Promoting College Retention of Low-Income and First Generation Students

Greg JohnsonExecutive Director

B tt LiBottom Line&

Kolajo AfolabiDoctoral Candidate

Harvard Graduate School of Education

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Presentation Overview

The Scope of the Problem

Bottom Line’s Model

Using Evaluation to Assess Performance

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The Vanishing Pipeline

29643000

19042000

2500

1904

1000

1500

675500

1000

36% of attendees

23% of HS graduates

0Total HS

GradsCollege

AttendeesGraduates

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Data from “Getting to the Finish Line” study by Northeastern University, Center for Labor Market Studies of BPS Class of 2000 after 7 years.

Graduates by Type of School

4-Year Colleges1230 E ll d-1230 Enrolled

-590 Graduated (48%)

2 Year Colleges-674 Enrolled-85 Graduated (13%)

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Why Aren’t They Graduating?

Lack of Guidance upon College Entry– Poor advice throughout the application process leads to less than ideal

college lists and a lousy start to college experiencecollege lists and a lousy start to college experience

Academic Reasons– Many students are academically not prepared for the rigors of a college

education (competitive schools and non competitive schools)education (competitive schools and non-competitive schools)– Remedial courses are commonplace

Financial Reasons– They can’t afford the school they decide to attend– They are often working full-time (or close) during the school year

Personal/Emotional Reasons– Challenging lives create distractions which lead to academic and other

difficulties

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What is Bottom Line?

Bottom Line’s mission is to build a better community through higher education by helping disadvantaged g g y p g gstudents get in to college, graduate from college and go far in life.

Founded in 1997– Founded in 1997– Independent from high schools and colleges– Located in Boston, MA and Worcester, MA– Launching in NYC in July 2011Launching in NYC in July 2011

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Bottom Line Programs

Two programs support our mission:College Access (650 high school seniors)– Counselors provide students with one-on-one service

along the entire spectrum of the college application and financial aid processes

College Success (949 students)– We continue to support ~50% of the students from the

high school to college transition through to graduationhigh school to college transition through to graduation (based on the college they elect to attend)

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Eligibility

Criteria to participate in Bottom Line:H t l t 2 5 GPA– Have at least a 2.5 GPA

AND– Come from a household with an AGI less than– Come from a household with an AGI less than

200% of the Federal Poverty guidelines– Be in the first generation in your family to go to

college

Note: All services are free of charge

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g

For High School Seniors

In our College Access Program, Bottom Line provides one-on-one guidance through the entire application and decision process

Applications Decisions

Build a one-on-one l ti hi

Build a quality list of

potential

Support college essay

writing and

Help with financial aid

and h l hi

Review decisions

and financial id d

Help each student

make the right

choice

Applications Decisions

relationship potential colleges

writing and application completion

scholarship applications

aid award letters

choiceabout where

to attend college

“Wh I 14 I t t th U it d St t t li ith“When I was 14, I was sent to the United States to live with my father- a man I did not know. I was 16 when I moved out on my own. I worked 50 hours per week to pay rent, buy food and help my mom and sisters in Haiti. In my junior year of high school, I found out about Bottom Line. They became a parent to me. I started to believe in myself and that I could make it to college ”started to believe in myself and that I could make it to college.

Jerry AlciusRegis College ‘12

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Regis College 12

9

Bottom Line Method

Direct students to colleges with quality academic and other support programs in place

Bridge programs exist in many places and often are critical for– Bridge programs exist in many places and often are critical for early success

Insist they go to affordable schools and reduce financial burdenInsist they go to affordable schools and reduce financial burden where possible– Minimize/eliminate Private Loans

Remain engaged and manage problems closely through one-on-one mentoring and intrusive advising– Make frequent visits-create a stalking mentalityMake frequent visits create a stalking mentality

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College SuccessIn our College Success Program, we provide one-on-one support for up to six years using our 4-tiered support model (DEAL) to give students the tools to succeed

College SuccessWhen my mother passed away, I didn’t know what to do I called Bottom Line They

eal) A

id

abili

ty

ee

know what to do. I called Bottom Line. They kept me company as I created the funeral plans. With Bottom Line’s help, I arranged to take a leave of absence to care for my brother and sister, since our mother, our sole supporter, was gone. But, Bottom Line made s re that this tra ma in m life onl

Life

(Fin

anci

a

Empl

oya

Deg

re made sure that this trauma in my life only sidetracked me, but did not derail me from my goal of getting a college degree.

Majory GabrielUMass Boston ‘09

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The Keys to College Success - DEAL

DEGREE-Select a major that’s the right fit

AID-Renew scholarship and financial aid j g

-Assess your credits to make sure you’re on track-Interpret your syllabi to succeed in each class-Identify and use strategies to improve

papplications-Figure out how to pay your balance-Troubleshoot problems with your bill-Assess your debty g p

performance-Connect with tutoring, advising, and other resources

y-Make good decisions about finances

E LEMPLOYABILITY-Find a career path that fits your interest and skillsSecure summer internships and part time jobs

LIFE-Send cards and care packages during the year-Make monthly on-campus visits and call and email often-Secure summer internships and part-time jobs

-Write and update your resume and cover letter-Connect with Bottom Line-specific internships-Build a unique professional “brand”

email often-Be there to listen whenever you need it-Challenge you to work hard to achieve your goalsHelp you solve problems whenever we can

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-Help you solve problems whenever we can

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Summer Transition to College

Success Kick-Off– Explanation of program benefits and get commitment to remain

engagedg g

Success Summer Checklist Meeting– One-on-one meetings to ensure students are ready, covering

H lth C W i H i F L P i N tHealth Care Waivers, Housing Forms, Loan Promissory Notes, Payment Plans, Course Registration, etc…

