GEAR UP: Grantee-level Performance 2004-2005 and 2005-2006 Report

           Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a federal grant aiming to increase the number of low-income students in postsecondary educational institutions (Ed.gov, 2011).  The programs are designed to help students enter and succeed beginning in seventh grade and following progress into postsecondary setting by providing college scholarships (Ed.gov, 2011).  Participating states and partnerships provide outreach, mentoring, and supportive services to the students (Ed.gov, 2011).

            The GEAR UP Grantee-level Performance 2004-05 and 2005-06 report follows the progress of students awarded the grant during three different cohort years: 2001 at eight institutions, 2002 at 51 institutions, and 2005 at 245 institutions (Ed.gov (2), 2011).  The evaluation occurred during the academic school years of 2004-2005 and 2005-2006 (Ed.org (2), 2011).  The U.S. Education Department used three performance outcomes to measure success: academic performance and preparation for postsecondary education; rate of high school graduation and enrollment in postsecondary education; and students’/families’ knowledge, preparation, and financing options for pursuing postsecondary education (Ed.org (2), 2011).  Data was collected in the form of student/family surveys, student performance records, and grantee service characteristics (Ed.org (2), 2011).

            The study found the amount of students who spoke to school officials about higher education requirements exceeded the grant’s target goal (61% for 2004 and 64% for 2005) with 65% in 2004 and 66% in 2005 (Ed.org (2), 2011).  Students seeking information about financial aid availability increased from 54% in 2004 to 55% in 2005, which surpassed the target goal of 35% for 2004 and 37% for 2005 (Ed.org (2), 2011).  More than half the percentage of students reported that higher education was affordable and almost two-thirds of students expected to earn a four-year degree (Ed.org (2), 2011). 

            Unfortunately, the survey results about family participation with school officials declined.  The percentage of families who spoke to school officials about college entrance requirements decreased from 50% in 2004, with a target goal of 46%, to 32% in 2005 with a target goal of 47%, (Ed.org (2), 2011).  The families who spoke about financial aid possibilities decreased from 42% in 2004 to 32% in 2005 (Ed.org (2), 2011).  The proportion of families’ perceptions of higher education affordability declined slightly from 64% in 2004 to 63% in 2005 (Ed.org (2), 2011).

            The survey indicated that student achievement rose while participating in the grant program.  Students performing at or above grade level in English increased from 36% in 2004 to 49% in 2005 (Ed.org (2), 2011).  Math competency improved from 32% in 2004 to 44% in 2005 (Ed.org (2), 2011).  In 2004, the graduation rate was 80% while 37% of those students were enrolled in postsecondary institutions (Ed.org (2), 2011).

            The GEAR UP program values student success.  Although GEAR UP might not accomplish all its “target” goals, any amount of improvement is viewed as positive.  Future funding of the GEAR UP grant could depend more on results as federal funding is limited due to lack of funds. 

Ed.gov. (2011). GEAR UP. Retrieved from http://www2.ed.gov/programs/gearup/index.html

Ed.gov (2). (2011). Grantee-level Performance: 2004-05 and 2005-06. Retrieved from http://www2.ed.gov/programs/gearup/performance.html

Economic Policy Institute

The Economic Policy Institute is a non-partisan think tank developed in 1986 to discuss economic policy targeting low to middle income workers. They are proponents for fair wages, health care and retirement benefits for low to middle income workers (EPI, 2011). The proposed policies and programs are intended to improve the economic conditions of these workers. They are involved in research that crosses many different areas including education, labor interests, health care benefits and retirement. All issues are related to the low to middle income worker and how policy can positively or negatively impact them. They are involved in conducting research papers and policy analysis and are a voice at all levels of government (EPI, 2011).

Their interest on the education front involves leveling the playing field and closing the gap between low to middle income students.

An interesting report discusses the slow recovery and the economy and its impact on default rates and unemployment. The report indicates that graduates of color are facing larger numbers for unemployment (Austin, 2010). The paper, Graduate Employment Gap: Students of Color Losing Ground, indicates that high unemployment rates combined with large debt loads from attending college will impact the ability for building wealthy and for paying their debt back (Austin, 2010).

Another report indicates that students are earning less than they were ten years ago and yet the cost of education is constantly increasing (Shierholz, 2011).

I find this organization interesting because they are touching a lot of different research areas including education at both the secondary and post secondary levels. I like how they are tying in education and the current state of economy as they are both heavily intertwined.

Austin, A. (2010). A historically slow recovery. Retrieved from http://www.epi.org/news/a-historically-slow-recovery/.

