The Illinois Black Caucus’ education bill, HB 2170, is headed to the Governor’s desk. Here’s how one piece of the legislation will help Black students on their path toward a college degree.

Partnership for College Completion  |  January 12, 2021

Systemic racism underlies both the disproportionate impact of COVID-19 on communities of color and our history of police violence against Black people in the United States. These dual crises collided last year, creating a wave of civil unrest across the country and spurring the Illinois Legislative Black Caucus (ILBC) to develop a legislative agenda aimed at dismantling the vicious cycle of racism in Illinois. Over the course of several months, the ILBC heard from advocates and stakeholders from across the state on policies and practices hindering racial equity. They categorized these priorities into four pillars:
  1. Criminal justice, violence reduction, and police accountability
  2. Economic access, equity and opportunity
  3. Health care and human services
  4. Education and workforce development.

The Partnership for College Completion and Women Employed had the privilege of working with Leader Kimberly Lightford and Representative Carol Ammons on the education pillar of the ILBC agenda, culminating in HB 2170. The comprehensive bill aimed at reversing centuries of systemic racism in education, birth to career, passed both chambers on Monday, and now heads to the Governor's desk for signature. HB 2170 includes several policies that dismantle barriers to Black student success and advance equity across the P-20 spectrum. One such policy is Article 100, which creates the Developmental Education Reform Act.

Racial disparities in access to higher education and college completion, particularly those between Black and white students, remain stagnant and in some cases are widening. Though there are many factors that contribute to this, there is perhaps no barrier to equitable higher education outcomes as significant and well-researched as developmental education course placement and delivery. Developmental education (or remedial) coursework are classes that don't offer credit or progress toward a degree, but which colleges require many students to take before they can enroll in college-level coursework.

Colleges are twice as likely to place Black students in developmental education courses as they are to place White students. Once placed in a developmental course, Black students are less likely to enroll in and complete a gateway course in mathematics and English and are less likely to complete a degree than their White peers. As it stands, nearly 71 out of every 100 Black students in an Illinois community college are placed into a developmental education course and, most appallingly, only 6 of those students will go on to graduate.

The problem is twofold: (1) inaccurate placement measures, like high stakes placement exams and standardized tests, over-place students into developmental education; and (2) the traditional (and most common) model of developmental education includes long course sequences, which cost students time and money, rarely count as college credit, and seldom lead to a degree.

The Developmental Education Reform Act addresses both of these issues. First, it requires community colleges to look beyond standardized test scores, which, compared with other measures like high school GPA, track more closely with a student's income than their course preparedness. The legislation requires a multiple measures framework for placement into college-level coursework, including GPA. Evidence shows that using high school GPA results in fewer students misplaced into developmental coursework, and can help make placement more equitable. The key to this approach is allowing students to demonstrate proficiency with any one measure in order to become eligible for college-level coursework—eliminating the risk of double jeopardy and giving students multiple paths to demonstrate readiness for college-level coursework.

The second part of the Act addresses how students are served once they are placed into a developmental course. Currently, at least 45 community colleges still implement the traditional model of developmental education at some level, despite evidence of its ineffectiveness. In the latest community college cohort, just 18% of Black students in the traditional math model completed their gateway course with a "C" or better in 3 years, and just 29% completed their English gateway course. Alternately, co-requisite remediation, an evidence-based model that places students directly into college-level coursework with concurrent supports, reported 69% of Black students completing their math gateway course and 64% completing their English gateway course with a "C" or better in 3 years.

While institutions are implementing other approaches to developmental education like co-requisite remediation, 77% of math students and 67% of English students who are placed in developmental education are still placed in a traditional model. The Developmental Education Reform Act requires institutions to develop plans for implementing and scaling evidence-based developmental education models that maximize students' likelihood of completing gateway courses in mathematics and English within two academic semesters. There is no question that more effective approaches to developmental education exist, and this bill will help spur institutional action to implement and scale evidence-based approaches that improve equity in college-level course access and completion. 

In concert with ongoing agency and institutional efforts to improve developmental education outcomes[1], HB2170 will help scale down the disproportionate enrollment of Black students in traditional developmental education, ensuring that more students who can immediately succeed in college-level coursework are placed in credit-bearing courses and that students who need additional support are served by evidence-based models of developmental education.

