all chicago final 6

STUDENT EMERGENCY FUNDA Needs AssessmentLara Brooks & Shira Hassan | March 2015

Lydia Stazen Michael, Vice President of Development and [email protected] | 312-379-0301 ext. 11

STUDENT EMERGENCY FUND

I. Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2II. Project Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4III. Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5IV. Chicago Emergency Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6V. Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Student Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9VI. Student Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13VII. Educator & Administrator Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Key Informant Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Survey Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16VIII. Side-by-Side: Educator & Student Views . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19IX. Program Implementation & Next Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20X. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

CONTENTS

All Chicago brings together the best in prevention, systems planning and education to achieve one goal - to make homelessness history in Chicago. On any given night, over 6,500 Chicagoans - men, women and children - do not have a place to call home. All Chicago believes that these are our neighbors, this is our community and together we can ensure that everyone has a place to call home.

All Chicago is a collaborative partnership of The Chicago Alliance to End Homelessness, the Emergency Fund and The Learning Center. All Chicago leads a community of service providers, advocates, volunteers, consumers and donors to collectively create and support city-wide, long-term and sustainable housing solutions in Chicago.

ABOUT ALL CHICAGO

A Needs AssessmentLara Brooks & Shira Hassan | March 2015

If you would like additional information about the Student Emergency Fund, please contact:

PREFACEThe number of U.S. students attending college is at a historic high, but high numbers never make it to graduation. The number of nontraditional students, whether �rst-generation, working adults, students of color, part-time students or a combination, far exceed the number of traditional undergraduates and will continue to grow.1 In 2004, over half of African-American young adults between the ages of 25 and 29 attended some college but only 17 percent of them graduated from college, an increase of just four percentage points compared to 1990.2 The same study found that one-third of Latino young adults had attended some college and only 11 percent had obtained a bachelor’s degree or higher, a rate only slightly higher than it was 15 years earlier. The same rates are true for Chicago.3

Despite educational goals shared by Chicago students of color and their families, steep challenges impact students’ ability to immediately transition to a four-year college and, when they do, Chicago graduates are concentrated in local, mostly public institutions with generally low graduation rates. Almost two-thirds of Chicago high school graduates attend just seven institutions.4 The emergence of Chicago college persistence programs, such as OneGoal, One Million Degrees, and Chicago Scholars, have made profound inroads to address the high school to college transition.

For many low-income and �rst generation college students, �nancial issues are a critical barrier to student retention, persistence, and success. In 2007, 47% of Chicago Public Schools students who completed the Free Application for Federal Student Aid (FAFSA) had zero expected family contributions.5 Yet the cost of attending college continues to skyrocket. The price tag of community colleges has more than doubled since 1976.6 Even after receiving all available aid, the more than 80%

of community college students who have a demonstrated �nancial need7 struggle to or cannot meet the full costs of attendance.8

According to College Board and Census Data, the average tuition at a public four-year college has increased by more than 250 percent over the past three decades while family incomes grew by only 16 percent.9 Between 2008 and 2013, state funding for higher education decreased 25 percent in real terms. In 2012, the decline was a staggering 7.6%, the biggest single-year decrease in 50 years. A third of states saw double digit drops.10

The slashing of state and federal budgets for postsecondary education impacts policymakers, leaders in education, and communities struggling to improve rates of college attendance and graduation while student costs continue to rise. Illinois was one of the top ten states most a�ected by the Great Recession and faced budget shortfalls which led to cutbacks in higher education and increases in tuition. The top 11 states, including Illinois, appropriated $5.6 billion less between 2007 and 2012 to public education.11

The average borrower now graduates with over $26,000 in debt and only 58% of full-time students who began college in 2004 earned a four-year degree within six years.12

Despite its growing costs, post-secondary educational attainment is hugely connected to income security, healthier working conditions, healthier families, and safety.13

People with more education are more likely to live longer and experience better health outcomes.14

By nearly every important measure—from personal earnings to career satisfaction—young college graduates are outpacing those without a college degree.15

In fact, when compared against previous generations, the economic disparities between today’s college graduates and those with a high school diploma have never been higher.16

Over the course of one’s lifetime, college graduates earn nearly twice as much as those with a high school diploma.17

In today’s economy, the majority of recently created jobs and most jobs created in the near future will require at least some post-secondary education.18

Insu�cient �nancial resources contribute to students leaving before completion of a degree. Further, students often face a myriad of challenges, including academic disruption, due to a �nancial emergency caused by one or more of the following:

• family emergencies• changes in income• changes in caregiving roles and needs• a health crisis or medical need• domestic violence and/or sexual violence• an unexpected increase in rent, utilities, transportation, or child care costs• housing instability and/or homelessness

• a �re or natural disaster• a combination of the above in quick succession

Emergency �nancial assistance, which addresses the acute �nancial challenges that many low-income students face, is one strategy that may help boost the rates of academic retention, success, and graduation.

In Chicago, many community-based programs with an emphasis on supporting college persistence emerged to increase high school graduation rates in low-income, highly segregated neighborhoods and communities of color. These programs achieve amazing results through strategies such as individualized and family support; dedicated class time to apply to and plan for post-secondary opportunities, including understanding �nancial aid packages; onsite admission forums19; extended support that lasts through the 2- or 4-year college experience; and o�ering scholarships and emergency �nancial aid assistance.

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Average tuition at a public four-year college has increased by more than 250% in the past 30 years.

The number of U.S. students attending college is at a historic high, but high numbers never make it to graduation. The number of nontraditional students, whether �rst-generation, working adults, students of color, part-time students or a combination, far exceed the number of traditional undergraduates and will continue to grow.1 In 2004, over half of African-American young adults between the ages of 25 and 29 attended some college but only 17 percent of them graduated from college, an increase of just four percentage points compared to 1990.2 The same study found that one-third of Latino young adults had attended some college and only 11 percent had obtained a bachelor’s degree or higher, a rate only slightly higher than it was 15 years earlier. The same rates are true for Chicago.3

Despite educational goals shared by Chicago students of color and their families, steep challenges impact students’ ability to immediately transition to a four-year college and, when they do, Chicago graduates are concentrated in local, mostly public institutions with generally low graduation rates. Almost two-thirds of Chicago high school graduates attend just seven institutions.4 The emergence of Chicago college persistence programs, such as OneGoal, One Million Degrees, and Chicago Scholars, have made profound inroads to address the high school to college transition.