Economic Policy Institute. (2011). About. Retrieved from http://www.epi.org/about/.

Shierholz, H. (2011). New college grads losing ground on wages. Retrieved from http://www.epi.org/publication/new_college_grads_losing_ground_on_wages/.

National Education Association

The National Education Association (NEA) was founded in 1857 in an effort to unite public education. They help to fight for educators and children. The core values of their organization include equal opportunity, a just society, democracy, professionalism, partnerships, and collective action; all in an effort to create more and better opportunities within public education (NEA, 2011). It is the largest professional employee organization  mad e up of elementary and secondary teachers, faculty, school administrators and students preparing to become teachers. (NEA, 2011).

Issues the National Education Association tackle include the No Child Left Behind Act, professional pay, education funding, minority community outreach and dropout prevention. They offer information relating to grant and award opportunities to educators and their students. In addition, they offer a variety of tools that educators may use in the classroom such as lesson plans and activities (NEA, 2011).

The National Education Association is involved in research efforts to address issues that are pertinent to public education. One such report is "The Effects of State Public k-12 Education Expenditures on Income Distribution" (NEA, 2011; Behr, Christofides & Neelakantan, 2004).  The study takes a look at education in the terms of human capital and the effects of income distribution and educational expenditures (Behr et al, 2004). The premise of the study focuses on the relationship between income distribution and the role of education level plays on income distribution. The results of the study indicate the following:

·         Public education expenditures per pupil have contributed to a decrease in income inequality

·         Public education expenditures caused decreases in income inequality across states by contributing to lower incomes than to higher incomes- more expenditures equal higher incomes

·         Increased incomes and lower inequality and reduced poverty rates lead to many benefits including reduced crime rates, and better quality of life (Behr, Christofides & Neelakantan, 2004).

Behr, T., Constantinos, C., Neelakantan, P. (2004). The effects of  state public k-12 education expenditures on income distibution. Retrieved from http://www.nea.org/assets/docs/HE/expenditures.pdf.

NEA. 2011. Vision, mission and values. Retrieved from http://www.nea.org/home/19583.htm.

Higher Education Research Institute (HERI)

The Higher Education Research Institute (HERI) is an organization that promotes institutional improvement and educational policy and its impact on college students (HERI, 2011). They work with higher education institutions, conduct research, provide tools that allow institutions to access research, train researchers and create partnerships with higher education organizations to promote excellence (HERI, 2011). They primarily focus on longitudinal studies.

Within HERI, the Cooperative Institutional Research Program (CIRP) conducts a variety of  national longitudinal surveys and has a running list of surveys targeted to Freshman. They have been offering the "Your First College Year" survey since 2000 and is the first national survey designed to analyze academic and personal development of a college student during their first year of college (HERI, 2011). They work with the Policy Center on the First Year of College at Brevard College and the results of the survey help institutions determine their focus for student learning, satisfaction and involvement. Lastly, they conduct an exit survey for graduating seniors and it focuses on degree plans, student-faculty interaction and student goals and values (HERI, 2011). 

The Higher Education Research Institute funds research and work with other organizations such as the Department of Education, Atlantic Philanthropies and the Diverse Learning Environment program. The following report is from the post Baccalaureate Experiences, Success, and Transition (BEST) project and helps to understand barriers for underrepresented minorities in certain fields such as math and science (HERI, 2011).

The report, Access to Resources, looks at underrepresented minority students in biomedical and behavioral sciences. The trend indicates that the numbers of interested underrepresented students is increasing and there is increased interest in programs such as biomedical and behavioral sciences. While there has been an increase of racial and ethnic minorities in higher education, they have remained underrepresented is such degree programs. There have been an increased number entering the degrees but the matriculation rates are low (Hurtado, Chang, Chang & Oseguera, 2005). The researchers theorize that this remains because of inequitable distribution of resources, anticipatory socialization and the social cognitive career theory (Hurtado et al, 2005). Their research was conducted based on the Cooperative Institutional Research Freshman survey with over 400,000 respondents at 720 institutions (Hurtado et al, 2005).  The survey found that high school interventions may increase interest within certain majors. The biomedical and behavioral sciences majors need to expand their programs to include underrepresented populations and lastly, financial support is needed for underrepresented students interested in the sciences.

While the Higher Education Research Institute does not specifically deal with financing of higher education they do find disparities within financing for certain majors and programs which helps colleges and universities to identify areas that may need additional funding.  

HERI. 2011. Mission statement. Retrieved from http://www.heri.ucla.edu/mission.php.

HERI. 2011. 2011 CIRP survey. Retrieved from http://www.heri.ucla.edu/cirpoverview.php.

