LearnmoreMN Blog

Putting themselves out there

By Sunny Kase, January guest blogger

Getting into college can be hard. Students spend hours in the buildup — researching campuses, studying, taking the ACT, filling out application forms, choosing the right school and finally actually graduating from high school. Then when they actually get to college there can be a real panic when students wonder, “What am I doing here? How did I get here? Am I supposed to even be here?”

For a low-income student, or a student of color or a student who is first in the family to go away to college — all of those above challenges and anxieties are heightened. With all of that going on their internal and external self, then someone, maybe another student or someone who works at the college asks the question, “What are you?” Hmmm…that is a really loaded question because it asks someone to choose one or two or more pieces of their self so others can put them in a box.

I’ve been working on college campuses for the past couple of decades in a variety of capacities and lately what I am struck by is a wonderful boldness in students. They don’t allow themselves to be put into neat little boxes that allow others to define their identity. They are now creating language and words and communities where they are defining themselves. I’ve been to lots more student-led activities that are about valuing the whole student life experience. Here is an example:

Years ago I went to an event at a campus that was billed, “Cinco de Mayo. Come learn about this special day. Free Taco Bar!” When we got there it was clear that there would be a panel of Chicano-Latino heritage students whose role was to educate their white counterparts on what Cinco de Mayo is. And yes, there were free tacos afterward. The question that opened the panel was “What are you?” When a panelist replied, “What do you mean?” he was told, “Well tell us where you are from.”

Recently I was invited to an event on a campus that was all about empowering younger Latino students and their families in how to go to college. It was hosted by a student group on the campus and a staff person. A lot went on at this meeting that was welcoming and empowering. For one, the people organizing the event reflected the population they were trying to reach. Another aspect of success was that there were lots of opportunities for non-English speakers to engage. Parents could ask questions in Spanish and staff people were on hand to respond. Most importantly, no one asked “What are you?”

This is bold and not in a condescending way. Students are simply taking charge to leave a legacy at their campuses not only for other students who are like them who have had similar experience. It is also bold because these students are leading their larger student body to understand who they are on their terms. Not only can this impact future admission of low-income, first-generation and/or students of color, it also directly impacts the retention of those students themselves. We know that if college students are able to find opportunities to advocate and interact with a community that reflects their own experience, they are more likely to graduate.

If our college campuses are smart they will listen to this boldness. They will hear the voices of these students as their future.

Northfield effort turns to post-college support

By TORCH staff: Kim Horner, Teddy Gelderman and Jojo Schmidt, August guest bloggers

Northfield TORCH (Tackling Obstacles and Raising College Hopes) started with a goal: to increase the graduation rate among Latino students at Northfield High School. Now, eight years later, the Latino graduation rate is consistently over 90%, and the TORCH program has expanded to support all underserved students pursing postsecondary education, including low-income and first generation college-bound students.

TORCH is thrilled that many alumni have now earned AA and BA degrees, as well as acceptance into master’s level programs. Now, TORCH has started addressing new gaps. Postsecondary education is an important step for underserved student populations, however, the ultimate goal is for TORCH students to live meaningful, successful lives after they graduate. Unfortunately, despite on-going support and continued higher education, many TORCH students were falling short of their personal and professional dreams. For example, the TORCH program helped one former graduate find a paid internship — only to have her request an unpaid job shadow because she did not feel she was “qualified enough” to be paid for her work. Though bright and capable, too many students struggle to recognize their own abilities, and accept less than their full potential.

A large factor in students’ struggle to reach their potential is internal barriers, or the restrictions that students place on themselves. These barriers have the power to shape individuals’ lives and prevent them from success because they do not perceive some opportunities as viable options. For many TORCH students, these barriers first stood in the way of high school graduation, then postsecondary education. Now many TORCH students must overcome internal barriers preventing them from seeking opportunities in the workforce. The risk is that students won’t move forward, remaining caught in the cycle of poverty.