Successful implementation and sustainability will require institution-wide stakeholder engagement, dedicated state and institutional resources, and a comprehensive review of current developmental education practices and policies and related student supports. We applaud the ILBC for championing HB2170, a crucial step to more equitable course placement and gateway course completion, which will support more Black students on their path toward college degrees. 


[1] See: SJR 41 report, ICCCP course placement recommendations, ICCB developmental education grant, ILEA institutional Equity Plans, PWR Act's transitional math implementation

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The Second Stimulus Package Lays the Groundwork for a Higher Ed Recovery That Illinois Can Build On


While the $23 billion will provide some relief, the state must still adequately and equitably fund colleges, particularly more financially vulnerable institutions.

Mike Abrahamson, Policy Manager | January 6, 2021

There are many positive aspects of the federal stimulus package and budget, passed and signed over the holidays. The coupled bills offer helpful funding to public colleges and universities, but it's incomplete; and with no state and local funding included in the bill, Illinois must make equitable funding decisions as it remains in a budget crisis.

This legislation also includes long-sought changes to the Pell grant, among other higher education-related provisions. Overall, Illinois can build on this response to support college students and institutions through the COVID-19 crisis.

$23 billion in aid to colleges and students

The headline of the bill is the $23 billion to be distributed among colleges and universities, a boost from the $14 billion provided in the March CARES Act. However, this is still just a fraction of the $120 billion requested by many leading higher education advocacy organizations, who estimate that $73.8 billion alone is needed to address COVID-19 on campuses. Far more is needed to cover the increase in students' financial need this year, lost revenues from in-person events, and crucially, potential shortfalls in state appropriations.

The stimulus package not only provides aid to colleges and universities, it prioritizes equity in how it doles out these funds. The CARES Act had some equitable elements in its distribution, but Congress made further steps toward equity by more heavily weighting part-time students (who are more likely to be parents, essential workers, and students of color) in this stimulus package's formula.[1] It also concentrated more funding on public colleges and universities by discounting the private colleges wealthy enough to pay the endowment tax in its formula, and limits their usage of funds to expenses directly related to the pandemic.

Pell grant improvements

The budget bill included some much-needed improvements to the federal Pell grant program. It simplified the Federal Application for Financial Student Aid (FAFSA) form from 108 questions down to 36.[2] Technical changes to the "Student Aid Index," a renaming of the much-maligned term "Expected Family Contribution," will also qualify 550,000 additional students for aid, and 1.7 million more students will be eligible for the full award.[3] The award itself had a modest increase of $150, bringing the maximum grant up to about $6,500. This is still only about half of what Illinois university students end up paying for college, making the incoming Biden administration's promise to double Pell that much more important.

The bill includes incarcerated students and students convicted of a drug-related offense in Pell eligibility, reversing a provision of the 1994 crime bill. It also no longer counts time spent in non-credit-bearing developmental education courses against a student's Pell eligibility, and restores Pell eligibility for students who have been defrauded by their college. The latter development is an important step toward aiding students who have been victimized by for-profit colleges, but Illinois can do more to hold these colleges accountable, and stop giving taxpayer money to these institutions by phasing out MAP grants at for-profit colleges.

Other elements included

The stimulus package also includes $2.75 billion in Governors Emergency Education Relief (GEER) funds, and Governor Pritzker should receive an amount of GEER funds similar to the $108 million included in the CARES Act, which he will be able to distribute as he sees fit. PCC advises the Governor's Office to similarly distribute about half toward higher education, and build on the equitable distribution of previous funding to not only include proportion and number of low-income students, but also consider the populations of Black and Latinx students that colleges enroll.

Finally, the bill gives a five-year extension for employers to be able to offer up to $5,250 in student loan relief tax-free to their employees. While this can help employers and some graduates, its benefits are limited and not likely to be very equitable. For this reason, PCC supports student loan forgiveness at the state and federal level that is more equitably targeted.

Concerning and disappointing elements

There are elements of this legislation that are concerning, however. More than $900 million is earmarked for for-profit colleges, which can be predatory, especially during economic crises (though they do receive less in this bill than in the CARES Act). It also does not explicitly state that undocumented students are eligible for funds, which was an omission from the CARES Act that allowed the Department of Education to inequitably exclude undocumented students from receiving emergency grants.