For many low-income and �rst generation college students, �nancial issues are a critical barrier to student retention, persistence, and success. In 2007, 47% of Chicago Public Schools students who completed the Free Application for Federal Student Aid (FAFSA) had zero expected family contributions.5 Yet the cost of attending college continues to skyrocket. The price tag of community colleges has more than doubled since 1976.6 Even after receiving all available aid, the more than 80%

of community college students who have a demonstrated �nancial need7 struggle to or cannot meet the full costs of attendance.8

According to College Board and Census Data, the average tuition at a public four-year college has increased by more than 250 percent over the past three decades while family incomes grew by only 16 percent.9 Between 2008 and 2013, state funding for higher education decreased 25 percent in real terms. In 2012, the decline was a staggering 7.6%, the biggest single-year decrease in 50 years. A third of states saw double digit drops.10

The slashing of state and federal budgets for postsecondary education impacts policymakers, leaders in education, and communities struggling to improve rates of college attendance and graduation while student costs continue to rise. Illinois was one of the top ten states most a�ected by the Great Recession and faced budget shortfalls which led to cutbacks in higher education and increases in tuition. The top 11 states, including Illinois, appropriated $5.6 billion less between 2007 and 2012 to public education.11

The average borrower now graduates with over $26,000 in debt and only 58% of full-time students who began college in 2004 earned a four-year degree within six years.12

Despite its growing costs, post-secondary educational attainment is hugely connected to income security, healthier working conditions, healthier families, and safety.13

People with more education are more likely to live longer and experience better health outcomes.14

By nearly every important measure—from personal earnings to career satisfaction—young college graduates are outpacing those without a college degree.15

In fact, when compared against previous generations, the economic disparities between today’s college graduates and those with a high school diploma have never been higher.16

Over the course of one’s lifetime, college graduates earn nearly twice as much as those with a high school diploma.17

In today’s economy, the majority of recently created jobs and most jobs created in the near future will require at least some post-secondary education.18

Insu�cient �nancial resources contribute to students leaving before completion of a degree. Further, students often face a myriad of challenges, including academic disruption, due to a �nancial emergency caused by one or more of the following:

• family emergencies• changes in income• changes in caregiving roles and needs• a health crisis or medical need• domestic violence and/or sexual violence• an unexpected increase in rent, utilities, transportation, or child care costs• housing instability and/or homelessness

• a �re or natural disaster• a combination of the above in quick succession

Emergency �nancial assistance, which addresses the acute �nancial challenges that many low-income students face, is one strategy that may help boost the rates of academic retention, success, and graduation.

In Chicago, many community-based programs with an emphasis on supporting college persistence emerged to increase high school graduation rates in low-income, highly segregated neighborhoods and communities of color. These programs achieve amazing results through strategies such as individualized and family support; dedicated class time to apply to and plan for post-secondary opportunities, including understanding �nancial aid packages; onsite admission forums19; extended support that lasts through the 2- or 4-year college experience; and o�ering scholarships and emergency �nancial aid assistance.

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Enrollment in Persistance Program

Ongoing Support College Graduation

Begins in junior or senior year of high school but several programs begin as early as elementary school

Curriculum with dedicated class time

•

•

Mentoring & TutoringEmergency AssistanceScholarshipsCase ManagementInternships

FellowshipsPost-graduation planningWorkshops

• • • • •

• • •

Frequently, a �nancial emergency connects across multiple issues resulting from a chain of events, especially when the emergency impacts the student’s entire family.

Various Features of College Persistence Programs

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PROJECT GOALSIn the summer of 2014, All Chicago — Making Homelessness History hired a consultant to conduct a needs assessment to inform recommendations for the implementation of the Student Emergency Fund, a pilot emergency fund program for low-income, �rst generation students experiencing a �nancial emergency.

Phase One Goals:

Conduct a Chicago-based needs assessment—through interviews, surveys, and focus groups—with students, educators, and administrators assessing the need for an emergency fund for college students

Identify and analyze key �ndings

Propose recommendations

Propose an evaluation strategy

Phase Two Goals:

Design a program based on the internal capacity and existing infrastructure of All Chicago — Making Homelessness History

Identify partners

Secure funding to expand the Student Emergency Fund following the Pilot Year

• • •

•

• •

STUDENT EMERGENCY FUND

•

LITERATURE REVIEWA rich literature exists demonstrating the extent to which college costs have a negative impact on college enrollment and completion. It is clear that the �nancial barriers faced by urban students are formidable. A review of literature and research on the subject provides insights into the challenges that post-secondary institutions face assisting students with a �nancial crisis. For the purpose of this needs assessment, this section will also provide an overview of key learnings from a research study conducted on student emergency funds by MDRC and published in 2008 with support from Lumina Foundation for Education.

How do student emergency funds respond to �nancial challenges compounded by the impact of major transitions and crises? To answer this question, one must move beyond the importance of student and family understanding of the �nancial aid process21

as a strategy to increase degree attainment. Understanding the impact of student emergency funds demands an investigation of holistic approaches that support students’ complex lives as well as short and long-term needs. Unfortunately, very little research and data exists on the topic.

In 2008, the Lumina Foundation for Education funded MDRC to study the Dreamkeepers and Angel Fund Emergency Financial Aid Programs. The Dreamkeepers and Angel Fund assist community college students at risk of dropping out because of unexpected �nancial crises.22

Both programs began in 2005 and, in their �rst two years, awarded over $845,000 in emergency �nancial aid to more than 2,400 students. Every fund operated within community college �nancial aid departments. Students at the Dreamkeepers colleges most frequently requested housing assistance, followed by transportation and books. Students at Tribal Colleges and Universities most often needed funds for transportation and also frequently requested help with childcare, housing, and utilities through the

Angel Fund.23 Of the Dreamkeepers aid recipients, the

average aid disbursed per student applicant was $299 in 2005 and $430 in 2006. The maximum aid amount disbursed per students was $2,286 in 2005 and $2,427 in 2006.

According to recipients and administrators at both the Dreamkeepers and Angel Fund Colleges, students persisted due to emergency aid. Data showed that students who received emergency aid enrolled in the term subsequent to receiving aid at rates comparable to the average retention rate at these colleges. However, the study could not conclude whether or not the emergency aid alone was responsible for student retention. There was no control group, or a group that did not receive emergency aid, to measure against and many colleges restricted emergency aid to students who possessed strong academic standing.24

The report concludes with key learnings and challenges. Community college �nancial aid administrators were challenged by the task of de�ning a �nancial emergency. Financial aid departments also varied widely in their attempts to build a �exible, time-sensitive process that safeguarded funding, ensuring that all eligible students were aware of the program and had equal opportunities to access funds.25

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CHICAGO EMERGENCY FUNDSAcross the U.S., many two- and four-year colleges possess student emergency funds located within �nancial aid o�ces. A brief internet search reveals dozens of similar online applications with comparable eligibility requirements. Not surprisingly, student emergency funds exist within several organizations and institutions across Chicago.

Currently, it is di�cult to assess how many organizations and academic institutions provide emergency �nancial assistance to students in crisis. Many programs with emergency assistance programs do not have clear communication about their programs, do not have formal contacts or online applications, and are hesitant to disclose the amounts of monies distributed to students. Lastly, many of the

student emergency fund programs located within college persistence organizations are not publicized to students and must be initiated by a sta� member, such as an alumnus coordinator or advisor.

Existing student emergency funds contain both barriers and gaps in their scope. Currently, there are few emergency student funds available for older students, GED graduates, �rst generation students, low-income students, and those who did not participate in or have access to college persistence programs in high school. Signi�cant �nancial aid barriers exist for undocumented students and students with drug convictions.