To address this trend, TORCH is developing new programming aimed specifically at helping students overcome their own barriers and perceptions about what they are qualified to do in the workforce. Changing perspectives takes time, and requires well-supported programming. TORCH now supports a more extensive mentorship program. By pairing TORCH students with college-aged mentors, students will have role models who are currently exploring and pursuing their own dreams. Again and again, TORCH sees the enormous gains made possible by positive relationships, and we are excited to foster new relationships between TORCH students and the college community in Northfield.

Additionally, a job and internship program for juniors and seniors will begin this fall. With support from Workforce Development, this program will equip students with job skills such as resume writing and interviewing. In addition, in collaboration with the Northfield community, the program will place students in internship positions, allowing them to explore careers in their fields of interest. By engaging students in potential career paths, we hope to make those paths tangible and more viable for students. Students will develop their workplace skills, but also gain an understanding of their own talents and interests.

Despite the many successes of the TORCH program, there is still much to be done. We cannot break down internal barriers overnight, but with supportive relationships, experience with job skills, and exposure to workplace opportunities, TORCH students will have a better chance at personal and professional success. TORCH depends on collaboration with community partners and we look forward to your advice and suggestions. Please don’t hesitate to leave a comment below if you have any thoughts or ideas!

Northfield succeeds in student support

By Kim Horner, August guest blogger

Ten years ago, there was a rumor circulating that no Latino male had ever graduated from Northfield High School. Though inaccurate, this rumor was a little too close to reality. From 2001-2004, only 15 Latino students graduated from Northfield Public Schools while 27 dropped out — a graduation rate of 36%. During that time, fewer than five of Northfield’s Latino graduates pursued post-secondary education.

In response to these alarming facts, a group of Northfield educators and community members gathered together and decided to make a change. With funding from the Minnesota Office of Higher Education, the group launched a program called TORCH (Tackling Obstacles and Raising College Hopes) in 2005. The original goal of TORCH was to improve the graduation rate of Latino students in Northfield; and it worked. Within three years, the Latino graduation rate had risen above 90%. Because of this success, TORCH has expanded programming to all low-income students, students of color, and students who would be the first in their family to attend college.

Broadly, TORCH focuses on providing students with academic and social support, career and post-secondary exploration, as well as leadership and volunteer opportunities. But the foundation of TORCH’s success is relationships with students and their families. TORCH started small, with just a handful of students, and the staff invested time into getting to know the students’ abilities, challenges and aspirations. Rather than creating blanket programming to act as a Band-Aid, TORCH staff was and is committed to providing support specific to individual student needs and opportunities specific to individual student interests.

Take Yovany and Erick for example: Yovany, a rising senior, used the support of TORCH to complete two PSEO courses through Riverland Community College this past year, served on the TORCH Youth Advisory Board and Latino Students for School Policy Change team and is attending Itasca Community College Engineering Camp this summer. Erick, a rising junior, was encouraged by TORCH staff to apply and serve on RALIE, a school leadership board, plays varsity soccer, and is serving with other TORCH students as an elementary school mentor through the Northfield PLUS program this summer. With the support of TORCH, both students have grown over the past year, and are continuing to develop an understanding of their interests and talents. Perhaps most importantly, providing Erick, Yovany and all students with opportunities specific to their interests, fosters engagement; and that is critical to student success in the classroom and beyond.

Next year, TORCH will be serving more than 450 students in grades 6-12 as well as more than 150 alumni. While TORCH is excited to be serving a greater number of students, we know it will be a busy year as one-on-one relationships and interventions remains of critical importance to the program and to student’s success. Ultimately, it is also our hope that one day TORCH will be unnecessary, because the type of support we provide has become systemic, and students from all backgrounds are successful.

What are other examples of programs that have helped students succeed? Please share them in a comment to this post.

Program helps prevent summer melt

By Sara Dziuk, July guest blogger

A few weeks ago at College Possible we had the chance to connect with Tsai Thao, a recent graduate from Central High School in St. Paul who will be attending Minnesota State University, Mankato this fall. While she mentioned that she was incredibly excited to meet new people and live in a different environment, she is very nervous about new challenging classes, a new roommate and living situation and meeting new professors.

This is why our college team at College Possible leads Summer Bridge sessions — to ensure that these college-bound students will develop the self-advocacy, financial literacy and confidence to navigate their new environment. In these sessions we address many of the factors that lead to “summer melt.”