HERI. 2011. 2012 Your first college year survey. Retrieved from http://www.heri.ucla.edu/yfcyoverview.php.

HERI. 2011.  2012 College senior survey. Retrieved from http://www.heri.ucla.edu/cssoverview.php.

HERI. 2011. HERI reports. Retrieved from http://www.heri.ucla.edu/cssoverview.php.

Hurtado, S., Chang, J., Chang, M., Osecguera, L. (2005). Access to Resources: pre-college characteristics and experiences of underrepresented minority students in the biomedical and behavioral sciences. [PowerPoint slides]. Retrieved from http://www.heri.ucla.edu/publications-brp.php.

Pell Institute

The Pell Institute conducts a variety of research and policy analysis in order to help improve educational opportunities for low-income, first generation, and disabled college students (Pell Institute, 2011).

The purpose of the Pell institute is to serve as a liaison between policymakers and practitioners through research and policy analysis, be a proponent for low income, first generation and disabled students who want to attend higher education and to build relationships with organizations at the state, federal and national level to maintain and maximize the Pell grant program (Pell Institute, 2011).

The organization was named after Senator Claiborne Pell, who was a strong proponent and who helped establish the Pell grant program.

The Pell Institute works on a variety of projects and publications. Some of their current projects include Transfer and Beyond, which studied six community colleges in Texas. The colleges were highly successful in transferring low-income and first generation college students to four- year institutions (Pell Institute, 2011).  The Travelers EDGE program is a corporate college access and success program which targets low-income students through academic programs such as mentoring and internships. Lastly, they are working on a Provisional Admission policy which allows students to enroll at a four year institution on a provisional or trial basis under specific conditions. The program is targeted at economically disadvantaged students (Pell Institute, 2011).

The Pell Institute is highly engaged in protecting programs that directly impact low-income and economically disadvantaged students. Through a variety of publications, they address issues that relate and impact students are deemed as such. They also conduct a variety of research on federal programs such as the Pell grant and TRIO programs. Lastly, they conduct policy analysis and research on attainment, retention and graduation rates. The report below is the most recent report and discusses President Obama's vision of increasing degree attainment. The report outlines President Obama's goal and provides recommendations that will help target low-income students (Pell Institute, 2011).

The report begins with President Obama's vision of degree attainment. The idea behind the goal is that the United States is struggling to remain competitive in today's economy. With globalizing constantly increasing, it is important for the United States to be competitive with other markets. "Many believe the nation's standing and competitiveness is being jeopardized as numerous countries begin and continue to surpass the United Sates in degree attainment" (Pell Institute, 2011). The United States is ranked fifth overall in degree attainment for adults aged 25 to 64 (Pell Institute, 2011). According to the Pell Institute, the ability to attain a degree is related to income inequality and inadequacies within our education system (2011).  The Pell Institute recommends that the Administration take a closer look at income-based inequalities in an effort to increase degree attainment. Their recommendations include:

·         Set and track goals to reduce income-based disparities on key educational outcomes related to the 2020 goal.

·         Funnel federal dollars, such as Title 1 funds to the low-income, underperforming students that need it most

·         Protect the Pell grant against cuts that will reduce college access for low-income students

·         Increase supplemental college access and support services for low-income students throughout the educational pipeline (Pell Institute, 2011).

The Pell Institute's is devoted to protecting the Pell grant program and assisting low-income, economically disadvantaged students. I believe their goals are a bit one-sided as there is a growing middle-class population that should be afforded the same protection and guidance.

Pell Institute. 2011. About Us. Retrieved from http://www.pellinstitute.org/about_us.shtml

Pell Institute. 2011. Current Projects. Retrieved from http://www.pellinstitute.org/current_projects.shtml.

Pell Institute. 2011. Developing 20/20 vision on the 2020 degree attainment goal: the threat of income-based inequality in education. Retrieved from http://www.pellinstitute.org/downloads/publications-Developing_2020_Vision_May_2011.pdf.

CSHEMA: The National Campus Safety and Security Project

          The Campus Safety Association, CSA, was founded in 1954 to address the unique safety challenges that higher education settings encounter (CSHEMA.org, 2011).  Environmental health and safety functions have become more integral to the overall success of higher education institutions.  From the highly technical aspects such as disposal of hazardous materials, general incineration of campus waste, proper handling of chemicals, and interpretation of federal regulations to the most basic of human concerns, like insuring a safe working environment for personnel and assuring safe fire exits from dormitories, colleges and universities increasingly rely on safety professionals.