Many Chicago programs with emergency assistance programs do not have clear communication about their programs, do not have formal

contacts or online applications, and are hesitant to disclose the amounts of monies distributed to students.

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METHODOLOGYThe needs assessment consisted of seven phases of work. All activities were conducted between June and November 2014.

Survey Design and Collection: An online survey tool was created for prospective, current, and former college students; college professors and teachers; college administrators; education counselors and case managers; GED teachers; and high school teachers, guidance counselors, and academic advisors. The survey asked students and teachers 22 and 17 questions, respectively. Students received a stipend for their participation in the survey. Data Analysis

Hypothesis Testing: Explore the intersection of data-informed options, program design, funding possibilities, and organizational capacity.

Report Creation

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Literature Review: Included a national study of research about student emergency funds and a local �eld scan of existing funds and programs with similar design.

Key Informant Interviews: Interviews engaged stakeholders through informal conversations about existing student emergency funds, top student needs during a crisis, the application review and disbursement process (if applicable), and perspectives on the evaluation of student emergency funds.

Focus Groups: Five focus groups with 42 current or former college students took place. Participants received stipends and transit assistance for their participation in the focus groups. Two groups were conducted at Jane Addams Hull-House at University of Illinois at Chicago. Outreach for these groups were conducted through programs such as OneGoal, Chicago Scholars, and La Casa (a program of The Resurrection Project). Two focus groups were conducted with students at the Broadway Youth Center (BYC), which has operated a successful GED program for more than eight years. The BYC focus group also included Teen Living Programs’ clients. The last group was conducted at OneGoal, a college persistence program, with OneGoal students.

I.

II.

III.

IV.

V.

VI.

VII.

• 17 Key Informant interviews with administrators and teachers at 13 di�erent organizations• 49 Surveys collected from teachers and administrators• 38 Surveys collected from students• 2 Focus groups with 19 students unable to return to college or between programs• 3 Focus groups for 23 students currently enrolled in college

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Organization Interview Focus Group Survey

Both qualitative and quantitative data were gathered to assess needs and inform the overall program design of the Student Emergency Fund. In total, 146 individuals participated in one or more of the data gathering methods.

The participating organizations and activities are listed alphabetically in the chart below:

1. Albany Park Community Center

2. Broadway Youth Center

3. Chicago Bulls College Prep

4. Chicago Coalition for the Homeless

5. Chicago Scholars

6. Chicago Youth Programs

7. Collaborative for Undergraduate Success

8. Gary Comer College Prep

9. Genesys Works

10. Hansberry College Prep

11. Johnson College Prep

12. La Casa-The Resurrection Project

13. Loyola University

14. Noble Network of Charter Schools

15. Northeastern Illinois University

16. OneGoal

17. Pritzker College Prep

18. Rowe-Clark Math and Science Academy

19. Roosevelt High School

20. Roosevelt University

21. Teen Living Programs

22. UChicago Charter School

23. University of Illinois-Chicago

24. Young Men’s Educational Network

• •

• • • •

•

• • •

• • •

•

•

•

•

•

• • • • • • • • • • • • • • • • • • • • • • • •

Needs assessment participants included:

STUDENT DEMOGRAPHICSOnly students were asked to respond to questions about demographics. Teacher and Administrator demographic information was not collected. Forty-two students participated in focus groups while another thirty-eight completed the survey. The age of participants varies from 18 to 27 (Figure 1). The gender identity of participants represents a range of young adults (Figure 2). The race and ethnicity of student participants is overwhelmingly students of color (Figure 3). Lastly, it is important to note that student experiences were broadly re�ected across various postsecondary settings (Figure 4). While all students we spoke to had been enrolled in college at some point, not all were currently attending. Among focus group participants, one in three students disclosed attending more than two post-secondary institutions. When asked about the transition between post-secondary institutions, the leading reason for students dropping out and re-enrolling in a di�erent school was �nancial hardship. For example, several students shared instances of enrolling in a di�erent school because account holds or past due balances prevented them from continuing and completing coursework.

9

9

Age 27

Age 24

Age 23

Age 22

Age 21

Age 20

Age 19

Age 18

Number of Students1 5 10 15 20

Figure 1: Student by Age (n=80)

MALE - 39FEMALE - 27

TRANSWOMEN - 7

GENDER NON-CONFORMING - 7

Figure 2: Gender of Students (n=80)

AFRICAN-AMERICAN - 46

LATINO - 13

WHITE - 9

MIXED RACE - 8

ASIAN - 4

Figure 3: Race/Ethnicity of Students (n=80)

ENTERINGFRESHMEN - 10

CURRENTSTUDENTS - 24

NOTCURRENTLYENROLLED - 46

Figure 4: Participant Enrollment at the Time of Focus Group (n=80)

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Argosy University ChicagoCollege of Lake CountyColumbia College ChicagoComputer Systems InstituteConcordia University ChicagoDominican UniversityEastern Illinois UniversityEast-West UniversityElgin Community CollegeFranklin CollegeHarold Washington (City College of Chicago)Harper College (Palatine)Illinois Institute of TechnologyArt Institute of ChicagoKendall CollegeLe Cordon Bleu ChicagoLincoln CollegeMalcom X (City College of Chicago)Martin Luther CollegeMonmouth CollegeOlive-Harvey (City College of Chicago)Penn FosterPurdue UniversityTruman College (City College of Chicago)University of Central OklahomaUniversity of Illinois at ChicagoUniversity of WisconsinWestwood College IllinoisWright College (City College of Chicago)

Students who participated in the focus groups currently or formerly attended the following schools:

Both focus groups and survey data produced tremendous overlap in the �ndings. While students were mostly aligned in their vision for the Student Emergency Fund and their experience of navigating �nancial aid systems, they were often out of sync with the educators’ and administrators’ vision of how the fund could best be executed. These distinctions are captured in the section, “Side-by-Side: Educator & Student Views.”

Without question, the most resounding point students made in both the focus groups and surveys was the desire for an emergency fund to remove holds on student accounts and past due balances. Educators, administrators, and students all knew multiple students who could not return to school due to an unexpected �ne placed onto the student’s account unknowingly. Ten percent of student respondents who left school said dropping out could have been prevented with as little as $100 in emergency assistance. Another 18% said that $500 in transit assistance would have prevented them from leaving school that year, and 25% reported that $1,000 would resolve past due balances and allow reenrollment. Perhaps the saddest statistic was from 10% of students who said that less than $500 prevented their graduation from a 4-year college.

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10% of students said that less than $500 prevented their

graduation from a 4-year college.

STUDENT FINDINGS

First Choice

Second Choice

Third Choice

Would Not Ask

1

0

1

33

4

2

2

27

1

0

6

28

4

7

6

19

7

8

12

10

2

0

3

28

1

6

6

23

18

8

6

4

1

7

7

21

Teacher Parent/Guardian

StudentAdvisor

CaseManager Friend

Signi�cantOther/

Partner/Spouse

SchoolAdmin

FinancialAid O�ce

Public AidO�ce/r

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WHERE DO STUDENTS TURNFOR HELP?