Further, this latest bill also does not offer loan forgiveness or continue the moratorium on federal loan payments, meaning that borrowers will have to continue making loan payments starting February 1. It also includes no aid for state or local governments, so appropriations to public colleges and universities will remain in jeopardy as the state suffers a $3.9 billion budget shortfall. Thus, while the $23 billion will provide some relief, the state must still adequately and equitably fund colleges, particularly more financially vulnerable institutions. This means instilling equity in distributing the GEER funding, as well as in any unavoidable budget cuts. For the Partnership's full playbook on instilling equity in this crisis, see PCC's recent blog post, as well as its Higher Education Appropriations: A Framework for Equity in Illinois report.



[1] 37.5% is distributed based on the Full-Time Equivalent (FTE) of Pell-eligible students enrolled, 37.5% based on headcount of Pell students, 11.5% based on FTE of non-Pell-eligible students, and 11.5% based on the headcount of non-Pell-eligible students (source: page 1881 of the full-text bill)

[2] It also added a question that will allow the government to trace loan outcomes by race

[3] Students who make 275% of the federal poverty line are eligible for grants, and students closer to 200% of the federal poverty line (depending on family size) are eligible for the maximum award (Source: Center for American Progress)

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Are you effectively serving as a Hispanic-Serving Institution (HSI)?

Joe Saucedo, PCC Equity Program Manager  and Jonathan Lopez, PCC Communications and Operations Manager | December 9, 2020

The term Hispanic has a complicated history. In fact, there is quite a lot of variance in terms of who identifies with the term depending on your geographic location in the country. In 1973, the federal government created the ethnic category "Hispanic" to refer to individuals with heritage and ancestors originating in Spain or Latin American countries. After years of legislative advocacy in support of increasing college access for underserved students, the Hispanic-serving institution designation was introduced in 1992. Hispanic-Serving Institutions (HSIs) are nonprofit, degree-granting postsecondary institutions in the United States that are federally designated as such by enrolling at least 25% Latinx undergraduate students (Garcia et al., 2019). Emerging HSIs, according to Excelencia in Education, are those colleges and universities that have a full-time equivalent Hispanic enrollment between 15-24%. Dr. Gina Ann Garcia from the University of Pittsburgh has dedicated much of her research on HSIs to assessing whether these institutions deliver on the promise to serve Hispanic and Latinx students in ways that their white dominant counterparts do not. Specifically, Dr. Garcia interrogates whether HSIs go beyond just enrolling more Latinx students and also focus on taking action that yields better persistence and graduation rates.

As Illinois' Latinx community continues to grow, more colleges and universities should be prepared to be Hispanic serving and in more than designation - effectively serving and supporting Latinx student persistence and degree completion.

In Dr. Garcia's groundbreaking book, Becoming Hispanic-Serving Institutions: Opportunities for Colleges & Universities, it becomes clear that despite the HSI designation, many well-intentioned institutions of higher education promote invisibility for Latinx students when course offerings prioritize a Eurocentric perspective, administrative leaders and faculty are mostly white, or student programming does not account for the rich diversity of Latinx students. Dr. Garcia further argues that colleges and universities with the HSI classification must commit to providing their students with equitable experiences and outcomes.

In regions across the United States, including the Midwest, the Hispanic/Latinx population has seen double-digit growth since 2010, and there is a correlation between that population growth and the emergence of Hispanic-serving institutions. In our state, out of the 28 partner colleges and universities that comprise the Illinois Equity in Attainment Initiative, 15 are designated as HSIs or emerging HSIs. For some of these partners, their enrollment figures tell one story while retention and persistence rates among Hispanic/Latinx students lag behind non-Hispanic students. Fortunately, ILEA partners are confronting these and other disparities through a number of equity reforms, including the implementation of proven institutional strategies to address specific inequities. But as Dr. Garcia's research points out, more work is needed by HSIs and emerging HSIs in general to effectively serve Latinx students and support their success.

PCC's Communications and Operations Manager Jonathan Lopez graduated from two Chicago-based HSIs, read more about his experience here.

By participating in the ILEA initiative, PCC's partner institutions including those with an established or emerging HSI status, have access to practitioners and scholar researchers such as Dr. Garcia and December webinar presenter, Dr. Marcela Cuellar, of the UC Davis School of Education, who problematize the concept of servingness and offer evidence-based considerations for examining campus racial climate and nonacademic student outcomes. In her essay for the American Council on Education, Dr. Garcia credits HSIs for doing their part to pursue federal grants that would enhance their ability to serve racially diverse students in meaningful ways. However, she acknowledges that there is much more that must be done in order for students enrolled at HSIs to navigate higher education successfully.

