-Year Similar Schools Schools 4-Year 4-Year Belmont OtherOther

Class of 2017 College Enrollment and Persistence 1. Nashville State (37) 2. UT Knoxville (18)

350350 3. MTSU (15) 4. UT Chattanooga (10) 300300 5. Belmont (8) 250250 294 6. TSU (7) 200200 7. Columbia State (5) 221 150 8. Cumberland (4) 169 100 9. Pace University (4) 76% Persistence Rate 10. Tennessee Tech (4) 50 Other (67) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 46 Bridge to Completion 2020

Hillwood High School

1,105 College-Going Rate Over Time STUDENTS (2018-19 School Year) 70%

60% 67% 66% 67% 64% 64% 63% 64% 63% 59% 61% 61% 35.9% 50% 57% Economically Disadvantaged 40%

30% 57% 20% ESTIMATED 10%10%

Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

HillwoodHillwood HS MNPSMNPS TennesseeTennessee 8.9% English Learners

Class of 2018 College Enrollment by Race 33.8% and Ethnicity Black or African American 80%80%

70%70% 79% School Average 16.1% 60%60% Hispanic or Latinx 62% 50%50% 61% 52% 40%40% 19.7 30%30% Average ACT Composite 20%20% 10%10%

0%0% Asian BlackBlack or African HispanicHispanic or WhiteWhite 23% American orLatinx Latinx College Completion Rate Bridge to Completion 2020 47

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 87% 90%90% 87% 86% 84% 81% 80%80% 77% 84% 75% 72% 72% 81% 29% 70%70% 71% 69% 35% 70% 72% 60%60% 67% 50%50% 58% 40%40% 44% 30%30% 4% 16% 20%20% 5% 11% 10% 0%0% 20132013 2014 2015 2016 2017 Nashville State M TSU NashvilleUT Knoxville State TSUMTSU HillwoodHillwood HS HS 2-Year 2-Year Hillwood HSHS 4-Year 4-Year UTBelmont Knoxville OtherTSU SimilarSimilar Schools Schools 2-Year 2-Year Similar SchoolsSchools 4-Year 4-Year Belmont Other

Class of 2017 College Enrollment and Persistence 1. Nashville State (41) 2. MTSU (23)

250250 3. UT Knoxville (16) 4. TSU (7) 200200 5. Belmont (6) 215 6. Austin Peay (5) 150 7. Lipscomb (5) 8. UT Chattanooga (4) 100 129 9. Watkins (3) 81 50 63% Persistence Rate 10. Western Kentucky (3) Other (30) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 48 Bridge to Completion 2020

Hume-Fogg High School

903 College-Going Rate Over Time STUDENTS (2018-19 School Year) 100%100% 90% 92% 80% 89% 91% 88% 7.3% 70%70% Economically Disadvantaged 60% 64% 61% 63% 61% 64% 63% 50% 59% 57% 40% 30% 12% 20%20% ESTIMATED 10%10% Students Eligible for Free 0%0% and Reduced Lunch 2015 2016 2017 20182018

Hume-FoggHume-Fogg HS HS MNPSMNPS TennesseeTennessee 0% English Learners

Class of 2018 College Enrollment by Race 23.7% and Ethnicity Black or African American 100%100% School Average 95% 80% 88% 89% 6.6% 84% Hispanic or Latinx 60% 28.5 40%

Average ACT Composite 20%

0% AsianAsian BlackBlack or African HispanicHispanic or WhiteWhite 77% American orLatinx Latinx College Completion Rate Bridge to Completion 2020 49

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

120%

97% 100% 100% 100% 95% 96% 95% 98% 95% 13% 88% 95% 95% 94% 80%80% 6% 76% 80% 79% 79% 6% 60%60% 70% 64% 5% 40%40% 65% 5%

20%20%

0% 2013 2014 2015 2016 2017 UT KnoxvilleKnoxville BelmontBelmont Hume-Fogg HS 2-Year Hume-Fogg HS 4-Year Hume-Fogg HS 2-Year Hume-Fogg HS 4-Year MTSU Nashville State Similar Schools 2-Year Similar Schools 4-Year M TSU Nashville State Similar Schools 2-Year Similar Schools 4-Year UT ChattanoogaChattanooga OtherOther

Class of 2017 College Enrollment and Persistence 1. UT Knoxville (24) 2. Belmont (11)

230 3. MTSU (11) 4. Nashville State (10) 225 5. UT Chattanooga (10)

220 225 6. Memphis (8) 7. Rhodes (7) 215215 8. Tennessee Tech (7) 210 210 211 9. ETSU (5) 10. Lipscomb (5) 205 97% Persistence Rate 204 Other (93) 200200 GraduatesGraduates EnrolledEnrolled in College Enrolled inin YearYear 2 2 50 Bridge to Completion 2020

Hunters Lane High School

1,325 College-Going Rate Over Time STUDENTS (2018-19 School Year) 70%

60% 64% 63% 64% 63% 59% 61% 61% 52.4% 50% 57% Economically Disadvantaged 40% 45% 42% 39% 38% 30% 84% 20% ESTIMATED 10%10%

Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

HuntersHunters Lane Lane HS HS MNPSMNPS TennesseeTennessee 17.5% English Learners

Class of 2018 College Enrollment by Race 46.3% and Ethnicity Black or African American 50%50%

36.5% 40%40% Hispanic or Latinx 39% School Average 30%30%

20%20% 26% 16.2 21% Average ACT Composite 10%10%

0%0% BlackBlack or African HispanicHispanic or Latinx WhiteWhite 14% AmericanAmerican or Latinx College Completion Rate Bridge to Completion 2020 51

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 87% 87% 90%90% 86% 84% 80%80% 80% 73% 71% 69% 70% 78% 29% 70% 72% 72% 33% 60%60% 60% 50%50% 53% 55% 40%40% 46% 39% 30% 34% 8% 20% 8% 14% 10%10% 8% 0% 2013 2014 2015 2016 2017 VolVol State State NashvilleNashville State State HuntersHunters Lane Lane HS HS 2-Year 2-Year Hunters LaneLane HS HS 4-Year 4-Year AustinAustin Peay Peay TCAT-NashvilleTCAT Nashville SimilarSimilar Schools Schools 2-Year 2-Year Similar Schools Schools 4-Year 4-Year TSUTSU OtherOther

Class of 2017 College Enrollment and Persistence 1. Vol State (46) 2. Nashville State (20)

350350 3. Austin Peay (12) 4. TCAT Nashville (12) 300300 5. TSU (11) 250250 324 6. MTSU (9) 200200 7. Lane (6)

150 8. Colorado State (4) 138 9. Trevecca (3) 100 60% Persistence Rate 83 10. UT Martin (3) 50 Other (17) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 52 Bridge to Completion 2020

John Overton High School

1,945 College-Going Rate Over Time STUDENTS (2018-19 School Year) 70%

60% 60% 64% 64% 61% 61% 63% 61% 61% 63% 59% 58% 57% 38.8% 50% 54% Economically Disadvantaged 40%

30% 62% 20% ESTIMATED 10%10%

Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

JohnOve Overton rton HS HS MNPSMNPS TennesseeTennessee 25.8% English Learners

Class of 2018 College Enrollment by Race 19.6% and Ethnicity Black or African American 70%70%

60%60% School Average 38.6% 60% 50%50% 59% Hispanic or Latinx 54% 40%40%

30%30% 18.3 31% 20%20% Average ACT Composite 10%10%

0%0% Asian BlackBlack or African HispanicHispanic or WhiteWhite 30% American orLatinx Latinx College Completion Rate Bridge to Completion 2020 53

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 92% 92% 89% 90%90% 87% 85% 87% 80%80% 87% 86% 84% 78% 72% 72% 70% 75% 78% 70% 71% 69% 60% 60% 64% 50%50% 40%40% 30% 20% 10%10% 0% 2013 2014 2015 2016 2017 Nashville State MTSU JohnOverton Overton HS HS 2-Year 2-Year OvertonJohn Overton HS 4-Year HS 4-Year Columbia State UT Knoxville SimilarSimilar Schools Schools 2-Year 2-Year SimilarSimilar Schools Schools 4-Year 4-Year Tennessee Tech Other

Class of 2017 College Enrollment and Persistence 1. Nashville State (71) 2. MTSU (48)

450450 3. Columbia State (18)

400400 4. UT Knoxville (16)

350350 5. Tennessee Tech (12) 425 300300 6. Trevecca (9)

250250 7. Lipscomb (8) 200200 245 8. UT Chattanooga (7) 150 207 9. TCAT Nashville (6) 84% Persistence Rate 100 10. TSU (5) 50 50 Other (47) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 54 Bridge to Completion 2020

KIPP Nashville High School

387 College-Going Rate Over Time STUDENTS (2018-19 School Year) 90% 80% 70% 80% 50.1% 60% 64% 61% 63% 61% 64% 63% Economically Disadvantaged 50% 59% 57% 40% 30% 80% 20% ESTIMATED 10%10% Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

KIPPKIPP HS MNPSMNPS TennesseeTennessee 7% English Learners

Class of 2018 College Enrollment by Race 67.4% and Ethnicity Black or African American 90%90%

80%80% School Average 70% 27.9% 70% 80% 60% Hispanic or Latinx 60% 50% 64% 50% 40% 40% 22.3 30% 30% Average ACT Composite 20% 20%10%

10%0% N/A 0% Black or African Hispanic Black orAmerican African American Hispanicor Latinx or Latinx College Completion Rate Bridge to Completion 2020 55

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

20% No graduates in 2017 from KIPP to measure persistence. 29%

16% 7% 7% 7% 14%

MTSU UT Knoxville EastM TSUMississippi Berea College CommunityUT Knoxville College FiskEast Mississippi Comm.Tennessee College Tech OtherBerea College Fisk Class of 2017 College Enrollment and Persistence 1. MTSU (9) 2. UT Knoxville (7) 3. East Mississippi Comm. College (6) 4. Berea College (3) 5. Fisk (3) No graduates in 2017 from KIPP to measure persistence. 6. Tennessee Tech (3) 7. Vanderbilt (2) 8. Austin Peay (1) 9. Cumberland (1) 10. Duke (1) Other (8) 56 Bridge to Completion 2020