Fig. 6: Where do Students Turn for Help?

0

5

10

15

20

25

30

35

One of the main surprises in the data was students’ responses about to whom they would turn for help in the event of a �nancial emergency (Figure 6).

College students surveyed do not depend on teachers or parents for support – rather students go directly to the �nancial aid o�ce.

Unfortunately, the �nancial aid o�ce was repeatedly named as a broken link on the path to student success by nearly all 146

individuals who participated in this study.

Students dream of an emergency fund that follows each of them through to graduation with a set cap, the ability to request funds multiple time per year,

and cash incentives rewarded at graduation for not withdrawing from the fund.

Students prioritized housing assistance, removing holds on

their accounts, and tuition. Transportation, books, and childcare came in at a close

second.

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STUDENT FINDINGS

Students want a democratic application process (e.g. transparent, accessible, available to all, and with a clear decision-making process).

Students recommend that the fund be available once or twice each semester (in contrast to teacher data that stated the fund should be available one to two times per lifetime).

The range of college student emergencies is enormous and varies tremendously. Some students needed funds for housing or faced homelessness, while others needed as little as $70 to cover overdue library books. Both of these needs could prevent graduation; however, one is also a major life crisis.

The �nancial aid o�ce is one of the single largest student barriers to student graduation.

Students view �nancial emergencies as par for the course and do not expect to graduate without experiencing some kind of economic shortfall.

1.

2.

3.

4.

5.

The chart (Figure 7) re�ects, by percent of student respondents, the top six categories only. Students also indicated the amount of money needed to alleviate the �nancial crisis. Health emergencies, food, and unexpected costs were ranked lower and therefore not included.

It is worth mentioning, however, that students cited critical healthcare issues preventing them from returning to school in every focus group. Teachers and students shared examples of medical and health issues, ranging from dental emergencies to major physical traumas such as gun violence. They also described the impact of family-related health issues on student attendance, reenrollment, and �nancial stability.

Students also shared experiences of leaving college due to family �nancial emergencies. One student returned to Chicago from an out-of-state, four-year program to assist a single parent and his younger siblings with mortgage payments to prevent foreclosure. Since then, the student enrolled in a City College and is now in the �nal year of a 4-year program at University of Illinois-Chicago. This narrative depicts a common trend of students moving between more than two academic institutions during the course of their undergraduate career due to �nancial issues, both directly or indirectly.

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The chart (Figure 7) re�ects, by percent of student respondents, the top six categories only. Students also indicated the amount of money needed to alleviate the �nancial crisis. Health emergencies, food, and unexpected costs were ranked lower and therefore not included.

It is worth mentioning, however, that students cited critical healthcare issues preventing them from returning to school in every focus group. Teachers and students shared examples of medical and health issues, ranging from dental emergencies to major physical traumas such as gun violence. They also described the impact of family-related health issues on student attendance, reenrollment, and �nancial stability.

Students also shared experiences of leaving college due to family �nancial emergencies. One student returned to Chicago from an out-of-state, four-year program to assist a single parent and his younger siblings with mortgage payments to prevent foreclosure. Since then, the student enrolled in a City College and is now in the �nal year of a 4-year program at University of Illinois-Chicago. This narrative depicts a common trend of students moving between more than two academic institutions during the course of their undergraduate career due to �nancial issues, both directly or indirectly.

0

10

20

30

40

50

$500 $1000 $1500 $2000

Housing Tuition Past Holds ChildcareBooks &Supplies

Transportation

Figure 7: Important Needs by Category (n=80 students)

EDUCATOR & ADMINISTRATOR FINDINGS

In addition to key �ndings, the researcher found consistencies in the tremendous infrastructure being built to prepare students for college that did not exist �ve years ago. Student capacity-building inside college persistence programs is incredibly well structured. And it is working. For example, 87 percent of OneGoal's high school graduates have enrolled in college to date. Of those who enroll, 85 percent are persisting in college or have graduated with a college degree.26

Both the Young Men’s Educational Network (YMEN) and Chicago Youth Programs (CYP) begin preparing students for college as early as elementary school. This indicates that success rates for students are dependent on family and community engagement that is both systematic and rooted in long-term relationship building.

Based on an analysis of interviews conducted with 17 key informants who were employees of 13 di�erent college persistence programs, universities, GED programs, and charter and public schools, three key �ndings were identi�ed.

MAJOR LIFE CRISIS: Many of the emergencies students experience are beyond the student’s control and frequently include major life changes or crisis. This includes a parent losing employment, a death in the family, family members moving to another city, illness/disability, or a family emergency.

FINANCIAL AID CHANGES: Students lose scholarships (with GPA requirements) due to life circumstances, transitions, and di�culties. These changes mean that students lose access to grants or other funded programs. In worst case scenarios, students are left owing money for funds borrowed and cannot reenroll until this money is paid back. In best case scenarios, students are left scrambling to �nd last minute sources to cover tuition and costs.

HIGHER EDUCATION SYSTEM CHALLENGES: Teachers and education leaders report signi�cant student challenges related to the �nancial aid o�ce. The �nancial aid advocacy needed to assist students with amendments or changes to a FAFSA application are often unavailable or inaccessible. Other system failures include the length of time needed to obtain additional loans during an emergency. As a result, there is agreement that college �nancial aid o�ces should not operate student emergency funds.

15

Below is a summary of key �ndings from the informant interviews, focus groups, and surveys. This data was extremely textured and at times contradictory. The synthesized �ndings were used to create a data driven proposal of options for the operation of the Student Emergency Fund. Educators and Administrators participated in the Key Informant Interviews and responded to the surveys but did not participate in focus groups.

Key Informant Findings

1.

2.

3.

In addition to key �ndings, the researcher found consistencies in the tremendous infrastructure being built to prepare students for college that did not exist �ve years ago. Student capacity-building inside college persistence programs is incredibly well structured. And it is working. For example, 87 percent of OneGoal's high school graduates have enrolled in college to date. Of those who enroll, 85 percent are persisting in college or have graduated with a college degree.26

Both the Young Men’s Educational Network (YMEN) and Chicago Youth Programs (CYP) begin preparing students for college as early as elementary school. This indicates that success rates for students are dependent on family and community engagement that is both systematic and rooted in long-term relationship building.

Based on an analysis of interviews conducted with 17 key informants who were employees of 13 di�erent college persistence programs, universities, GED programs, and charter and public schools, three key �ndings were identi�ed.

MAJOR LIFE CRISIS: Many of the emergencies students experience are beyond the student’s control and frequently include major life changes or crisis. This includes a parent losing employment, a death in the family, family members moving to another city, illness/disability, or a family emergency.