In 1995, CSA changed its name to Campus Safety, Health, and Environmental Management Association, CSHEMA.  An independent non-profit organization, CSHEMA supports and drives its mission by educating and influencing society to adopt safety, health, and environmental policies, practices, and procedures through networking, training, and advocacy Efforts (CSHEMA.org, 2011).  Its membership includes more than 400 colleges and universities across the United States, including the University of Memphis (CSHEMA.org, 2011).

In 2008, CSHEMA sponsored a report, National Campus Safety and Security Project, along with eight other members.  The report was funded by a grant from a grant from Lilly Endowment Inc. (NACUBO, 2008).  It  was  distributed  by the National Association of College and University Business Officers (NACUBO), a strong affiliate of CSHEMA,  to  the  chief  business  officers  at  2,203  institutions.  The  National  Campus  Safety  and  Security  Project  was  launched  by  a  NACUBO led  consortium  of  leading  professional  organizations  committed  to  campus  safety  and  security  to  learn  more  about  specific  plans and  procedures  colleges  have  implemented  to  address  today’s  all‐hazards  state  of  campus  safety  and  security (NACUBO, 2008).  

The results indicate that after an emergency, campuses priority services are campus police (88.9 %), physical plant (82.2 %), and telecommunications (80.7 %) (NACUBO, 2008).  Emergency preparedness budget spending has increase in the past years for over two-thirds of respondents, however only 3% of institutions dedicate campus fees to campus safety and security (NACUBO, 2008).  Campuses receive additional funding from federal, state, local, corporations, and non-profit organizations (NACUBO, 2008).  A majority of institutions (71 %) lump their emergency preparedness into their public safety budget (NACUBO, 2008).  Overall, the survey results indicate that higher education institutions are both proactive and organized in addressing the four phases of emergency management: preparedness, response, recovery, and prevention (NACUBO, 2008).   

CSHEMA has increased awareness of environmental health and safety issues, while at the same time communicating and helping implement evolving government regulations on campus.  The organization creates literature that helps define the roles of campus administration when it comes to Environmental Health and Safety (EHS), especially in emergency situations.  With new political and social agendas promoting “environmentally friendly” programs, CSHEMA definitely has an initiative to project ideas and operations to further its mission.  In fact, the CSHEMA website offers a brochure on the “CSHEMA Corporate Connection: The Way to Higher Education Results” (2011) which details how an organization can integrate marketing and media services through CSHEMA membership.  Paid membership provides institutions with promotional vehicles (public relations, advertising, and marketing) at varying stages to reach a target audience (CSHEMA Association, 2011).  CSHEMA boasts over 1,000 members from more than 400 higher education institutions in eight countries who have the opportunity to “drive awareness and demand directly with decision makers” (CSHEMA Association, 2011, p.5).  This aggressive promotion of paid relationships does cause some alarm.  Perhaps their sponsored reports and surveys results are inflated in order to promote products and services sold by partnering members. 

CSHEMA website. (2011). Retrieved from http://www.cshema.org/

CSHEMA Association. (2011). Integrated marketing and media services. Retrieved from http://www.cshema.org/uploadedFiles/PUBLISHED/Membership/2011%20CSHEMA%20Corporate%20Connection_LOW_RES.pdf

NACUBO (2008). Results of the National Campus Safety and Security Project Survey. Retrieved from http://www.nacubo.org/Initiatives/Campus_Safety_and_Security.html

American College Personnel Association (ACPA) on Sustainability

The American College Personnel Association (ACPA) was founded almost 90 years ago and boasts 7,500 members from institutions of higher education in the United States and around the world.  They define themselves as "the leading comprehensive student affairs association that advances student affairs and engages students for a lifetime of learning and advocacy" (American College Personnel Association, 2011, para. 1).

ACPA's report on sustainability discusses some of the financial relief that can come from implementing sustainable practices and educating faculty, staff, and students about the efforts.  The report defines sustainability as using necessary resources for today without compromising the needs of subsequent generations.  Cost-saving sustainability measures possible for implementation on campuses nationwide include recycling, water conservation, and energy conservation.  By implementing these practices, institutions can be better equipped to respond to fluctuating energy prices and fluctuating funding (American College Personnel Association, 2008).


References

American College Personnel Association (2011).  About ACPA.  Retrieved from http://www2.myacpa.org/about-acpa

American College Personnel Association (2008).  Toward a Sustainable Future: The Role of Student Affairs in Creating Healthy Environments, Social Justice, and Strong Economics.  Retrieved from http://www2.myacpa.org/docs/publications/ACPA_Sustainability_Monograph.pdf