LEAD Academy High School

445 College-Going Rate Over Time STUDENTS (2018-19 School Year)

100%100% 90%90% 80%80% 87% 87% 81% 49% 70%70% 76% Economically Disadvantaged 60%60% 64% 61% 63% 61% 64% 63% 50%50% 59% 57% 40%40% 30%30% 78% 20%20% ESTIMATED 10% Students Eligible for Free 0%0% and Reduced Lunch 20152015 20162016 2017 2018

LEADLEAD Academy Academy MNPSMNPS TennesseeTennessee 18.9% English Learners

Class of 2018 College Enrollment by Race 44.5% and Ethnicity Black or African American

42.2% LEAD Academy college enrollment data by race Hispanic or Latinx and ethnicity did not include multiple categories; racial and ethnic group data was suppressed due to low student counts. 18.7 Average ACT Composite N/A College Completion Rate Bridge to Completion 2020 57

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 87% 89% 90% 88% 80%80% 77% 73% 73% 70% 29% 68% 35% 73% 70% 60% 55% 50%50% 57% 40%40% 8% 30% 33% 5% 20% 5% 8% 5% 5% 10%10% 0% 20142014 2015 20162016 NashvilleNashville State State MMTSU TSU LEADLEAD Academy Academy 2-Year 2-Year LEADLEAD Academy Academy 4-Year 4-Year UTUT Knoxville Knoxville AustinAustin Peay Peay SimilarSimilar Schools Schools 2-Year 2-Year SimilarSimilar Schools Schools 4-Year 4-Year Belmont Cumberland Belmont Cumberland Lipscomb Other Lipscomb Other

Class of 2016 College Enrollment and Persistence 1. Nashville State (11) 2. MTSU (3)

4040 3. UT Knoxville (3) 4. Austin Peay (2) 5. Belmont (2) 30 38 6. Cumberland (2) 32 7. Lipscomb (2) 20 8. Alabama A&M (1) 19 59% Persistence Rate 9. Centre College (1) 1010 10. Clark Atlanta (1) Other (10) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 58 Bridge to Completion 2020

Maplewood High School

765 College-Going Rate Over Time STUDENTS (2018-19 School Year) 70%

60% 64% 63% 64% 63% 59% 61% 61% 65% 50% 57% 48% 50% Economically Disadvantaged 40% 45%

30% 35% 104% 20% ESTIMATED 10%10%

Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

MaplewoodMaplewood HS HS MNPSMNPS TennesseeTennessee 14.6% English Learners

Class of 2018 College Enrollment by Race 73.1% and Ethnicity Black or African American 35%35% School Average 18.2% 30%30% 33% 25%25% Hispanic or Latinx 28% 20%20% 21% 15.6 15%15% 10%10% Average ACT Composite 5%5%

0%0% BlackBlack or African HispanicHispanic or Latinx WhiteWhite 8% American or Latinx College Completion Rate Bridge to Completion 2020 59

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

90%90% 84% 84% 84% 83% 80%80% 73% 70% 71% 70% 70% 18% 69% 60%60% 68% 68% 30% 63% 51% 50%50% 43% 8% 40%40% 37% 33% 32% 30%30% 25% 13% 20% 17% 10% 10% 14% 0% 2013 2014 2015 2016 2017 NashvilleNashville State State VolVol State State MaplewoodMaplewood HS HS 2-Year 2-Year Maplewood HS HS 4-Year 4-Year Belmont MTSU SimilarSimilar Schools Schools 2-Year 2-Year Similar Schools Schools 4-Year 4-Year Belmont M TSU TSUTSU OtherOther

Class of 2017 College Enrollment and Persistence 1. Nashville State (19) 2. Vol State (11)

250250 3. Belmont (9) 4. MTSU (8) 200200 5. TSU (5) 223 6. Austin Peay (2) 150 7. Roane State (2) 8. Bethel (1) 100 100 9. Chattanooga State (1) 50 51% Persistence Rate 10. ETSU (1) 51 Other (5) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 60 Bridge to Completion 2020

Martin Luther King Jr. High School

1,269 College-Going Rate Over Time STUDENTS (2018-19 School Year)

100%100% 90%90% 96% 94% 93% 80%80% 91% 12.3% 70%70% Economically Disadvantaged 60%60% 64% 61% 63% 61% 64% 63% 50%50% 59% 57% 40% 30%30% 20% 20%20% ESTIMATED 10%10% Students Eligible for Free 0%0% and Reduced Lunch 20152015 20162016 20172017 20182018

MLKMLK HS MNPSMNPS TennesseeTennessee 0% English Learners

Class of 2018 College Enrollment by Race 42.2% and Ethnicity Black or African American 96% School Average 94% 6.9% 94% 95% Hispanic or Latinx 92% 92% 90%

27.4 88% Average ACT Composite 88% 88% 86%

84% Asian BlackBlack or African HispanicHispanic or WhiteWhite 75% American orLatinx Latinx College Completion Rate Bridge to Completion 2020 61