Dr. Garcia explicitly lays out several recommendations that are relevant for HSI leaders:

  • Articulate and embrace the HSI identity as an organization
  • Develop and nurture a campus environment that affirms and celebrates Latinx culture and the racial/ethnic background of minoritized students
  • Identify, recognize, and enhance the cultural wealth and vast knowledge that students bring to your institution
  • Provide ongoing anti-racist training and development opportunities for faculty and staff
  • Inventory and transform the structures that affect how Latinx students experience the institution including but not limited to governance, leadership, curricular and co-curricular offerings, decision-making processes, and assessment 

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An HSI Graduate’s Story: All Perseverance Amid Inadequate Support

Jonathan Lopez, Communications and Operations Manager | December 9, 2020
Jonathan is an alum of two Hispanic-Serving Institutions (HSIs). 

Achieving my dream of a college degree took a lot of work and perseverance. As a young undocumented immigrant in 2006, I graduated high school with the expectation that I would not be able to attend college. I was told for two years by my high school counselor that "people like me did not go to college," that it "was too hard or nearly impossible," for an undocumented student. The counselor repeated that message to me so much that by graduation time, I believed it. I spent almost two years not going to college while trying to encourage myself to figure out a way.

After reaching out to many community colleges and universities, some of which actually denied me an admission application, I arrived at a 2-year institution I would ultimately attend. There, a counselor talked to me about Hispanic-Serving Institutions (HSIs) being friendlier to undocumented students. I will never forget this counselor because he was welcoming and gave me hope for the first time. Although this college had not been designated an HSI at that point, the counselor painted a picture that emerging HSIs can sometimes be more prepared to enroll Latinx students regardless of their status. At that, I enrolled at the institution and embarked on my college career.

Nothing would prepare me for the nearly 10-year struggle to graduate college. As a freshman, I thought that an institution with so many Latinx students would be better prepared to serve students like me. In theory, they are supposed to be. But this is not the reality that many students experience. I did not experience it. Instead, I attended college with no resources or clear support. After almost 4 years, I'd earned an Associate Degree with honors and began the transfer process to a 4-year institution. My transfer experience was marked by the very apparent inattention that many institutions of higher ed have long been reporting as having toward transfer students. But I was hopeful - the university I transferred to was among the first in Illinois to be given the official designation of HSI. This institution was wonderfully welcoming and accepting of my undocumented status, but even with an HSI designation, there were no targeted resources or supports for me to persist and eventually graduate.

My struggles were mainly financing college at this point. Working three part-time jobs was not enough because paying for the higher tuition costs of a 4-year university out of pocket, with no family or institutional support, was incredibly difficult. My lack of financial resources and the constant "holds" on my student account forced me to stop out of the university twice - having to choose between eating or paying tuition. It took me almost six years to complete the rest of my undergraduate program. During these six years, other colleges and universities received their designation of HSI or emerging HSI, but circumstances did not change for me or for many of my peers. I eventually achieved a Bachelor's degree in 2019 by my own perseverance, two small community scholarships, and with PCC's support. But I graduated never experiencing the support of a policy, a program, or student service aimed at helping me persist and graduate.

Looking back, it would have helped if there had been targeted financial aid for students like me, informed college advising to help maneuver obstacles and support transfer students, and policies and programming aimed at preventing me from stopping out of college. More significantly, it would have helped having more diverse curricula and academic programs.

Today, as a college degree holder and while working at a mission-driven organization involved in higher education reform, I continue to learn of new HSI designations in Illinois. I have also learned of publicly-funded grants that are made available to some institutions that reach the HSI designations. These grants and the continued growth of Latinx student enrollment represent an opportunity for Illinois colleges and universities to implement effective programming and system-wide student support for Latinx students to persist and graduate.

As the Latinx population in the United States continues to grow, more colleges and universities will inevitably be designated HSIs. Will the institutions aim to do more than reach HSI status? Will they welcome the opportunity to better serve their Latinx students?

For students like me, those who are currently enrolled at or on their way to attending an HSI, my hope is that HSIs and emerging HSIs are prepared to serve them in more than name only.

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Data for Equity Action

Dear ILEA Partners,

It has been wonderful to see your faces onscreen at our virtual events this fall. Thank you for continuing to prioritize the equity work on your campuses in ways that will strengthen your institutions economically and academically, as places of excellence in which to study, work, and grow.