FINANCIAL AID CHANGES: Students lose scholarships (with GPA requirements) due to life circumstances, transitions, and di�culties. These changes mean that students lose access to grants or other funded programs. In worst case scenarios, students are left owing money for funds borrowed and cannot reenroll until this money is paid back. In best case scenarios, students are left scrambling to �nd last minute sources to cover tuition and costs.

HIGHER EDUCATION SYSTEM CHALLENGES: Teachers and education leaders report signi�cant student challenges related to the �nancial aid o�ce. The �nancial aid advocacy needed to assist students with amendments or changes to a FAFSA application are often unavailable or inaccessible. Other system failures include the length of time needed to obtain additional loans during an emergency. As a result, there is agreement that college �nancial aid o�ces should not operate student emergency funds.

16

Almost everyone interviewed talked about the lack of adaptability on the part of �nancial aid o�ces to respond to the speci�city of student need. The failure of the �nancial aid o�ce to understand and support students was consistently expressed as a major barrier. Secondary issues with the �nancial aid o�ce included poor customer service, overwhelming bureaucracy, and the lack of employee expertise. These issues seem to happen across universities and colleges and were not speci�c to any one institution.

Many respondents stated that the failure of �nancial aid o�ces to respond to a student’s changing �nancial realties directly or indirectly led to increased drop-out rates. For example, many educators and administrators noted the failure of the �nancial aid o�ce to adjust the student’s Expected Family Contribution (EFC) when a parent became

disabled or a student was kicked out of the home. While the �nancial aid o�ce should be able to adjust the EFC, allowing students access to more aid, this only occurred if the student self-advocated and had a skilled advocate familiar with higher education systems.

Some educators and administrators shared instances of emergency funds being applied inappropriately to student accounts by the �nancial aid o�ce. Because the �nancial aid o�ce is so bureaucratic, students awarded emergency funds from their college persistence programs sometimes found themselves losing aid because the funds were treated as adjusted income. As a result, students still had an outstanding balance and an even smaller �nancial aid package.

Among education counselors, advisors, teachers, and administrators, respondents shared their organizational a�liation, which is indicated in the table below:

Educational Organizations & Institutions # of Respondents

High School (Public and Charter)

Colleges & Universities

Social Services

College Persistence Organizations

GED Programs

Total Respondents

24

12

1

10

2

49

17

In addition to the Key Informant Interviews, 49 education counselors, advisors, teachers, and administrators from high school and college settings completed the survey. These questions were both qualitative and quantitative and asked educators and administrators to re�ect on their experiences working with students who need(ed) emergency funds. Educators and administrators who had access to emergency fund programs as a part of their institutions were also asked to o�er insight about what worked and what could be learned from their existing fund programs.

1. College professors and teachers; college administrators; education counselors and case managers; GED teachers; and high school teachers, guidance counselors, and academic advisors all agree that a student emergency fund is critical to student success.

2. Many teachers and sta� did not know if their own organizations possessed internal student emergency aid programs or scholarships. Survey respondents provided contradictory information about whether or not their organization or school had an emergency student fund, which indicates a lack of communication about student emergency funds and the application process. Undoubtedly, this impacts student access. Many programs were intentionally not promoted or transparent to students.

3. Of the educators who reported that an emergency student fund exists within their own organization, a majority indicated that the fund was not promoted to students due to the small sum of money available. Teachers and program directors are typically the gatekeepers to these funds and can choose whether or not to inform the student of the opportunity based on their own assessment of the crisis.

4. Teachers engage many students who have left school or had to extend their college timeline due to �nancial reasons. Of the 49 teacher responses, 45

Survey Findingscon�rmed the statement, “I have known a student who dropped out for �nancial reasons.” 57% knew of 25 or more students who left due to �nancial reasons. A signi�cant number of respondents were unable to provide a number because “it is the most common reason we hear from our Alumnae for dropping out.” One respondent reported that “50-75% of all the undergraduate students I work with” must extend their time to degree completion due to �nancial issues. The same respondent reports losing one or two students each term because of tuition costs. The stressors of working full or part-time while attending school full or part-time simultaneously means that approximately “30% of the students I work with do not have enough time to focus on classes speci�cally because of their work schedule.” Another respondent echoes the danger of elongating student timelines towards graduation: “More students [are] taking longer to graduate because they have to take semesters o� when they are unable to pay their tuition before designated deadlines.” This increases the risk of a student leaving school altogether.

6. Educators did not have consensus on the amount of money that would be helpful to students experiencing a �nancial emergency. Of those who responded in the survey, 50% of respondents were unsure of food costs and 40% were unsure of housing and transportation costs. The only strong consensus was that book costs could be covered with $500 (as indicated by 76% of respondents). Respondents were split regarding the amount of money required to remedy student holds preventing registration, with ranges spanning $500 to $2000. Respondents were equally split regarding tuition and fees. The loss of scholarships due to academic performance, which does not contextualize the impact of massive life transitions and di�cult circumstances for �rst generation students and their families, hinders persistence, retention, and graduation.

18

Educators and administrators shared di�erent priorities for the emergency fund than students. While both agree on using the fund to pay for holds and past due fees,27 students prioritzed housing above all else, while educators lifted up the importance of healthcare. Educators were reluctant to indicate dollar amounts for each category and instead felt that decisions should be made based on the urgency, the student’s e�orts to correct the situation without the help of the fund, and the degree of life crisis. Educators also placed a priority on making deposits and on lab fees—two categories students did not include in their priority list (Figure 10).

*Teachers are not requesting that the Student Emergency Project cover costs related to family illness but emphasized the domino e�ect this has on student �nances. Teachers want priority given to students whose families are experiencing a crisis—including parent job loss due to disability or illness—and the myriad of costs associated with this sudden change in �nancial status. This includes the cost of dropped/failed classes as a result of taking care of a sick parent or extended bereavement.

FAMILY

SICKNESS*

TRANSPORTATION

BOOKS

HOUSING

PAST

BALANCES

REMOVING

HOLDS

LAB

FEES

DEPOSITS

STUDENT

HEALTH

CARE

CRISIS

Figure 10: Emergency Fund Priorities according to Educator & Administrator Data

Teachers want an emergency fund located within their institution or programs so that requests can be easily monitored and informed by their perception of capacity. Teachers would like to be able to “reject” students who cannot demonstrate the ability to “manage funds” or “emergencies.”

“Emergencies mean mismanagement.” For administrators, students who encountered emergencies lacked either maturity, ability or were not working hard enough and required a “teachable moment.” This is not true across the board and many administrators and educators inside university and high school settings understood that there is a di�erence between working hard and larger systems negatively and structurally impacting educational outcomes.

Emergencies need to be “exceptional and real emergencies.” Teachers view things like health emergencies to be more deserving of emergency status than an expense like childcare. This is re�ected in the ways that funds are set up at college persistence programs and universities.

Teachers want control over the fund and do not want the fund to be made public in any way. Teachers also believe they "know which students are struggling and most deserving." Teachers are also concerned that they will be inundated with requests that cannot be �lled.