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

120%100% 90% 98% 100% 100% 95% 96% 95% 11% 80% 93% 95% 93% 95% 70% 83% 92% 9% 80% 88% 60% 80% 79% 79% 80% 50%60% 8% 50% 40% 57% 30%40% 50% 8% 20% 20% 7% 10%

0% UT Knoxville Memphis 2013 2014 2015 2016 2017 UTUT KnoxvilleChattanooga MemphisLipscomb MLK HS 2-Year MLK HS 4-Year MLK 2 -Yea r MLK 4 -Yea r UTM TSUChattanooga LipscombOther Similar Schools 2-Year Similar Schools 4-Year Similar Schools 2-Year Similar Schools 4-Year MTSU Other

Class of 2017 College Enrollment and Persistence 1. UT Knoxville (25) 2. Memphis (21)

240240 3. UT Chattanooga (18) 235 4. Lipscomb (17) 230230 5. MTSU (15) 225 237 225 6. TSU (14) 220 7. Tennessee Tech (13) 215215 224 8. Belmont (9) 210210 9. Vanderbilt (9) 205205 207 200200 92% Persistence Rate 10. Trevecca (6) 195195 Other (77) 190 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 62 Bridge to Completion 2020

McGavock High School

2,295 College-Going Rate Over Time STUDENTS (2018-19 School Year) 70%

60% 60% 64% 64% 61% 63% 61% 63% 63% 59% 59% 58% 59% 40.7% 50% 57% Economically Disadvantaged 40%

30% 65% 20% ESTIMATED 10%10%

Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

McGavock HS HS MNPSMNPS TennesseeTennessee 5.9% English Learners

Class of 2018 College Enrollment by Race 40.2% and Ethnicity Black or African American 80%80%

70%70% School Average 17.9% 60%60% 67% Hispanic or Latinx 64% 50%50% 56% 40%40% 51% 19.3 30%30% Average ACT Composite 20%20% 10%10%

0%0% Asian BlackBlack or African HispanicHispanic or WhiteWhite 20% American orLatinx Latinx College Completion Rate Bridge to Completion 2020 63

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 87% 90%90% 87% 87% 86% 78% 77% 78% 80%80% 76% 75% 24% 70% 70%70% 30% 72% 72% 71% 60%60% 65% 59% 50%50% 50% 50% 40%40% 39% 30%30% 4% 21% 20%20% 4% 4% 10% 5% 8% 0% 2013 2014 2015 2016 2017 Vol State Nashville State McGavockMcGav ock HS HS 2-Year 2-Year McGavMcGavock ock HS HS 4-Year 4-Year MTSU Austin Peay SimilarSimilar Schools Schools 2-Year 2-Year SimilarSimilar Schools Schools 4-Year 4-Year CumberlandVol State Other Nashville State M TSU Austin Peay Class of 2017 College Enrollment Cumberland and Persistence 1. Vol StateTennessee (63) Tech Western Kentucky 2. Nashville State (54)

450450 3. MTSU (20)

400400 4. Austin Peay (12)

350350 5. Cumberland (11)

300300 392 6. Tennessee Tech (11)

250250 7. Western Kentucky (11)

200200 226 8. UT Knoxville (8) 150 9. ETSU (7) 141 100 62% Persistence Rate 10. Lipscomb (7) 50 50 Other (57) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 64 Bridge to Completion 2020

Middle College High School

129 College-Going Rate Over Time STUDENTS (2018-19 School Year) 90% 80% 81% 81% 70% 71% 60% 22.5% 67% 64% 64% 61% 63% 61% 63% Economically Disadvantaged 50% 59% 57% 40% 30% 36% 20% ESTIMATED 10%10% Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

MiddleMiddle College College HS HS MNPSMNPS TennesseeTennessee 2.3% English Learners

Class of 2018 College Enrollment by Race 36.4% and Ethnicity Black or African American 100%100% 90%90% School Average 80%80% 36.5% 86% Hispanic or Latinx 70%70% 60%60%

50%50% 62% 21.8 40%40% Average ACT Composite 30%30% 20%20% 10%10% 47% 0% Black or African White Black or AmericanAfrican American White College Completion Rate Bridge to Completion 2020 65

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100%120%

90% 100% 100% 94% 80% 88% 13% 87% 87% 86% 86% 23% 70% 86% 80% 76% 7% 78% 72% 73% 60% 64% 72% 75% 50%60% 70% 70% 7% 62% 40% 13% 40% 7% 30% 20% 7% 20% 13% 10% 10%

0% 2013 2014 2015 2016 2017 Nashville State MTSU Middle College HS HS 2-Year 2-Year MiddleMiddle CollegeCollege HS HS 4-Year 4-Year NashvilleTrevecca State MUT TSU Knoxville Similar Schools 2-Year 2-Year SimilarSimilar Schools Schools 4-Year 4-Year TreveccaBelmont UTFisk Knoxville Belmont Fisk UTUT Chattanooga VolVol StateState OtherOther Class of 2017 College Enrollment and Persistence 1. Nashville State (7) 2. MTSU (4) 50 3. Trevecca (4)

