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What are other states doing?
California / Indiana
/ Oklahoma
Many states have developed early intervention
programs to shape students' academic expectations and
course-taking patterns, as well as to increase their chances to
attend and complete college. Program components often include:
- Academic skill-building
- Test preparation
- Mentoring and counseling about the college admissions process
Also, federal programs for college
preparation have existed for decades. The TRIO programs (the
best-known of which is Upward Bound), were first created in the
middle 1960s.
California
In response to rapidly changing demographics and low
rates of college attainment among minority students, California
embarked on K-12 partnerships – led by University of
California and its 10 research campuses.
Since the late 1990s, UC campuses have established
long-term partnerships with local high schools (and their feeder
schools) to strengthen high school academic programs and to help
more students become college-eligible.
The University of California also has developed neighborhood
and community partnerships provide access to quality afterschool
programs. Also, tutoring, mentoring, test preparation, and other
academic support and enrichment programs help
educationally-disadvantaged students across the state.
The University's K-12 efforts also include improving
teacher quality and educational research.
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Indiana
This state's "21st Century Scholars
Program" is a comprehensive early intervention program with a
10-year track record of improving course preparation and college
participation among disadvantaged, first-generation students.
An independent evaluation of this program
showed that participating ninth-grade students were four times more
likely to enroll in college. Evidence also suggested that students
with 21st Century Scholarships were more likely to persist as
college freshmen and sophomores.
Critical components of this program’s success are:
- Full tuition support: The State of Indiana promises
college tuition support for nearly every institution in the
state for middle school students who graduate with at least a
2.0 grade point average, and who and meet the program’s
behavioral requirements. The Scholars program provides
supplemental grants to low-income students who enroll in college
– a substantial sum in addition to the normal state grant.
This is enough to pay full tuition at all public colleges, or
partial tuition at the state’s private colleges and
universities.
- Regional student support network: Today, 17 regional
offices (serving 92 Indiana counties) help tailor student
recruitment and program offerings, taking local demographic and
economic needs into account.
- Strategies to engage parents: Parents are the top
predictor of college enrollment and success. Therefore, this
program specifically involves parents by helping them support
students' choices.
- Specific enrollment targets: These numeric goals are
designed to reach ever further into the college pipeline. This
program recognizes that intervention must happen as early as
seventh grade.
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Oklahoma
This state combines several major policy initiatives
to help more students prepare for, and succeed in, college.
The state’s Educational Planning and Assessment
System (EPAS) is a comprehensive student-information system
with an eight-year track record of improving course preparation and
college participation among all Oklahoma students. As a result, more
Oklahoma students are planning for college, completing a college
“core” curriculum, and moving out of the lower ACT score range
– thus reducing the need for remedial education.
Also, like Indiana's 21st
Century Scholars program, Oklahoma’s Higher Learning Access
Program (OHLAP) promises financial aid for low- and moderate-income
middle-school students. The OHLAP scholarship pays the equivalent of
public college tuition and is good for up to five years (or the
completion of a baccalaureate degree). In exchange, students agree
to:
- Complete a 17-unit college preparatory curriculum
- Maintain a 2.5 grade point average
- Refrain from substance abuse
A study of OHLAP recipients shows several benefits:
- Higher ACT scores, grade point averages, and college-going
rates than the Oklahoma average. In fact, the OHLAP college
enrollment rate of 80% exceeds the national rate for much more
affluent students.
- OHLAP students have lower college remediation rates (27% v.
34%), and higher five-year degree completion rates than all
first-time freshmen (47% v. 33%).
The success of EPAS is especially due to:
- Tracking student progress toward college-level skills using
longitudinal data: EPAS (based on ACT’s Educational
Planning and Assessment System) begins with an eighth-grade
assessment of English, math, reading, and science reasoning. It
continues with a 10th-grade assessment of similar skills, and
concludes with the ACT assessment.
- Articulating necessary skills to persist and succeed in
college: EPAS tells students, teachers, and parents exactly
what it takes to succeed in college. Education policy analysts
currently lament that states set low expectations with high
school exit exams that do not prepare students well for college.
While aligned with the state’s K-12 curriculum framework, EPAS
uniquely measures higher-order skills required for college
entrance and success.
- Integrating assessment into student planning, instructional
and student support, and program evaluation: EPAS’
information about students’ interests, academic skills, and
career choices allows students to make informed decisions about
their goals. EPAS provides workshops and other training programs
that help teachers, counselors, and administrators use EPAS data
to improve student achievement. EPAS’ longitudinal reports
allow school leaders to monitor school progress toward school,
district, and state goals.
- Synergy with related state efforts: Oklahoma made
connections between EPAS and the state's "Brain Gain
2010" agenda for economic opportunity. Past arguments for
college access had political salience when framed as strategies
promoting equity. Today, political support for access also needs
to be rooted in the state’s overall strategy for economic
development.
- Making financial aid eligibility certain, simple, and
flexible: Oklahoma’s promise to students is fulfilled
regardless of whether a student’s family income changes
between middle-school enrollment in the program and college
enrollment/completion. There is no minimum college courseload
and no unique minimum college GPA. Further, the five-year limit
on the benefit assures students that they won't have a problem
affording college as long as they make satisfactory progress
toward a baccalaureate degree.
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Closing the Achievement Gap
NGA Center for Best Practices
Hall of States, 444 N. Capitol St., Washington, D.C. 20001-1512
Telephone: (202) 624-5300 | webmaster: webmaster@nga.org
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