The year 2020 has been a year of considerable challenge, but we have also discovered many pleasant surprises in our work together. As you have demonstrated, we found that it is possible to continue to build community with all of you, engage in important dialogues, and deliver effective online programming on various equity topics that can increase capacity for this work on your teams. As always, the resources produced by our team have been created in direct response to feedback and requests we receive from you. We thank you for taking the time to share your feedback and reach out to us with individual requests. We continue to value this engagement with you to better target our programming and to ensure its ongoing relevance to your most pressing needs.

As our ILEA institutional research colleagues finalize the submission of baseline data to the NSC PDP and your teams gain access to your dashboards, the PCC team is busy creating opportunities to support you in building data capacity in the coming year. We recognize that on this measure, as with many others, ILEA teams are in different places on the journey to democratizing disaggregated data throughout the institutional decision-making process.

As you consider institutional data, ask yourself these questions:

  • Do you regularly share disaggregated data across your institution with various stakeholders (faculty, staff, students)?

  • Does your leadership team or department regularly use disaggregated data to make decisions?

  • Does your team or department regularly use disaggregated data to evaluate the impact of decisions/equity strategies?

  • Do you closely examine  data for ILEA equity populations (Black students, Latinx students, and students who are Pell recipients)?

If the answer is 'no' to any of these questions – what is your plan to get to that point? Additionally, do you regularly collect qualitative data to supplement and provide context to quantitative data?Finally, do you provide opportunities for your team to consider this data and make sense of it? All of these are critical components to building a strong data culture within your institutions.

Though we are all working to impact graduation rates, these measures are lagging indicators. Lagging indicators provide us with a look back at the cumulative experience of students within our institutions. As we collectively implement strategies to eliminate inequities in degree completion by race, ethnicity, and Pell status, the regular use of leading indicators will be a critical tool to get us there.

Leading indicators or early momentum metrics:

  • provide timely, just-in-time data
  • are shorter term measures
  • are actionable metrics that are close to practice
  • are a form of early alert
  • have predictive power, research has shown
  • allow us to test hypotheses and move the equity needle
  • are formative
  • are easier to control


As your teams become familiar with the NSC PDP dashboards – which may look different from some of the institutional data you are used to reviewing because it includes all full-time, part-time, first-time, not first-time student – regardless of when they entered your institution – you can identify the leading indicators that are available to you. These include: first year enrollment, credit accumulation rate, credit completion ratio, gateway course completion, persistence and retention, degree completion, and time to degree as well as the ability to disaggregate by race and first-generation. There is also the ability to benchmark these measures against peer institutions.

We look forward to continuing the data conversation with you through our upcoming data capacity-building opportunities that will be announced next month. These workshops, presentations, and courses will be designed for teams at different points in their development and your participation will be optional.

The New Year will also bring new programming in other areas, tools and resources for use on your campuses, opportunities for collaboration across ILEA colleges and universities, and targeted individual supports. We look forward to sharing more with you.

As we reflect on this year, we feel so inspired by the evidence we have seen in the past couple months alone, of increasing equity organization and momentum on your teams and within your colleges and universities. We hope all of you can take a moment this season to appreciate that progress, too.

We wish you a safe, restful, and rejuvenating holiday season. 2021 awaits!

In partnership for equity,

Lisa.

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Fair Tax Now Off The Table, A More Equitable Approach to Higher Ed Funding is Urgently Needed Now More Than Ever

With the failure of the fair tax amendment on Illinois ballots this fall, there are fewer options on the table to begin closing Illinois' budget hole and adequately fund services essential to our state economy including higher education.

The possible reform of Illinois' longstanding flat tax system couldn't have been more timely as the state continues to reel from the public health and economic fallout of the COVID-19 crisis that has disproportionately affected low-income families and families of color. The pandemic has subsequently been more likely to disrupt the college plans for students of color and low-income students, threatening to widen disparities in college degree attainment, which remains the surest way to the middle class. Now particularly, having a college degree will be crucial in helping students and families across the state recover from this crisis.

On its own, the projected $3.4B in revenue a fair tax system would have brought in wouldn't have been enough to fill our projected state budget shortfall or close existing equity gaps, but it would have been a critical first step. In the immediate term, it could lead to level funding for FY2022, which can provide stability for students who rely on state-based financial aid to access college, and to institutions that depend on state funding for critical programs and services. In the long-term, it could position Illinois to implement a more adequate and equitable higher education funding model that prioritizes funding to institutions serving marginalized communities.