College Training CampCollege Training Camp– Day of activities to introduce our DEAL curriculum and discuss

the challenges of life as a college student

Summer Send-Off– Late summer party with all students. Includes team building by

campus destination

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School Year Support Calendar

Semester 1– First Week Visit– Group Event on Campus– Mid-Semester Check-In Visit

Semester 2– Early Semester Visit– Group Event on Campus– Mid-Semester Check-In VisitMid Semester Check In Visit

– Semester-End Check-In/Course Registration Visit

– Pre-Finals Phone Call

Communications:C P k t Mid T

Mid Semester Check In Visit– Financial Aid Renewal Visit– End of Semester Check-In/Course

Registration Visit– Job/Internship Advising– Pre-Finals Phone Call

– Care Package at Mid-Term– Good Luck Card– Thanksgiving Card– Holiday Card– Birthday Card

Communications:– Care Package at Mid-Term– Happy Valentine’s Card– Congratulations Card– Bi-Weekly Summer Job Bulletin Email

Winter Break– Diagnostic Assessment

(January)R S t

– Bi-Weekly Summer Job Bulletin Email

Summer Break– Diagnostic Assessment (June)– Summer Course Registration

– Resume Support– Job/Internship Advising– Go Far Forum (Career Fair)

– Job/Internship Support– Financial Aid Advising/Advocacy

Additional visits and calls may be added basedti d t d t t t

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on conversations and student status

Assessing Student Progress

Following each semester, we implement an assessment of each student using a Rubric to alertassessment of each student using a Rubric to alert us when a student is in danger

- Red: Has a problem that requires immediate attention and is in danger of not graduating

- Yellow: Caution- something on the horizon that bears watching

- Green: Student appears on track to graduateGreen: Student appears on track to graduate

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Degree

Indicators Red Yellow Green

Semester P f

Semester GPA below 2.0 One or more F’s, I’s

Semester GPA 2.0 to 2.3T D’

Semester GPA 2.31 or betterN th 1 D

e

Performance ,Two or more W’s Two or more D’s

Two or more W’sNo more than 1 DNo more than 1 W

Cumulative Performance Cumulative GPA below 2.0 Cumulative GPA 2.0 to

2.3Cum. GPA 2.31 or better

Not on track to graduate in Not likely on track to Definitely on track to

egre

e Progress toward Degree

Not on track to graduate in expected time frame (8,10,12 semesters)

ygraduate in expected time frame (8,10,12 semesters)

ygraduate in expected time frame (8,10,12 semesters)

Not a fit, not in desired major Mediocre fit, may not be able to handle Good fit, can handle

De

Major Fit

jyet, or not handling academic requirements of major, will not graduate in this major

be able to handle academic requirements of this major, may not graduate in this major

academic requirements, should graduate in this major

Course Registration

Has not registered for courses for Spring semester

Course registration needs improvement

Course registration is all set, registered for right classes

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Employability

Work Experience No job ever

Only one “quality” work experience (3 months duration, 15+ hrs per

2+ “quality” work experiences (3 months duration, 15+ hrs per

Indicators Red Yellow Green

bilit

y week) week)

ExtracurricularExperience

(after high school)

Has no extracurricular experience, volunteer experience, leadership experience

Has one extracurricular experience, volunteer experience, leadership experience (level of i l t i l t)

Has several extracurricular experiences, volunteer experiences, leadership experiences (level of

oyab

p involvement is relevant) p (involvement is relevant)

Personal Brand

Very Rough – needs work in all of the following areas: confidence, attitude, people skills

Slightly rough – needs some work in one or some of following areas: confidence, attitude people skills

Polished - confident, positive attitude, good people skills, good communicator

Empl

people skills, communication skills

attitude, people skills, communication skills

communicator

Resourcefulness

Not Resourceful. Not responsive to BL help, doesn’t seek other help, hard for him/her to get a job

Tries to be resourceful but isn’t always successful. Open to help, but doesn’t always get good results

Resourceful - able to find jobs/opportunities independently. Takes advantage of BL help and school career servicesE job. get good results. school career services

Future PlansDoesn’t have a plan or has a plan that definitely won’t lead to a positive result

Has a plan which may not lead to positive result.

Has plan which will definitely lead to positive result.

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Aid

Indicators Red Yellow Green

d

Current Semester Bill

Status

Balance due for Spring 2010 on account, student having trouble

Balance due, student should be all set figuring

Balance will be paid on time, or no balance

Indicators Red Yellow Green

Aid Status having trouble

paying it out how to pay it, needs follow up

or no balance

Financial Aid

Financial Aid applications (FAFSA other

Unsure of status of Financial Aid

Financial Aid applications (FAFSA otherApplication

Status

(FAFSA, other required forms) are incomplete

of Financial Aid applications

(FAFSA, other required forms) are complete

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Life

Not stable, Sort of stable, i d St bl

Indicators Red Yellow Green

Stability

Not stable, significant and immediate issues

ongoing and likely manageable issues

Stable, no immediate issues

Poor coping

Life Coping Skills

p gskills & strategies, needs a lot of attention and assistance with problem

Mediocre coping skills, needs some attention & assistance with problem solving

Good coping skills, able to deal with problems as they ariseL with problem

solvingproblem solving they arise

College

Poor fit with college culture—very unhappy

Mediocre fit with college culture leads to periods

Good fit with college culture, generallyFit very unhappy,

negatively affecting life

of unhappiness, usually manageable

generally happy at school

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Reasons for Evaluation

12 years of practical experience and 18 months of codificationcodificationNot enough money or patience for a 6 year, double-blind rigorous evaluationblind rigorous evaluationThe evolution of our program model created an interesting and worthy comparison group of Access te est g a d o t y co pa so g oup o ccessOnly and Success Program students

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