Students want a fund located within an organization/program that provides supports to assist with the entire emergency, not just the �nancial components. Ideally, students would like the fund to be located outside of their university altogether.

“Emergencies are a part of school.” Students regularly multi-task work, school, and family life. With so many responsibilities and the high cost of tuition, students consider emergencies to be a regular part of going to school.

Emergencies are not “exceptional life crises.” Students navigate many urgent situations simultaneously and feel strongly that transit costs, childcare and housing are as equal barriers as deaths in the family and health care crisis. Simply put, if something stops a student from enrollment, then emergency funds should cover it.

Students think the information should be shared democratically and transparently. Some students even wanted names published of students who faced emergencies to build peer support networks.

SIDE-BY-SIDE: EDUCATOR & STUDENT VIEWS

Although all 146 participants in this needs assessment agreed that an emergency fund for college students is absolutely necessary, students, educators and administrators had di�erent perspectives on the nature of emergencies, where funds should be housed, and how to access the funds.

19

Educator & Administrator Student

PROGRAM IMPLEMENTATION& NEXT STEPS

20

In response to these �ndings, All Chicago is proud to launch the Student Emergency Fund in mid-2015. The Student Emergency Fund will provide immediate �nancial assistance to Chicago college students experiencing a crisis or transition via a network of partner organizations with experience in supporting students persist towards college graduation.

During the Pilot Year, the Student Emergency Fund will select partner organizations with a demonstrated capacity to support students experiencing a �nancial crisis. These partner organizations will identify Fund Managers to assist students, distribute �nancial assistance, and follow-up with students.

The Student Emergency Fund provides immediate �nancial assistance to Chicago college students experiencing a crisis or transition by distributing critical and timely �nancial assistance via a network of partner organizations.

Student Emergency FundMission:

Student Emergency Fund Process

Student experiences a crisis or transition

Student contacts fund manager at a�liated partnerorganization

Fund Manager contacts the student to set up a meeting

Students, Fund Manager, and Support Sta� work together to identify solutions

Payments for assistance are made on the student’s behalf

Students and sta� work together to prevent and prepare for future needs

SEEK ASSISTANCE

STUDENT CRISIS

FUND MANAGER

SUPPORT

FINANCIAL ASSISTANCE

FOLLOW UP

Process & Evaluation

21

The Student Emergency Fund process will possess minimal barriers for students, including a simple application process, a quick turnaround for fund disbursement, and a transparent process so that all students can equally access monies. Neither students nor administrators and educators need another laborious, high investment process in the midst of what is already a confusing and emotional experience.

It is essential that partner organizations make a strategic selection for the role of Fund Manager. Fund Managers must have excellent relationship-building skills and the ability to navigate and explain complex systems, like �nancial aid.

All parts of the Student Emergency Fund—from application, to award, to follow-up—will be transparent and accessible. At the same time, the Student Emergency Fund must maintain con�dentiality and students must be in charge of all disclosure about the nature of the emergency.

Systems collaboration and advocacy e�orts, in tandem with emergency �nancial assistance, promote student persistence towards graduation. Whenever possible, the Student Emergency Fund will address systemic issues that leave students in situations vulnerable to repeat emergencies.

The Fund Manager will support the student through the crisis or emergency. Linking the student to supportive services is a natural part of the Student Emergency Fund’s goal to ensure that students remain in school and recover from extenuating circumstances.

1.

2.

3.

4.

5.

The impact of the Student Emergency Fund will be measured through an evaluation strategy that tracks multiple data points, including student persistence. This evaluation approach will:

1. Demonstrate the impact of emergency assistance on college re-enrollment and graduation

2. Provide insight into changing student needs over time

3. O�er organizational partners information about ways to improve current programming (e.g. supplementing program curriculum with information about accessing health services and public bene�ts)

Evaluation

Recommendations

CONCLUSION

22

Across the U.S. and within Chicago, emergency �nancial aid initiatives are supporting college students. These programs use an array of methods to disburse �nancial assistance, often without adequate resources to demonstrate the program’s e�ectiveness or impact on college persistence. A coordinated, citywide approach in Chicago—one in partnership with local college persistence programs—creates numerous opportunities to support students with �nancial emergencies and understand more fully the impact it has on student reenrollment and graduation. The Student Emergency Fund, slated to launch in 2015, will respond to student �nancial crises via a network of partner organizations using a similar program model and funding disbursement process. It is our hope that knowledge gained from the Student Emergency Fund will spark ideas to further address the root causes of �nancial emergencies. Emergency �nancial aid initiatives are both a pragmatic and critical solution to student �nancial barriers and provide a pathway to post-graduate success.

ENDNOTES1. National Commission on Higher Education Attainment, An Open Letter to College and University Leaders: College Completion Must Be Our Priority, American Council on Education, http://www.acenet.edu/news-room/Documents/An-Open-Letter-to-College-and-University-Leaders.pdf (January 2013).

2. Jenny Nagaoka, Melissa Roderick, Vanessa Coca, Barriers to College Attainment: Lessons from Chicago, The Consortium on Chicago School Research at The University of Chicago, http://ccsr.uchicago.edu/sites/default/�les/publications/CAP_ChicagoSchools-1.pdf, 4. (January 2009)

3. http://ccsr.uchicago.edu/sites/default/�les/publications/CAP_ChicagoSchools-1.pdf, 4.



6. Stephen Provasnik, Michael Planty, Community Colleges: Special Supplement to The Condition of Education 2008. Statistical Analysis Report. NCES 2008-033. National Center for Education Statistics. http://nces.ed.gov/pubs2008/2008033.pdf (August 2008).

7. Demonstrated �nancial need is the di�erence between the total cost of attendance (COA) at a particular college and a student’s expected family contribution (EFC)—a federal guidelines calculation of what a family is expected to contribute �nancially toward the cost of attending college.

8. Rashida Welbeck, Michelle Ware, Oscar Cerna, Ireri Valenzuela. Paying It Forward: A Technical Assistance Guide for Developing and Implementing Performance-Based Scholarships, MDRC http://www.mdrc.org/sites/default/�les/Paying_It_Forward.pdf (February 2014).

9. The White House, O�ce of the Press Secretary, “FACT SHEET on the President’s Plan to Make College More A�ordable: A Better Bargain for the Middle Class.”

http://www.whitehouse.gov/the-press-o�ce/2013/08/22/fact-sheet-president-s-plan-make-college-more-a�ordable-better-bargain- (August 22, 2013).

10. http://www.acenet.edu/news-room/Documents/An-Open-Letter-to-College-and-University-Leaders.pdf, 9.

11. Nate Johnson. College Costs, Prices and the Great Recession, Lumina Issue Papers (April 2014).

12. http://www.whitehouse.gov/the-press-o�ce/2013/08/22/fact-sheet-president-s-plan-make-college-more-a�ordable-better-bargain-

13. Robert Wood Johnson Foundation, Why Does Education Matter So Much to Health? Health Policy Snapshot Issue Brief http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2012/rwjf403347 (March 2013).