4040 4. UT Knoxville (3) 46 5. Belmont (2) 30 6. Fisk (2) 36 7. UT Chattanooga (2) 20 30 8. Vol State (2) 83% Persistence Rate 1010 9. Florida International (1) 10. Motlow State (1) 0 Other (2) GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 66 Bridge to Completion 2020

Nashville Big Picture High School

129 College-Going Rate Over Time STUDENTS (2018-19 School Year) 90% 80% 84% 70% 72% 72% 39.5% 60% 64% 61% 61% 63% 61% 64% 63% Economically Disadvantaged 50% 59% 57% 40% 30% 63% 20% ESTIMATED 10%10% Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

NashvilleNashville Big BigPicture Picture HS HS MNPSMNPS TennesseeTennessee 1.6% English Learners

Class of 2018 College Enrollment by Race 65.1% and Ethnicity Black or African American

12.1% Nashville Big Picture college enrollment data Hispanic or Latinx by race and ethnicity did not include multiple categories; racial and ethnic group data was suppressed due to low student counts. N/A Average ACT Composite 8% College Completion Rate Bridge to Completion 2020 67

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100%120% 90% 100% 100% 80% 87% 87% 87% 86% 86% 23% 70% 29% 80% 75% 72% 72% 75% 60% 70% 71% 71% 50%60% 67% 67% 60% 40% 57% 10% 40% 30% 42% 20% 20% 14% 24% 10% 0% 2013 2014 2015 2016 2017 AustinAustin Peay Peay NashvilleNashville State State NashvilleBig Big Picture Picture HS HS 2-Year 2-Year BigNashville Picture Big HS Picture4-Year HS 4-Year Vol State Trevecca Similar SchoolsSimilar 2-YearSchools 2-Year SimilarSimilar Schools Schools 4-Year 4-Year Vol State Trevecca OtherOther

Class of 2017 College Enrollment and Persistence 1. Austin Peay (6) 2. Nashville State (5)

35 3. Vol State (3) 4. Trevecca (2) 30 5. Lipscomb (1) 25 32 6. Spelman (1) 20 7. TCAT-Nashville (1) 23 1515 8. TSU (1) 18 1010 9. Univ. of Pittsburgh (1) 78% Persistence Rate 10. N/A 5

0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 68 Bridge to Completion 2020

Nashville School of the Arts

554 College-Going Rate Over Time STUDENTS (2018-19 School Year)

90% 80% 70% 77% 78% 73% 73% 17.7% 60% 64% 61% 63% 61% 64% 63% Economically Disadvantaged 50% 59% 57% 40% 30% 28% 20% ESTIMATED 10%10% Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

Nashville SchoolNSA HSof the ArtsMNPS MNPSTennesseeTennessee 0.4% English Learners

Class of 2018 College Enrollment by Race 36.5% and Ethnicity Black or African American School Average 80%80%

70% 70% 76% 76% 8.5% 60%60% Hispanic or Latinx 50%50%

40%40% 21.1 30%30% Average ACT Composite 20%20%

10%10%

0%0% BlackBlack or African or African American WhiteWhite 40% American College Completion Rate Bridge to Completion 2020 69

Nashville School of the Arts

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 95% 100% 94% 94% 94% 94% 90% 87% 90% 92% 83% 81% 80%80% 77% 87% 17% 77% 70%70% 76% 77% 76% 60%60% 68% 50%50% 57% 49% 13% 40%40% 48% 30%30% 9% 20%20% 8% 10% 4% 0% 2013 2014 2015 2016 2017 NashvilleNashville State State MMTSU TSU NSANSA HS 2-Year2-Year NSA 4-YearHS 4-Year MemphisMemphis AustinAustin Peay Peay SimilarSimilar Schools Schools 2-Year 2-Year SimilarSimilar Schools Schools 4-Year 4-Year BelmontBelmont OtherOther

Class of 2017 College Enrollment and Persistence 1. Nashville State (17) 2. MTSU (13)

160 3. Memphis (9) 4. Austin Peay (8) 140 5. Belmont (4) 120120 139 6. Clark Atlanta (3) 100 7. TSU (3) 80 102 8. Sewanee (3) 60 78 9. UT Chattanooga (3) 4040 76% Persistence Rate 10. Academy of Art (2) 20 Other (33) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 70 Bridge to Completion 2020

Pearl-Cohn High School

593 College-Going Rate Over Time STUDENTS (2018-19 School Year) 70%

60% 64% 63% 64% 63% 59% 61% 61% 50% 57% 73% 51% 51% Economically Disadvantaged 40% 47% 43% 30% 117% 20% ESTIMATED 10%10%

Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

PearPearl-Cohn l-Cohn HS HS MNPSMNPS TennesseeTennessee 2.2% English Learners

Class of 2018 College Enrollment by Race 94% and Ethnicity Black or African American

3.5% Pearl-Cohn college enrollment data by race and Hispanic or Latinx ethnicity did not include multiple categories; racial and ethnic group data was suppressed due to low student counts. 15.6 Average ACT Composite 14% College Completion Rate Bridge to Completion 2020 71

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

90% 84% 84% 83% 84% 80% 71% 80% 71% 69% 70% 70% 69% 60% 60% 68% 66% 30% 36% 50% 47% 40%40%