On this side of the election now, our most vulnerable colleges and universities instead remain in the same predicament they were in prior to the referendum: Underresourced due to underinvestment by the state, and bracing for possible cuts that would serve only to worsen their financial position and harm the financially vulnerable students they are more likely to enroll.

We do not envy the budget decisions our lawmakers will have to make in the months ahead. However as they weigh their options, we urge them to make their decisions through an equity lens. For our higher education system, that means lawmakers approaching the funding of higher education as a critical investment in our state's future economic stability and workforce, and prioritizing institutions with significant financial need and the historically marginalized students they disproportionately serve, while making key decisions about that investment.

In our new study, Higher Education Appropriations: A Framework for Equity in Illinois, the Partnership for College Completion discusses this, offering lawmakers a playbook for making higher education appropriations that:

  1. Invest in higher education, even in fiscal crises
  2. Consider the different funding needs of 2-year and 4-year public colleges and universities
  3. Prioritize financially vulnerable students and institutions
  4. Ensure funding comes with accountability and transparency

As we hold out hope that additional federal funding will soften the blows of COVID-19's drastic impact on our state economy, it's critical our lawmakers take the steps that will provide underresourced students more stable footing as they pursue a college degree - whether that be during this crisis or in its aftermath. Adopting a more equitable approach to funding higher education is a strong and necessary next step.

--
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A New Report Says Illinois Should Change How It Funds Higher-Ed

December 2, 2020

by PETER MEDLIN - NPR Illinois | 91.9 UIS

A new report reflects on the long-term cost of cutting education funding during past recessions and how Illinois can learn from those mistakes during the COVID recession.

The Partnership for College Completion argues that recessions are a rare opportunity to make college access and cost more equitable.

Mike Abrahamson is the Partnership's policy manager. He believes the future of Illinois' economy depends on how Illinois devotes funding to education now, when dollars are scarce and there could be budget cuts for schools around the corner.

"It's crucial that we respond to this not by cutting across the board, if we do need to make cuts, but in a way that recognizes the institutions and the students that they serve."

The report calls for the state to adopt a funding formula for higher-ed -- similar to K-12's Evidence-Based Funding -- that prioritizes schools who rely more on state appropriations and often enroll a higher percent of low-income and students of color.

Up to 10% funding cuts could be on the horizon for higher-ed in Illinois. He said it's important to remember schools and students won't be hit equally.

"At some universities, it might mean increasing tuition by a few hundred dollars at others in order to make up that gap it would be over $1,000," he said. "And those students have far less ability to pay because our most financially vulnerable institutions also enroll our most financially vulnerable students."

That also means directing more money the Monetary Award Program or MAP need-based grants. Abrahamson says Illinois' FAFSA completion gap grew because of the pandemic -- with completion dropping 4% at lower-income high schools and increasing by nearly 5% at more affluent schools.

He said it's vital Illinois invest in education during the COVID-induced recession. The report states that disinvestment during previous economic downturns directly led to enrollment declines over the past decade.

Along with equity-focused funding for the next few years, the report also asks the state to establish a transparent equity task force to plan a long-term funding formula for higher-ed.

Source: https://www.nprillinois.org/post/new-report-says-illinois-should-change-how-it-funds-higher-ed#stream/0

This report was also featured on Tri States Public Radio, Northern Public Radio, and in POLITICO's Illinois Playbook.

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Work, classes, financial aid — and now COVID-19: Life as a poor college student has only gotten tougher during the pandemic

November 28, 2020

by ELYSSA CHERNEY - Chicago Tribune

When Ximena Castillo needs to focus on her college coursework, she walks down the hall from her basement apartment in Chicago's Gage Park neighborhood and settles into her new study spot: the laundry room.

No one bothers her there. It's quiet and the temperature is comfortable — until, that is, one of her neighbors needs to wash or dry a load.

But Castillo, a junior at Dominican University in River Forest, still prefers working there than in the small unit she shares with her parents, which is full of distractions. She used to live on campus, but she moved home after the coronavirus pandemic erupted and doesn't have her own bedroom anymore.

