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Colleges Support Low-Income Students Through Innovative Programs

MONTCLAIR, N.J. — Once a high school senior with uncertain prospects, Ernesto Reyes Velasco feared the transition to independence at college. With immigrant parents from Mexico who had not attended college themselves and limited financial resources, his vision for higher education seemed distant.

However, during a transformative summer, Reyes Velasco became part of a program at Montclair State University aimed at assisting low-income first-year students. Over the course of five weeks, he engaged in college coursework for credit, received personalized tutoring and advising, and explored various campus resources, which significantly improved his confidence. “I gained the confidence I needed,” he reflected, acknowledging that he now feels prepared for the upcoming academic year.

The significance of Pell Grants, federal aid designed to make college more accessible to low-income students, is profound. Yet, troublingly, data indicates that nearly half of these recipients do not complete their degrees at four-year institutions within six years, compared to more than two-thirds of students not reliant on such financial aid. This discrepancy raises questions about the effectiveness of support systems in higher education and what steps can be taken to enhance student success.

Progressive Strategies for Student Retention

In an effort to counteract these trends, several public universities have adopted effective strategies that significantly boost graduation rates among low-income students. Noteworthy examples include Montclair State University, along with the University of California campuses in Riverside and Merced, and Rutgers University-Newark, which collectively have higher-than-average graduation rates for their low-income student populations. For instance, over 65 percent of low-income students at these institutions complete their degrees within six years.

These universities prioritize providing comprehensive support that addresses both financial barriers and the academic needs of their students. Many of them employ innovative practices that promote a sense of community and belonging, essential factors for student retention. For instance, Louie Rodriguez, vice provost at UC Riverside, emphasizes the importance of connections to opportunities, stating that it is not about one singular approach but a combination of multiple supportive strategies.

Addressing Financial Barriers

The Pell Grant currently offers a maximum of $7,395 annually, which often falls short of covering full tuition and other college costs, particularly for students with family incomes below $30,000. To bridge this gap, state programs and institutional aid play a crucial role. John Gunkel from Rutgers University-Newark highlights the importance of transparency regarding costs, which can be a daunting challenge for low-income households. His team has improved financial aid packaging to provide clearer expectations for students and their families, incorporating additional support systems for emergencies associated with financial stability.

In New Jersey, the Educational Opportunity Fund (EOF) serves as a vital resource for low-income students by subsidizing essential expenses such as textbooks and housing. The EOF’s summer preparatory bootcamp, combined with academic support throughout the year, provides students like Reyes Velasco with the essential resources to thrive during their college journey.

Cultivating Student Communities

Both UC Riverside and Rutgers University-Newark offer programs for incoming students needing developmental support in math or writing, allowing them to strengthen their foundational skills before their freshman year. Additionally, UC Riverside implements a unique peer-led study group system for “gateway courses” to bolster academic success. Supplemental instruction, according to Rodriguez, is a proven method for fostering student retention and encouraging academic focus.

Furthermore, the importance of community cannot be overstated. Learning communities at institutions like UC Merced and Montclair State facilitate social and academic connections among students, allowing them to navigate their college experience collaboratively. For instance, students engaged in learning communities at UC Merced often form close-knit networks that persist beyond academic settings.

At Montclair State, student organizations play a pivotal role in enhancing the campus experience. The Dominican Student Organization, for example, offers a supportive environment where students engage in cultural activities and social gatherings, affirming their sense of belonging within the university.

Personal Connections Fostered Through Mentoring

Both institutions facilitate mentoring opportunities where students can connect with faculty in more relaxed settings. This informal engagement can be pivotal for first-generation college students who may lack direction and support from family. For example, Matthew Lansing, a student at UC Merced, attributes his success and increased engagement in research to the relationships he formed through his learning community.

Mentorship is also significant for students who proactively seek academic and career guidance. Trizthan Jimenez Delgado, a UC Merced student, pursued research opportunities by reaching out to faculty, leading her to valuable experiences and recognition within academic circles.

Creating a Supportive Environment

Rutgers-Newark has implemented a comprehensive approach to ensuring that students feel a sense of belonging on campus. From operating food pantries to providing dedicated prayer spaces, the university is committed to serving a diverse student body, particularly the large immigrant population that constitutes two-thirds of its undergraduates. “Creating an environment in which students want to stay” is a main focus, according to Gunkel.

Montclair State has also fostered a lively campus culture, exemplified during their opening day when over a hundred student organizations introduced prospective members to vibrant clubs and activities. The inclusive and embracing atmosphere cultivated by these clubs serves to reinforce the students’ ties to their university, enhancing their overall college experience.

The evidence suggests that a multifaceted approach—combining financial assistance, targeted academic programs, community-building initiatives, and personalized support—can substantially improve the graduation rates of low-income students. As institutions continue to evolve and adapt their strategies for inclusivity and support, more students like Ernesto Reyes Velasco may find their path to success in higher education.

Source
hechingerreport.org