30% 31% 34% 20% 28% 10% 24% 7% 10%10% 7% 10% 0% 2013 2014 2015 2016 2017 NashvilleNashville State State TSUTSU Pearl-Cohn HS 2-Year Pearl-Cohn HS 4-Year Pear l-Cohn HS 2-Year Pear l-Cohn HS 4-Year Trevecca Belmont Similar Schools 2-Year Similar Schools 4-Year Trevecca Belmont Similar Schools 2-Year Similar Schools 4-Year VolVol State State OtherOther

Class of 2017 College Enrollment and Persistence 1. Nashville State (22) 2. TSU (7)

160 3. Trevecca (7) 4. Belmont (5) 140 5. Vol State (5) 120 143 6. MTSU (4) 100 7. Austin Peay (3) 8080 8. TCAT Nashville (3) 6060 63 9. Western Kentucky (3) 4040 51% Persistence Rate 10. Memphis (2) 20 32 Other (11) 0 GraduatesGraduates EnrolledEnrolled in College Enrolled inin YearYear 2 2 72 Bridge to Completion 2020

Stratford High School

1,006 College-Going Rate Over Time STUDENTS (2018-19 School Year) 70%

60% 64% 63% 64% 63% 59% 60% 61% 60% 61% 66.4% 50% 57% 49% Economically Disadvantaged 40% 40% 30% 106% 20% ESTIMATED 10%10%

Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

StratfordStratford HS HS MNPSMNPS TennesseeTennessee 8.3% English Learners

Class of 2018 College Enrollment by Race 71.2% and Ethnicity Black or African American 60%60%

50%50% 8.3% School Average 50% Hispanic or Latinx 40%40% 39% 30%30% 36%

16.2 20%20% Average ACT Composite 10%10%

0%0% BlackBlack or African HispanicHispanic or Latinx WhiteWhite 13% American or Latinx College Completion Rate Bridge to Completion 2020 73

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

100% 90% 86% 84% 83% 84% 80% 84% 76% 76% 70% 68% 70% 63% 29% 28% 70% 71% 69% 60% 66% 50% 48% 40%40% 30% 6% 27% 32% 16% 20% 26% 24% 10% 10%10% 11% 0% 2013 2014 2015 2016 2017 NashvilleNashville State State BelmontBelmont StratfordStratford HS 2-Year 2-Year StratfordStratford 4-Year HS 4-Year VolVol State State TCAT-NashvilleTCAT Nashville SimilarSimilar Schools Schools 2-Year 2-Year SimilarSimilar Schools Schools 4-Year 4-Year MTSUM TSU OtherOther

Class of 2017 College Enrollment and Persistence 1. Nashville State (23) 2. Belmont (13)

200200 3. Vol State (9) 180 4. TCAT Nashville (8) 160 160 5. MTSU (5) 140 173 6. Austin Peay (4) 120120 7. TSU (3) 100 80 8. Cleveland State (2) 84 60 9. Cumberland (2) 40 42% Persistence Rate 10. Alabama A&M (1) 20 35 20 Other (12) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 74 Bridge to Completion 2020

Whites Creek High School

651 College-Going Rate Over Time STUDENTS (2018-19 School Year) 70%

60% 64% 63% 64% 63% 59% 60% 61% 61% 50% 57% 59% 51% 40% Economically Disadvantaged 40% 44% 45%

30% 94% 20% ESTIMATED 10%10%

Students Eligible for Free 0% and Reduced Lunch 20152015 2016 2017 20182018

WhitesWhites Creek Creek HS HS MNPSMNPS TennesseeTennessee 2.5% English Learners

Class of 2018 College Enrollment by Race 82.5% and Ethnicity Black or African American 50%50%

School Average 40%40% 44% 4.6% 40% Hispanic or Latinx 30%30% 16 20%20% Average ACT Composite 10%10%

0%0% BlackBlack or African or African American WhiteWhite 14% American College Completion Rate Bridge to Completion 2020 75

First to Second Year College Persistence Top Colleges by Class of 2018 Enrollment

90%90% 84% 84% 84% 83% 81% 80%80% 74% 82% 70% 81% 70% 23% 71% 69% 60%60% 68% 66% 30%

50%50% 43% 40%40% 46% 46% 8% 30% 38% 8% 20% 28% 20% 17% 10%10% 14% 0% 2013 2014 2015 2016 20172017 NashvilleNashville State State MMTSU TSU Whites Creek HS 2-Year Whites Creek HS 4-Year Whites Creek HS 2-Year Whites Creek HS 4-Year Vol State Belmont Similar Schools 2-Year Similar Schools 4-Year Vol State Belmont Similar Schools 2-Year Similar Schools 4-Year TSUTSU OtherOther

Class of 2017 College Enrollment and Persistence 1. Nashville State (20) 2. MTSU (11)

140 3. Vol State (9) 4. Belmont (5) 120120 5. TSU (5) 100 130 6. Alabama A&M (2) 80 7. Austin Peay (2)

