 Dear reader,
Not everyone has the privilege of heading straight to a four-year college campus after high school, but it’s been the norm in my extended family. When my youngest niece begins college at the University of Wisconsin at Madison later this month, she’ll benefit from advice and support from parents, aunts and uncles, cousins and older sisters, all college graduates.
Research suggests that all of this will be a big help; having even one parent who has attended some college can boost student success. Yet these days, about a third of students enrolled in higher education are the first in their families to attend college — and one out of three first-generation students will quit within three years.
Colleges are now figuring out that if they want such students to have the greatest chance for success, it will help if they get their parents involved. This week, The Hechinger Report takes a closer look at ways colleges are reaching out to parents in order to help their children cross the finish line — and get that college degree.
-- Liz Willen, Editor
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 Main Idea |
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According to one study, a third of first-generation college students drop out within three years. Now some institutions are coming to realize that programming for first-generation students isn’t enough to get them across the finish line — they also need to target their parents.
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Reading List
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In addition to the tuition money they often bring — many foreign students pay the full sticker price, often aided by their home countries’ governments — there are benefits for the HBCUs’ American students.
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With few exceptions, policymakers, educators, families and communities in many states see the benefits of social and emotional learning and are united by shared goals to promote these practices as part of a well-rounded education.
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Some quantitative researchers are arguing that the earlier research may have inadvertently misidentified the equity problem. Two new studies by independent groups of scholars find that students of color are actually less likely than similar white students to be identified as having disabilities and obtain special education services at schools.
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Culture-based education not only has the potential to support students’ academic success, but also to foster the development of traits that transcend academic contexts, like resilience and confidence.
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Among a nationally representative sample of ninth-graders in 2009, 56 percent from the lowest socioeconomic quintile had enrolled in college seven years later, as compared to 91 percent from the highest quintile.
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Solutions
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Contact Nichole Dobo at [email protected] if you want to chat about story ideas or give feedback on any of The Hechinger Report’s newsletters. Did you know we produce four other newsletters with exclusive stories and analysis? Sign up for free today!
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We cover inequality and innovation in education with in-depth journalism that uses research, data and stories from classrooms and campuses to show the public how education can be improved and why it matters.
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