Summer melt is a phenomenon where low-income students earn admission to college and enroll, but don’t attend in the fall. In a 2011 Harvard study (see this article from Inside Higher Ed about the study) Ben Castleman found that the lower a student’s income, the more likely they were to melt at rates as high as 40%. His research showed that college counseling during the summer before entering college made a significant impact: summer attrition reduced more than 20%, and the impact persisted through the students’ spring semester.

We have learned from our students that this transition to college is particularly challenging. Our low-income students are much more likely to experience summer melt, so they need to know the tools available to them on campus and feel comfortable using them. It’s one thing to know where the financial aid office is, but it’s another to know when and why you should go there. And feeling empowered to actually walk in to address an issue is another thing altogether!

I am already in awe of our students’ achievements: 98% earn admission to college, and they are 10 times more likely to earn a college degree than low-income students nationally. They are graduating from college at a rate that outpaces students from all income levels nationally, effectively closing the achievement gap. These are the students that we cannot allow to melt through the cracks, preventing their opportunities in the first place.

Through Summer Bridge sessions we work to help students like Tsai feel confident that they can succeed by providing lessons on academic expectations, balancing homework and activities, and tutoring resources on campus. We help students navigate choosing a major and practice communicating professionally to help make college processes and lingo feel more familiar.

We do everything we can to help each student by offering encouragement and support, focusing on solutions and reminding them that College Possible will be there every step of the way to help them finish their degree. Our students have the ability and the determination they need to succeed.

How else can we all prepare and support students to face the challenges ahead on their path to college graduation? Please post a comment to share your thoughts.

Moving forward, looking back

First-generation college students reflect on their college journey

By Rashné Jehangir, February guest blogger

Retaining students in that critical first year of college warrants the attention and resources that most campuses invest in — particularly when we know first-generation students are nearly four times as likely to drop out of college after their first year, compared with their more traditional peers. But there is an increasing call to consider the experience of these students throughout the college journey.

In my last post I wrote about the importance of creating classroom spaces for students to share their narratives. To extend that conversation, I would like to share some preliminary results of a current research project in which I conducted focus groups with first-generation, low-income students who were juniors, seniors and recent graduates in Minnesota. The intent of the study was to understand how these students — these so called “success stories” — had navigated the academy to make the progress they had. Several key themes have emerged in early analysis and I will highlight two below:

Visible/Invisible: Students were acutely aware of grappling with their multiple identities throughout their college careers. They talked about feeling at once isolated and singled out, particularly those low-income, first-generation students who were also students of color or immigrants. As one student, Monica, said:

“Coming into college was really hard for me to find people that looked like me. I was scared of what the classes would look like. I came from a Saint Paul public school, and I would look around and I would know that half of those students were in private schools, they have a better education then I do, they come from better families, so it was really intimidating like I didn’t know if I could be as good as they were."

Perpetual Border Crossers: Students also talked a lot about the chasm between their home world and the world of academia. This chasm was complicated by parental expectations of success in college while still maintaining familial roles, responsibilities and cultural perspectives. Dawb, an immigrant first-generation student said:

“Sometimes you have to abandon some of who you are and adopt to some of who they are in order to have more access and more opportunities, so you have to adopt the culture… and give up some of your culture. But when you do that, people from your culture think differently from you.”

They described their place in college as a burden of privilege where they were both excited by the opportunities ahead and overwhelmed at being the constant role model for their family and community.

Students also talked about how they sought to manage this constant ambivalence by seeking out safe places and allies who understood the tightrope they walk as they tried to make sense of their own identities. Many students noted that summer bridge programs were the most meaningful and useful conduit to academic and social integration in college. TRiO programs and multicultural offices with staff who understood their lived experience also got high marks. They had several suggestions for faculty and administrators — a common one was a creation of some sort of safety net for mistakes — the kind that parents of students whose parents went to college have in the form of financial support and advocacy. The other suggestion was for staff and faculty that reflect the changing demographics of the study body. Finally, prior to making policy decisions about first-generation students, they asked that institutions find a way to listen to their needs.