14. Robert Wood Johnson Foundation, Commission to Build a Healthier America, Issue Brief 6: Education and Health, http://www.commissiononhealth.org/PDF/c270deb3-ba42-4fbd-baeb-2cd65956f00e/Issue%20Brief%206%20Sept%2009%20-%20Education%20and%20Health.pdf (September 2009).

15. Pew Research Center, “The Rising Cost of Not Going to College,” http://www.pewsocialtrends.org/�les/2014/02/SDT-higher-ed-FINAL-02-11-2014.pdf/ (February 11, 2014).

16. http://www.pewsocialtrends.org/�les/2014/02/SDT-higher-ed-FINAL-02-11-2014.pdf/

17. http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2012/rwjf403347

18. http://www.acenet.edu/news-room/Documents/An-OIpen-Letter-to-College-and-University-Leaders.pdf

19. A live, college admissions event hosted by Chicago Scholars each year.

20. Social capital re�ects the ability of individuals to secure bene�ts through familial and extra-familial networks; include role of guidance, information, and support in helping students navigate the college search and application process. For example, exposure to college campuses and family members

with information about �nancial aid assistance.

21. The Secretary of Education’s Commission on the Future of Higher Education concluded that “our �nancial aid system is confusing, complex, ine�cient, duplicative, and frequently does not direct aid to students who truly need it,” A Test of Leadership: Charting the Future of U.S. Higher Education, http://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/�nal-report.pdf, 3 (2006).

22. Christine Geckeler, Carrie Beach, Michael Pih, Leo Yan, Helping Community College Students Cope with Financial Emergencies: Lessons from the Dreamkeepers and Angel Fund Emergency Financial Aid Programs, http://www.mdrc.org/sites/default/�les/full_383.pdf (May 2008)

23. http://www.mdrc.org/sites/default/�les/full_383.pdf

24. http://www.mdrc.org/sites/default/�les/full_383.pdf, ES-5

25. http://www.mdrc.org/sites/default/�les/full_383.pdf, iii.

26. http://www.onegoalgraduation.org/onegoal-results/

27. “Removing holds” is also called a “Student Hold.” There are many types of holds that are placed on student accounts and records for di�erent circumstances. Each hold prevents basic institutional privileges, such as, but not limited to, the right to register, add/drop classes, cash checks or receive copies of uno�cial/o�cial transcripts or a diploma. “Past balances” is a balances not paid by the due date. Students are often assessed late charge fees for past due balances.

REFERENCES1. National Commission on Higher Education Attainment, An Open Letter to College and University Leaders: College Completion Must Be Our Priority, American Council on Education, http://www.acenet.edu/news-room/Documents/An-Open-Letter-to-College-and-University-Leaders.pdf (January 2013).

2. Jenny Nagaoka, Melissa Roderick, Vanessa Coca, Barriers to College Attainment: Lessons from Chicago, The Consortium on Chicago School Research at The University of Chicago, http://ccsr.uchicago.edu/sites/default/�les/publications/CAP_ChicagoSchools-1.pdf, 4. (January 2009)




6. Stephen Provasnik, Michael Planty, Community Colleges: Special Supplement to The Condition of Education 2008. Statistical Analysis Report. NCES 2008-033. National Center for Education Statistics. http://nces.ed.gov/pubs2008/2008033.pdf (August 2008).

7. Demonstrated �nancial need is the di�erence between the total cost of attendance (COA) at a particular college and a student’s expected family contribution (EFC)—a federal guidelines calculation of what a family is expected to contribute �nancially toward the cost of attending college.

8. Rashida Welbeck, Michelle Ware, Oscar Cerna, Ireri Valenzuela. Paying It Forward: A Technical Assistance Guide for Developing and Implementing Performance-Based Scholarships, MDRC http://www.mdrc.org/sites/default/�les/Paying_It_Forward.pdf (February 2014).

9. The White House, O�ce of the Press Secretary, “FACT SHEET on the President’s Plan to Make College More A�ordable: A Better Bargain for the Middle Class.”

http://www.whitehouse.gov/the-press-o�ce/2013/08/22/fact-sheet-president-s-plan-make-college-more-a�ordable-better-bargain- (August 22, 2013).

10. http://www.acenet.edu/news-room/Documents/An-Open-Letter-to-College-and-University-Leaders.pdf, 9.

11. Nate Johnson. College Costs, Prices and the Great Recession, Lumina Issue Papers (April 2014).

12. http://www.whitehouse.gov/the-press-o�ce/2013/08/22/fact-sheet-president-s-plan-make-college-more-a�ordable-better-bargain-

13. Robert Wood Johnson Foundation, Why Does Education Matter So Much to Health? Health Policy Snapshot Issue Brief http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2012/rwjf403347 (March 2013).

14. Robert Wood Johnson Foundation, Commission to Build a Healthier America, Issue Brief 6: Education and Health, http://www.commissiononhealth.org/PDF/c270deb3-ba42-4fbd-baeb-2cd65956f00e/Issue%20Brief%206%20Sept%2009%20-%20Education%20and%20Health.pdf (September 2009).

15. Pew Research Center, “The Rising Cost of Not Going to College,” http://www.pewsocialtrends.org/�les/2014/02/SDT-higher-ed-FINAL-02-11-2014.pdf/ (February 11, 2014).

16. http://www.pewsocialtrends.org/�les/2014/02/SDT-higher-ed-FINAL-02-11-2014.pdf/

17. http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2012/rwjf403347

18. http://www.acenet.edu/news-room/Documents/An-OIpen-Letter-to-College-and-University-Leaders.pdf

19. A live, college admissions event hosted by Chicago Scholars each year.

20. Social capital re�ects the ability of individuals to secure bene�ts through familial and extra-familial networks; include role of guidance, information, and support in helping students navigate the college search and application process. For example, exposure to college campuses and family members

with information about �nancial aid assistance.

21. The Secretary of Education’s Commission on the Future of Higher Education concluded that “our �nancial aid system is confusing, complex, ine�cient, duplicative, and frequently does not direct aid to students who truly need it,” A Test of Leadership: Charting the Future of U.S. Higher Education, http://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/�nal-report.pdf, 3 (2006).

22. Christine Geckeler, Carrie Beach, Michael Pih, Leo Yan, Helping Community College Students Cope with Financial Emergencies: Lessons from the Dreamkeepers and Angel Fund Emergency Financial Aid Programs, http://www.mdrc.org/sites/default/�les/full_383.pdf (May 2008)

23. http://www.mdrc.org/sites/default/�les/full_383.pdf

24. http://www.mdrc.org/sites/default/�les/full_383.pdf, ES-5

25. http://www.mdrc.org/sites/default/�les/full_383.pdf, iii.

