Pathways to College Network: Improving College Access and Success

A Forum — March 12, 2004

Background

Launched in 2001, the Pathways to College Network (PCN) is an alliance of national organizations and funders working together to advance college access and success for those who have been left behind, including those who are the first in their families to go to college, low-income students, underrepresented minorities, and students with disabilities. PCN promotes research-based reform of education policy and practice to make postsecondary education a realistic goal for all young people. The alliance recently released a report, A Shared Agenda: A Leadership Challenge to Improve College Access and Success. At this forum, representatives of the alliance spoke about the report, its recommendations, and their own efforts to improve college access.

Forum Summary

Ann Coles, Director of the Pathways to College Network, spoke about six principles that were developed from the Network’s research synthesis: 1) expect that all underserved students are capable of being prepared to enroll and succeed in college; 2) provide a range of high quality college preparatory tools for underserved students; 3) embrace cultural, social, and learning style differences in developing learning environments and activities; 4) involve leaders at all levels in establishing policies, programs, and practices that facilitate student transitions toward postsecondary education; 5) maintain sufficient financial and human resources to enable underserved students to prepare for, enroll, and succeed in college; and 6) assess policy, practice, program, and institutional effectiveness regularly.

Coles identified some specific actions that various groups can take to improve college access for youth. First, state and federal officials can designate a college preparatory curriculum as the expected course of study for all students as a means of establishing high expectations for all youth; align high school graduation and postsecondary admission requirements to ensure that all students have the knowledge and skills needed to succeed in college; encourage use of accelerated learning programs such as dual enrollment, Advanced Placement, and International Baccalaureate for all students; and create predictable, easy-to-understand need-based financial aid policies.

School superintendents and middle and high school principals should make college preparatory coursework the core curriculum for high school students; align middle and high school standards so that students are academically prepared to succeed in ninth grade college preparatory courses; identify under-performing students and accelerate their learning in college preparatory courses; and create structures to facilitate supportive relationships for students with caring adults, Coles continued. The report also recommends that college and university administrators provide high school leaders with specific information about the knowledge and skills needed to succeed in first-year college courses; integrate academic support in college and offer tutoring, tailored developmental instruction, and study skills training; and provide social supports that affirm students’ cultural and social backgrounds.

Other recommendations call on college outreach program leaders to place a high priority on students taking and succeeding in rigorous college preparatory courses; provide instruction and support to accelerate students’ learning; and establish structures to limit student attrition and provide continuous support over time and from one program to another, Coles said. They should also align academic programs and services with state and district standards and the skills required for first-year college students. Community leaders and family advocacy groups can use media and other public forums to communicate the urgency and public benefit of increased college attendance rates. They can also help to develop families’ knowledge about financial aid, college admissions requirements, and application processes. A more detailed account of the recommendations, other research reports on college access and success, examples of policies, practices, and programs that reflect research-based principles, and tool boxes for leaders and practitioners can be found at the PCN website: www.pathwaystocollege.net/Clearinghouse/index.htm.

Jennifer Conner, Program Officer at KnowledgeWorks Foundation, indicated that college and career access is one of the foundation’s main focus areas. KnowledgeWorks has seen thousands of initiatives and millions of dollars invested to improve college access; however, the limited impact of these efforts indicates the need for a shift in thinking and fund allocation. Conner said, “There must be a shift from support of gut-driven to data-driven work, from particular activities to capacity building, from individual programs to systemic change, and from support for individuals to support for collaborations.” KnowledgeWorks was one of the original supporters of the PCN because the approach taken by the Network reflects these shifts and consequently holds great promise, Conner concluded.

Jonathan Tafel, Vice Chancellor for Educational Linkages and Access, Ohio Board of Regents, spoke about the profound gap in educational attainment in Ohio and their efforts to address this gap. Previously, their efforts were not successful because they were not systematic, and the same issues were constantly recycled rather than resolved. Over the last seven years, the state has worked to build a seamless P-16 system that aligns the state’s policies and systems. They have raised expectations for all students and created standards that students must meet to graduate and go on to college. They will also look carefully at preschool since it is a prerequisite for success in early elementary years.

Reflecting on Ohio’s efforts, Tafel identified several lessons learned regarding a P-16 system. He recommended that states develop a vision that all people can understand and agree on; bring leadership from all relevant groups to the table; use data to depict the issue; focus on an early victory to shore up support; and make the P-16 council the focal point for issues and programs. Tafel said they must also promote continuity across grade levels because without continuity throughout P-16 system, reform efforts will not be successful. Additionally, reformers should remember that collaboration won’t happen and continue by itself – it takes work. Incentive funds should be used to promote collaboration between P-12 and higher education. States should identify proven strategies and scale them up. State and federal policymakers should demand accountability while granting reformers the freedom needed to be innovative, Tafel concluded.

Egle Gallagher, Principal at Stranahan High School in Fort Lauderdale, Florida, described how her school has improved the academic preparation and college-going rates of its 2,000 predominately minority and low-income students. Her school is an example of what the six principles identified in the PCN report look like in practice. She identified some lessons learned from their reform activity: realize that reform takes courage and hard work; examine data to determine who is and is not being served well; look at successful programs elsewhere to determine what they are doing that works, then adopt similar practices; develop partnerships and garner support from postsecondary institutions, community groups, parents, and businesses; collect, use, and share data to inform change, modify instructional practice, and plan for professional development; and recognize the fundamental importance of quality instruction and provide teachers and administrators with the professional development they need to plan and implement change. Lastly, Gallagher said it is critical to survey the school’s culture to see if it reflects high expectations. Based on her experience, Gallagher said that for true change to occur, all adults in the school must believe in equitable college-going rates and outcomes for youth across all racial and socioeconomic groups, be involved in the conversation about how to achieve equitable outcomes for all students, and engage fully in the transformational work.

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