As David put it: “just listen, and think about what it’s like to be in our shoes.”

There is a lot more to add, but this is all I had space for today.

Academic success depends on being valued

By Alissa Case and Asma Haidara, December guest bloggers

On Nov. 13, approximately 300 educators and youth came together to discuss issues of equity in education at an event called “Missing Voices,” held at Saint Mary’s University. One of the predominant themes of the day was how important the voices of students are to creating more equitable environments in our schools, though they are often absent from the conversation. In the spirit of collaboration and seeking multiple perspectives, we have decided to co-write this month — as a Saint Mary’s University staff member and Blake School student — on a few of our deeply held beliefs pertaining to our passion for the success of all students.

On a daily basis, students attend school gearing up to deal with a variety of scenarios and to make countless decisions. Whether it’s “will my clothes look good” or “will I fail my test” or simply “will I get a ride to the game,” there are a litany of questions filing through a student’s head at any given moment. Teachers hope that each of their students comes to school prepared to learn and participate. However, they rarely have the time to give attention to the many stresses that students carry with them. For some students, these stresses are compounded by the numerous interactions throughout the day that undermine and attack their very identity. These interactions are called microaggressions.

Simply stated, a microaggression is any instance where one person’s identity is demeaned whether intentionally or unintentionally. Those who experience these constant social cuts most often come from marginalized groups. It can look like this:

• “Am I in the right class?” (a student to a teacher upon entering an honors class and noticing the only students present so far are students of color).
• “Why do you act so white?” (white student to black student).
• “I didn’t know people like you were into sports” (straight student to gay student).
• “Where did you learn English? You speak it so well!” (teacher to student).

Why should educators be highly tuned in to these types of remarks? Because our students’ success absolutely depends on it. Every seemingly small comment that is made continues to tear down a student’s self-image and makes them question their abilities in class. How can students ever reach their full potential if their psyche and esteem are being destroyed throughout their educational experiences?

One of the major tenets of culturally responsive teaching is the idea that in order to succeed, a student must be validated and affirmed. This is not just a soft, feeling-oriented concept, but a skill that requires constant self-reflection and practice. In order to effectively advocate for our students and interject in scenarios like those mentioned above, educators need to be aware of their personal bias, what kind of environment they are creating in their classrooms/schools, and how their students are present in both explicit and implicit curriculum (i.e. where and how does each student see a mirror of her/himself in what you are doing?).

In order to build this skill we suggest that educators reflect on the following questions:

• What are my expectations and assumptions of individual students when I first meet them?
• Where are my expectations and assumptions rooted?
• How do I check my own assumptions that may hurt my students’ opportunity to learn?
• How open am I to engaging in conversations with students on topics that make me feel uncomfortable?
• How do I intentionally engage/include each of my students in my daily objectives?
• How does each of my students know they are valued?
• How do I facilitate an environment of trust and safety?

We are curious to hear your input. We invite you to share your stories, either as an educator or a student, of how your personal identity was honored or dishonored in a given space. How was the situation handled? What was the impact of how it was handled? How could reflecting on the above questions provide you with a different strategy in future scenarios?

Support low-income, first-generation and immigrant students in transitioning to college

By Awo Ahmed, November guest blogger

Colleges can encourage and help first-generation, low-income and immigrant students transition into post-secondary education by working with students early in their high school years. They can also help these students when they first arrive on campus.

In my previous blog post, I talked about the financial burden low-income first-generation and immigrant students face when they come to college. Providing institutional financial aid that covers large financial gaps will help students focus more on academics and less on how to pay for their education. In addition, expanding work-study programs geared toward campus engagement can alleviate some of the financial burden and make sure students are active within their communities and campus. Research has shown that students engaged in campus activities are more likely to graduate from their institution. Involving parents early in their child’s post-secondary education is also very important.

Providing educational workshops about the financial aid process and tools can be significant for parents. A great example is the FAFSA online application process. It might be easy for some of us to understand, but for parents who are new to the country, the financial aid process has a lot of jargon that is confusing and complex. Introducing financial aid literacy tools for families and students will assist them making a good decision on schools that are affordable and a good fit for their child.