26. http://www.onegoalgraduation.org/onegoal-results/

27. “Removing holds” is also called a “Student Hold.” There are many types of holds that are placed on student accounts and records for di�erent circumstances. Each hold prevents basic institutional privileges, such as, but not limited to, the right to register, add/drop classes, cash checks or receive copies of uno�cial/o�cial transcripts or a diploma. “Past balances” is a balances not paid by the due date. Students are often assessed late charge fees for past due balances.

Christine Geckeler, Carrie Beach, Michael Pih, Leo Yan, Helping Community College Students Cope with Financial Emergencies: Lessons from the Dreamkeepers and Angel Fund Emergency Financial Aid Programs, http://www.mdrc.org/sites/default/�les/full_383.pdf (May 2008)

Jenny Nagaoka, Melissa Roderick, Vanessa Coca, Barriers to College Attainment: Lessons from Chicago, The Consortium on Chicago School Research at The University of Chicago, http://ccsr.uchicago.edu/sites/default/�les/publications/CAP_ChicagoSchools-1.pdf, 5. (January 2009)

Nate Johnson. College Costs, Prices and the Great Recession, Lumina Issue Papers (April 2014).

National Commission on Higher Education Attainment, An Open Letter to College and University Leaders: College Completion Must Be Our Priority, American Council on Education, http://www.acenet.edu/news-room/Documents/An-Open-Letter-to-College-and-University-Leaders.pdf (January 2013).

Pew Research Center, “The Rising Cost of Not Going to College,” http://www.pewsocialtrends.org/�les/2014/02/SDT-higher-ed-FINAL-02-11-2014.pdf/ (February 11, 2014).

Rashida Welbeck, Michelle Ware, Oscar Cerna, Ireri Valenzuela. Paying It Forward: A Technical Assistance Guide for Developing and Implementing Performance-Based Scholarships, MDRC http://www.mdrc.org/sites/default/�les/Paying_It_Forward.pdf (February 2014).

Robert Wood Johnson Foundation, Commission to Build a Healthier America, Issue Brief 6: Education and Health, http://www.commissiononhealth.org/PDF/c270deb3-ba42-4fbd-baeb-2cd65956f00e/Issue%20Brief%206%20Sept%2009%20-%20Education%20and%20Health.pdf (September 2009).

Robert Wood Johnson Foundation, Why Does Education Matter So Much to Health? Health Policy Snapshot Issue Brief http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2012/rwjf403347 (March 2013).

The Secretary of Education’s Commission on the Future of Higher Education, A Test of Leadership: Charting the Future of U.S. Higher Education, http://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/�nal-report.pdf, 3 (2006).

Stephen Provasnik, Michael Planty, Community Colleges: Special Supplement to The Condition of Education 2008. Statistical Analysis Report. NCES 2008-033. National Center for Education Statistics. http://nces.ed.gov/pubs2008/2008033.pdf (August 2008).

The White House, O�ce of the Press Secretary, “FACT SHEET on the President’s Plan to Make College More A�ordable: A Better Bargain for the Middle Class.” http://www.whitehouse.gov/the-press-o�ce/2013/08/22/fact-sheet-president-s-plan-make-college-more-a�ordable-better-bargain- (August 22, 2013).

Christine Geckeler, Carrie Beach, Michael Pih, Leo Yan, Helping Community College Students Cope with Financial Emergencies: Lessons from the Dreamkeepers and Angel Fund Emergency Financial Aid Programs, http://www.mdrc.org/sites/default/�les/full_383.pdf (May 2008)

Jenny Nagaoka, Melissa Roderick, Vanessa Coca, Barriers to College Attainment: Lessons from Chicago, The Consortium on Chicago School Research at The University of Chicago, http://ccsr.uchicago.edu/sites/default/�les/publications/CAP_ChicagoSchools-1.pdf, 5. (January 2009)

Nate Johnson. College Costs, Prices and the Great Recession, Lumina Issue Papers (April 2014).

National Commission on Higher Education Attainment, An Open Letter to College and University Leaders: College Completion Must Be Our Priority, American Council on Education, http://www.acenet.edu/news-room/Documents/An-Open-Letter-to-College-and-University-Leaders.pdf (January 2013).

Pew Research Center, “The Rising Cost of Not Going to College,” http://www.pewsocialtrends.org/�les/2014/02/SDT-higher-ed-FINAL-02-11-2014.pdf/ (February 11, 2014).

Rashida Welbeck, Michelle Ware, Oscar Cerna, Ireri Valenzuela. Paying It Forward: A Technical Assistance Guide for Developing and Implementing Performance-Based Scholarships, MDRC http://www.mdrc.org/sites/default/�les/Paying_It_Forward.pdf (February 2014).

Robert Wood Johnson Foundation, Commission to Build a Healthier America, Issue Brief 6: Education and Health, http://www.commissiononhealth.org/PDF/c270deb3-ba42-4fbd-baeb-2cd65956f00e/Issue%20Brief%206%20Sept%2009%20-%20Education%20and%20Health.pdf (September 2009).

Robert Wood Johnson Foundation, Why Does Education Matter So Much to Health? Health Policy Snapshot Issue Brief http://www.rwjf.org/content/dam/farm/reports/issue_briefs/2012/rwjf403347 (March 2013).

The Secretary of Education’s Commission on the Future of Higher Education, A Test of Leadership: Charting the Future of U.S. Higher Education, http://www2.ed.gov/about/bdscomm/list/hiedfuture/reports/�nal-report.pdf, 3 (2006).

Stephen Provasnik, Michael Planty, Community Colleges: Special Supplement to The Condition of Education 2008. Statistical Analysis Report. NCES 2008-033. National Center for Education Statistics. http://nces.ed.gov/pubs2008/2008033.pdf (August 2008).

The White House, O�ce of the Press Secretary, “FACT SHEET on the President’s Plan to Make College More A�ordable: A Better Bargain for the Middle Class.” http://www.whitehouse.gov/the-press-o�ce/2013/08/22/fact-sheet-president-s-plan-make-college-more-a�ordable-better-bargain- (August 22, 2013).

IMAGE SOURCES“Black Female College Graduates Bennet College IMG_5822” by Steven Depolo, Licensed under CC by Flickr - https://www.�ickr.com/photos/stevende-polo/2466967508/in/photostream/

"Students work on robots at Cañada College" by Hoodr - Own work. Licensed under CC BY-SA 3.0 via Wikimedia Commons - http://commons.wikime-dia.org/wiki/File:Students_work_on_ro-bots_at_Ca%C3%B1ada_College.jpg#mediaviewer/File:Students_work_on_robots_at_Ca%C3%B1ada_College.jpg

“Student in Class” by Tulane Public Relations. Licensed under CC BY-SA 3.0 via Wikimedia Com-mons -http://commons.wikimedia.org/wiki/File:Stu-dent_in_Class_(3618969705).jpg

"UP Grad" by Jbak87 - Own work. Licensed under CC BY-SA 3.0 via Wikimedia Commons - http://com-mons.wikimedia.org/wiki/File:UP_Grad.jpg#media-viewer/File:UP_Grad.jpg

All other images courtesy photographer J. Kotting, 2015.