“We weren’t tracking the graduation rates of low-income students until relatively recently,” said Odle, who researches access. “[This paper] uses graduation rates disaggregated by students’ income status, which Pell is a proxy for. The advent of better federal data on student outcomes is what prompted this study. … What the paper shows is that actually at a sizeable number of colleges and universities, [low-income students] do really well.”
The researchers developed an empirical model that systematically identified institutions across multiple measures of success at serving students from low-income backgrounds. It emerges from the intersection of three measures of success: access, degree completion and post-graduation earnings. The researchers also considered how equitable the outcomes have been. The report notes that policy and practice must focus on supporting lower-income students not only in access but also completion.
The colleges and universities identified are diverse in terms of location, size, selectivity, and whether they are private or public institutions. Among those named are elite private institutions including Brandeis University, Bryn Mawr College and Colgate University, and large public institutions such as California State University-Fresno, Michigan Technical University and Virginia Polytechnic Institute and State University.
“We’re challenging this notion that only places with tons of money can really provide the student supports and resources that are necessary to make sure that low-income students are enrolling at equal rates, are graduating at equal rates, and are doing well in the labor market after they graduate,” Odle said. “We’re identifying very well resourced institutions and much less resourced institutions, public and private, urban and rural.”
Sacred Heart University (SHU) in Connecticut is among the named institutions. “The results highlight our strong graduation outcomes for Pell Grant recipients, and the value SHU graduates realize after earning their degrees,” said Pamela Pillo, associate vice president for enrollment management.
“Low-income students are not confined to a single environment in which they can be successful,” said Duke. “[The report] provides a better understanding of exactly how, contextually grounded these outcomes for students are and what practices work well. By identifying institutions that are serving students well, it provides a starting point for folks to look a bit more into what practices are working where and why.”
The next phase of inquiry would be asking the named institutions to explain their high performance. Additional research is clearly called for, Odle noted. That future research should employ mixed-methods and qualitative approaches that examine institutional cultures, practices and routines that drive strong outcomes for low-income students. Also, states can adopt metrics such as this when considering investing in colleges and universities.
“Our paper is trying to contribute to that conversation around the benefit cost of college for low-income students,” Odle said. “The takeaway is low-income people go to college, graduate college and get jobs afterwards, but those graduation rates vary widely and job outcomes also vary widely. The paper is trying to zoom in and show colleges and universities that do really well…for low-income students. Let’s explore them more and see what they’re doing, quantitatively and qualitatively. We’re trying to shed a light that good performance exists out there. Let’s give them more attention to figure out how they’re doing this so well.”
Pillo explained that support begins at the start of the college search when students and families are connected with a dedicated admission and financial aid counselors, and that relationship continues throughout a student’s entire time at SHU, with financial aid counselors providing consistent guidance as circumstances and needs evolve.
“Once enrolled, students benefit from a comprehensive network of support from dedicated academic advising and academic success services to wellness resources and even assistance with basic needs through the Agape Center for Human Dignity’s Pioneer Pantry as well as extensive opportunities for campus involvement, professional networking and career development,” Pillo said.
“For policymakers it really provides a range of examples that they can look to for practices that could be helping,” Duke noted. “Opening the doors to more qualitative or mixed method inquiry.”
Lois Elfman is an award-winning journalist whose work often focuses on higher education. She has examined complex contemporary issues, including gender equity, best practices for military veterans, innovative approaches to higher education, the enduring value of arts education, the impact of NIL of college sports, and LGBTQ inclusion. You can follow her on Twitter @LoisElfman.