Another strategy colleges use to ease the transition between high school and college for low-income and first-generation and immigrant students are bridge programs that take place about a month before the academic year starts. The goal of these programs is to provide early exposure to academic and social resources available to students on campus. Students from such backgrounds aren’t aware of all the different programs and services that exist. Summer bridge programs provide that extra help. Staff and faculty members help students navigate and connect with these resources on campus. Students are encouraged to get involved in student activities and clubs to integrate into the campus life, creating a personalized college experience for students.

Furthermore, creating a strong first-year program such as freshmen achievement courses or freshmen study groups and making participation mandatory or highly recommended can help students transition academically from high school to college. Providing tutoring, study groups and academic support services through faculty and staff can have a lasting impact on the students overall academic performance throughout their college career. The support network students establish during their freshman year can open doors of opportunity later when they want to reconnect with those staff and faculty for research opportunities or general advice. The goal of these networks is to provide not only academic support but also social support. Having the opportunity to talk to faculty or staff about future career goals or graduate programs will help students make decisions about their future.

First-generation students — whether native-born Americans or children of immigrant families — will face challenges and barriers to college access. However, there are many ways to reach out to these students and ensure that they have a chance to succeed in post-secondary education. This is vital to our success as a nation.

Let’s give first-generation students a jumpstart on college

By Awo Ahmed, November guest blogger

We often hear in the news about first-generation, low-income students. The context of these discussions is always about American-born students. Rarely do we talk about immigrant students and the difficulties they face. In both cases, students don’t have a parent who attended or graduated from college to guide them through the challenges and steps necessary to get accepted to an accredited institution of higher education.

We need to develop strategies for working with low-income, first generation students. These strategies can come in many forms. The earlier students are exposed to the idea or connection between attending colleges and the possible careers they can pursue, the more engaged and active students will be.

The demographics of our state are changing drastically; first-generation Minnesotans will have a vital role to play as our population dynamics change. Unfortunately, research shows that low-income and first-generation students are less likely to complete college. We need to increase the retention rate for low-income, first generation students.

After I graduated from college, I joined College Possible as an AmeriCorps college coach for low-income, first-generation and immigrant students. One of the challenges these students face when they attend college is financial struggles. Low-income, first generation and immigrant students often work outside the campus and feel disconnected. If financial struggles overwhelm them, the student will more likely choose his/her job over their college education because they have a stronger connection with their job.

Colleges need to develop strategies to keep these students more engaged in campus activities. Finding a job on campus can help the student stay connected. Awarding institutional scholarships based on need can reduce the financial worries. As a college coach, I acted as a mentor to about 82 students and they benefited greatly. They would come and talk about their problems in class or in their family life and I would direct them to campus resources and staff and faculty who could help.

Low-income, first-generation students don’t seek support when they need it most. A lot of colleges have the TRiO program, where students meet with an academic adviser to talk about classes, career plans and so much more. This is a vibrant resource which promotes both academic success and campus engagement.

These student support services can help the student stay connected and increase student graduation rates across the board. When parents can’t help their child solve problems with school, students need guidance from their school in order to succeed. Colleges also need to get families involved early, discussing financial aid, the application process, scholarships and possible careers their child can pursue. This will enable families to get a basic understanding of how the system works and ways they can help motivate their child in the process.

Institutions of higher education also need to show their presence in high school career and college fairs. They can encourage the students to take AP classes, provide after school information nights for students and families, and arrange campus visits with high school counselors.

Getting the message out early and supporting them when they get to college — will give these students a glimpse of hope.

Should we be spooked by MOOCs?

By Todd Bloom, October guest blogger

Massive Open Online Courses (MOOCs) are a popular topic in higher education. But what will be their impact on student learning and outcomes?  Are they a short-lived trend or a means to transform education opportunities for all types of learners?

The idea of scalable free online courses has gained traction quickly: the for-profit company Coursera, for example, recently added 16 higher education partners, more than doubling the number of institutions they work with and expanding the number of courses they offer to nearly 200.  And edX, a nonprofit founded by Harvard and the Massachusetts Institute of Technology now hosts courses from Berkeley and the University of Texas System as well.