60 8. TCAT Nashville (2) 9. Memphis (2) 4040 50 50% Persistence Rate 10. ETSU (1) 20 25 Other (6) 0 GraduatesGraduates EnrolledEnrolled in College EnrolledEnrolled in in Year Year 2 2 76 Bridge to Completion 2020

ENDNOTES i Scarlett Family Foundation, Key Insights of MNPS, 2020, https://www.scarlettfoundation.org/what-we-are-learning/metro-nashville-school-board- district-profiles-good-data-empowers-parents-advocates-and-local-leaders/ ii Information on students taking steps toward college enrollment based on Tennessee Promise data showing between proportion of students applying for Tennessee Promise by county for high school classes 2015–2018 (2019 Tennessee Promise Annual Report, THEC). Information on immediate college enrollment from TDOE Report Card. Information on persistence to second year and degree within six years from NSC provided by MNPS. iii College-going rate for MNPS and Tennessee from TDOE Report Card Data. College-going rate for United States from National Center for Education Statistics, data for class of 2018 not yet available. iv Drive to 55 legislation was passed in 2014. The first cohort of students to benefit from Drive to 55 and TN Promise was the class of 2015. v National Student Clearinghouse Data count of graduating seniors for the class of 2018 reports 4,487 graduates. 4% of the graduates equals 193.88. vi Data from TDOE Report Card. Data on Nashville Big Picture not provided due to small number of students. vii 2019 Nashville Bridge to Completion Report, TCASN, p. 13 viii Harper, J. (2013) “Nashville’s New Nickname: Little Kurdistan.” The Washington Times. February 23, 2013. ix Data on college enrollment by race and ethnicity from NSC provided by MNPS. x Data on persistence by institution type for MNPS from NSC data provided by MNPS. Data on persistence by institution type for similar schools uses data from NSC High School Benchmarks reports 2013–2019. Similar schools used are low-income high schools nationally, which have 50% or more students eligible for free and reduced-price lunch. xi Data on college persistence by race and ethnicity from NSC provided by MNPS. xii Six-year completion rate data from NSC provided by MNPS. xiii Six-year completion rate data from NSC provided by MNPS. xiv M. M. Chiu and L. Khoo, “Effects of Resources, Inequality, and Privilege Bias on Achievement: Country, School, and Student Level Analyses,” American Educational Research Journal 42, no. 4 (2005): 575-603, http://aer.sagepub.com/content/42/4/575.abstract; S. W. Raudenbush, R. P. Fotiu, and Y. F. Cheong, “Inequality of Access to Educational Resources: A National Report Card for Eighth-Grade Math,” Educational Evaluation and Policy Analysis 20 (1998): 253–67, http://www.ssicentral.com/hlm/techdocs/EEPA98.pdf; G. Orfield and C. Lee, “Why Segregation Matters: Poverty and Educational Inequality,” The Civil Rights Project, Harvard University, January 2005, http://civilrightsproject.ucla.edu/research/k-12-education/ integration-and-diversity/why-segregation-matters-poverty-and-educational-inequality/orfield-why-segregation-matters-2005.pdf; Mark Schneider, “Do School Facilities Affect Academic Outcomes?” National Clearinghouse for Educational Facilities, November 2002, http://www.ncef.org/ pubs/outcomes.pdf; A. S. Wells, B. Baldridge, J. Duran, R. Lofton, A. Roda, M. Warner, T. White, and C. Grzesikowski, “Why Boundaries Matter: A Study of Five Separate and Unequal Long Island School Districts,” The Center for Understanding Race and Education (CURE), Teachers College, Columbia University, July 2009, http://www.policyarchive.org/handle/10207/95995; M. Kalmijn and G. Kraaykamp, “Race, Cultural Capital, and Schooling: An Analysis of Trends in the United States,” Sociology of Education 69 (1996): 22–34, https://www.jstor.org/stable/2112721?seq=1#page_scan_tab_ contents; J. Prager, D. Longshore, and M. Seeman, School Desegregation Research: New Directions in Situational Analysis (New York, NY: Plenum Press, 1986), https://www.springer.com/us/book/9780306421518?token=gbgen&wt_mc=GoogleBooks.GoogleBooks.3.EN; P. DiMaggio, “Cultural Capital and School Success: The Impact of Status Culture Participation on the Grades of U.S. High School Students,” American Sociological Review 47, no. 2 (April 1982): 189–201, https://campus.fsu.edu/bbcswebdav/institution/academic/social_sciences/sociology/Reading%20Lists/Stratification%20 %28Gender%2C%20Race%2C%20and%20Class%29%20Copies%20of%20Articles%20from%202009/DiMaggio-ASR-1982.pdf.

1. “Brief of amici curiae: Brown University et al. in Support of Respondents in Fisher v. University of Texas at Austin.”