What type of learning experiences do MOOCs offer? Like online learning in K-12, the MOOCs with the most successful student outcomes impart discrete knowledge and focus on technical content — STEM courses, for example.

While MOOCs give large numbers of people access to the course content of renowned institutions, the scale of the classes limits the support available for students. Contrary to in-person and traditional online courses, students generally don’t receive help from the instructor when they raise their hands or exhibit other signs of needing assistance.

MOOCs normally do enable peer interaction, but beyond crowdsourcing, successful students must be independent and thrive in a relatively inflexible instructional environment. EdX did a limited study of students who performed well in a MOOC and found most had taken a similar course before and had completed any suggested academic preparation.

In September, the Gates Foundation announced that they will award 10 grants for the creation of MOOCs to provide remedial coursework. In particular, they want applicants to focus on introductory classes with a primary audience of low-income and first generation students. Educators will be watching to see if the grantees can maintain the scale of MOOCs while delivering the individual support successful remediation requires.

Students have a variety of reasons for taking MOOCs, which tend to fall in three categories:

• Personal satisfaction and growth
• Mastery of content that can be shown to an employer
• Academic credit (see LearningCounts.org as an example)

The University of Texas System recently took a step toward using MOOCs as a means to accelerate degree completion while containing costs. System leaders believe that having more options for students taking bridge courses (introductory classes required for multiple degree programs) will alleviate the problem of those courses being over-enrolled.

As institutions find creative ways to use MOOCs to broaden educational opportunities for all students, colleges and universities need to go a step beyond putting in place a credentialing process. Students in MOOCs need the same support as traditional students in developing an academic roadmap.

MOOCs are a huge opportunity for institutions to give students a taste of their best offerings and for students to get a taste of college success. What do you think? Can MOOCs promote student achievement and degree completion?

Good outcomes start with a good plan

By Todd Bloom, October guest blogger

During the 2012 legislative session, Minnesota took an important step toward every student in the state having an individual learning plan (ILP) for college and career success. With strong bipartisan support, the Legislature passed and the governor signed, a provision that “strongly encourage[s]” school districts to support students in developing plans for transitioning to postsecondary education or employment.

If districts were to follow policymakers’ guidance, beginning in ninth grade, every student would have an academic action plan for completing high school and for preparing for college and the workforce. These plans would emphasize academic rigor and would help create for students supportive networks of educators, families, community organizations and employers. During the planning process, students would gain insights into their learning styles and would have opportunities to explore postsecondary and career options.

The legislation was motivated, in part, by a recommendation by the Governor’s Workforce Development Council that “all high school students should have a Career and Postsecondary Plan that helps them prepare for success after graduation.”

That advice is gaining popularity across the country. In April 2011, Hobsons published a report detailing policies on ILPs for every student. A key finding was that more states are moving toward a required planning process: When that report was published, 25 states plus the District of Columbia mandated ILPs for all students.

Some districts in Minnesota do have ILPs for every student in place already. Minneapolis Public Schools’ My Life Plan, a graduation requirement for the class of 2010 onwards, has middle and high school students reflect on, explore and respond to key questions:

1. Who am I?
2. Where am I going?
3. How do I get there?
4. How do I function effectively?

In the 11^th and 12 grades, every student develops and executes a plan to transition to college and/or a career. And Minneapolis is just one example.

What is driving the popularity of ILPs? One of the main reasons is that the planning process engages students and gives them ownership of their learning and outcomes. Students find that planning enables them to transition from one part of the education system to the next with greater confidence and success. With improving college completion high on the public policy agenda, educators and policymakers are drawn toward tools that help students set and accomplish that goal.

Looking ahead, ILPs are likely to expand:

• Beginning planning in sixth grade or earlier
• Connecting with student information systems for data analysis
• Incorporating curriculum about the planning process (the University of Minnesota’s Ramp Up to Readiness is an excellent example)
• Promoting deeper family engagement

So, what do you think? Should every student have a plan for transitioning to college and/or the workforce? What are the important issues to consider?