2. Katherine W. Phillips, “How Diversity Works,” The Scientific American 311, no. 4, (October 2014), 42-47.

3. Rucker Johnson, “Long-Run Impacts of School Desegregation and School Quality on Adult Attainments,” NBER Working Paper (Revised August 2015), https://gsppi.berkeley.edu/~ruckerj/johnson_schooldesegregation_NBERw16664.pdf. xv 2018 Bridge to Completion Report, p. 23, http://nashvillepef.org/wp-content/uploads/2019/09/012918-NPEF-CollegeReport.pdf xvi Nation, Maury et.al, Nashville Longitudinal Study of Youth Safety and Well-being, Vanderbilt University, December 2019, https://news.vanderbilt. edu/2019/12/19/vanderbilts-mnps-youth-safety-and-well-being-study-releases-early-findings/nlsys/ xvii Tennessee Board of Regents, Seamless Alignment for Integrated Learning Support, https://www.tbr.edu/academics/sails xviii Hodra and Lewis, “How well does high school grade point average predict college performance by student urbanicity and timing for college entry,” National Center for Education Evaluation and Regional Assistance, 2017, https://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2017250.pdf xix Hutchinson, Audrey. Why a Postsecondary is Unattainable for Many Young People, National League of Cities, Aug 2019, https://citiesspeak. org/2019/08/01/why-a-postsecondary-education-is-unattainable-for-many-young-people/ xx Georgetown University, Center for Education and the Workforce, Balancing Work and Learning: Implications for Low-income Students,” 2018, https:// cew.georgetown.edu/cew-reports/learnandearn/#full-report Bridge to Completion 2020 77

xxi TCASN, 2018 Bridge to Completion, pp. 26-27, http://nashvillepef.org/wp-content/uploads/2019/09/012918-NPEF-CollegeReport.pdf xxii Jones and Berger, A Promise Fulfilled: A Framework for Equitable Free College Programs, The Education Trust, September 2018, https://edtrust.org/ resource/a-promise-fulfilled/, Poutre and Voight, The State of Free College: Tennessee Promise and New York’s Excelsior Scholarship, September 2018, http://www.ihep.org/research/publications/state-free-college-tennessee-promise-and-new-yorks-excelsior-scholarship xxiii Snyder, Seth. Should I Stay or Should I Go? Fit, Belonging and College Persistence for Students from Low-Income Families, https://eric. ed.gov/?id=ED579578 xxiv How a chance lightning strike revealed decades of inequity at Tennessee State University, The Tennessean, Feb 2020, https://www.tennessean. com/story/opinion/2020/02/12/tsu-lacks-funding-provide-students-basic-needs/4659135002/ xxv Diverse Issues in Higher Education, HBCU Enrollment Increase is a Result of Current Political Climate, Oct 2019, https://diverseeducation.com/ article/158096/ xxvi College Recruiters aggressively go after out-of-state Students, USA Today, Aug 2019, https://www.usatoday.com/in-depth/news/ investigations/2019/08/19/college-recruiting-enrollment-tuition-in-state/1628566001/ xxvii Seeking More Competitive Applicants, TSU Raises Admissions Standards, WPLN, Oct 2016, https://wpln.org/post/seeking-more-competitive- applicants-tsu-raises-admissions-requirements/ xxviii Nashville State Community College creates environment for students to excel | Opinion, https://www.tennessean.com/story/opinion/2019/10/22/ nashville-state-sets-path-students-success-and-out-classroom/4024911002/ xxix (Oasis Center, United Way, Agape, Conexión Américas, Black Achievers) and AllianceBernstein (AB), HCA Healthcare and Piedmont Natural Gas xxx Amour, Free College with Basic Needs, January 2020, https://www.insidehighered.com/news/2020/01/08/virginias-plan-cover-tuition-and-basic- needs-community-college-students, Mishory, The Future of Statewide College Promise Programs, March 2018, https://tcf.org/content/report/future- statewide-college-promise-programs/?agreed=1, Higher Education Coordinating Commission, Office of Student Access and Completion, “Oregon Promise,” https://oregonstudentaid.gov/oregon-promise.aspx. xxxi Tennessee Higher Education Commission, 2019 Tennessee Promise Annual Report https://www.tn.gov/thec/research/redirect-research/tn- promise-annual-report/tn-promise-annual-report.html xxxii TN SCORE, Haslam Family Foundation Makes Major Financial Commitment To Help More Knox County Students Graduate From College, https:// tnscore.org/haslam-family-foundation-makes-major-financial-commitment-to-help-more-knox-county-students-graduate-from-college/ xxxiii TCASN, 2018 Bridge to Completion Report, p. 27-28, http://nashvillepef.org/wp-content/uploads/2019/09/012918-NPEF-CollegeReport.pdf xxxiv Smith, Ashley. Promoting Tuition Free Programs to Undocumented Students, Inside Higher Ed, March 2019, https://www.insidehighered.com/ news/2019/03/12/more-states-are-encouraging-undocumented-students-pursue-tuition-free-programs xxxv College Navigator, 2018-19 Nashville State Community College out-of-state tuition, https://nces.ed.gov collegenavigator/?q=nashville+state+community+college&s=all&id=221184#expenses xxxvi Metro Nashville Office of the Mayor, Nashville GRAD, https://www.nashville.gov/Mayors-Office/Education/Nashville-GRAD.aspx xxxvii TCASN, 2019 Bridge to Completion Report, pp 30-38, http://nashvillepef.org/wp-content/uploads/2019/09/bridge-to-completion_FINAL.pdf xxxviii 55,000 Degrees, Louisville, KY, www.55000degrees.org