"I don't feel comfortable going to a cafe or anything currently," said Castillo, 20, who worries she could expose her relatives to COVID-19. The laundry room is "not the best, but not the worst. I would prefer to be outside with my dogs because I like sitting in nature, but it's way too cold for that right now."

Finding a setting conducive to schoolwork is just one of the myriad challenges low-income college students face as they try to continue their education despite pandemic-related setbacks.

Some students have withdrawn from school because of changing economic circumstances, problems with online learning or difficulty connecting to virtual student services.

According to U.S. census data from August, nearly 7 million people said they canceled college plans for the fall because their income had changed during the pandemic and they could no longer pay.

Overall undergraduate enrollment at U.S. colleges is down about 4.4%, with the greatest declines seen in community colleges and among first-year students, according to the latest data from the National Student Clearinghouse. While the NSC does not break the numbers down by socioeconomic status, nontraditional and low-income students typically favor community colleges.

In Illinois, fewer students have applied for federal and state financial aid since schools closed down in March compared with the same time last year, according to the Illinois Student Assistance Commission, which administers need-based grants to college students. That's a sign low-income students might be abandoning college plans altogether instead of seeking help with tuition.

"For our low-income students, they are obviously struggling with their education and helping out with their families," said Jacqueline Moreno, an executive staff member at ISAC. "It's not entirely different from what low-income students face when they are first-generation college students in any year — it's just exacerbated right now, and people are paying more attention."

Unlike in families where going to university is expected, Moreno said, low-income and first-generation college students often feel guilt for pursuing higher education and not immediately entering the workforce to help with household bills.

Castillo, a graphic design major, is trying her best to stay on track. She's refinanced her student loans, received help from her school's COVID-19 relief fund and taken on extra jobs to put toward her tuition.

Her mom, who works at a Little Caesars, and her father, a construction worker on medical leave prior to the pandemic, don't make enough to cover the cost but have always encouraged her to pursue higher education, though they didn't go to college.

But between picking up shifts as a hostess at a University Village restaurant and trying to complete her coursework, Castillo is often exhausted. She's still more than $2,000 behind on school payments and can't register for spring classes until she puts forward more money, she said.

At the same time, her shifts at the restaurant have dried up as business slows due to the pandemic and the ban on indoor dining. Castillo used to work up to five days a week at Bar Louie but is now lucky if she gets scheduled for one.

"It's a lot on my plate," said Castillo, who went to George Westinghouse College Prep in East Garfield Park, part of Chicago Public Schools. "I feel like either my work suffers or my school suffers, and it's so hard.

"For a while I was juggling two jobs on top of school, and I felt like I was drowning. No sleep. Constantly on energy drinks and coffee just to get by. And it was so unsatisfying because I would do my best at everything and get half done."

'It went downhill this semester'

Taking time off from college was not part of Jony Estrada's plan. Though he was nervous about starting classes this fall at the University of Illinois at Chicago, Estrada had been eager to study economics and wanted to minor in finance.

The 21-year-old, however, began to feel overwhelmed with virtual learning and the amount of coursework. The large class sizes didn't help — Estrada said he grew anxious waiting for professors to reply to emailed questions — and he struggled to connect with UIC tutors when he tried to reach them by phone.

"I never considered taking a gap year until this year, when this whole pandemic started," said Estrada, who lives in the West Elsdon neighborhood, near Midway Airport, with his parents. "It went downhill this semester. I don't know if it's because I'm a new student and I'm not familiar with how things work around here or just because of the work."

Estrada earned his associate degree from Loyola University Chicago over the summer and participates in a program through the nonprofit Bottom Line, which helps low-income and first-generation students reach college and obtain a degree.

While Estrada hoped to continue making progress this semester, he felt staying in school would negatively affect his mental health, so he dropped his four classes just before midterms.

Chris Broughton, executive director of Bottom Line's Chicago operations, said most of the 1,500 students in his programs are sticking with school even though they don't like online classes.

"About 85% or more of our students are staying enrolled in college and trying to persist and navigate this new remote learning environment, even though it's been a challenge," he said. "Students are generally feeling dissatisfied and not enjoying that experience in the way they envisioned."

For now, Estrada hopes to get an internship in a business-related field as he decides whether to return to UIC in the spring. He's not sure if he should wait until next year, when there might be a better chance for in-person learning to resume.

"I will graduate because that's my goal also ― to get a diploma, to get a bachelor's degree ― but I think right now I need a little break," he said. "I just don't think I'm ready for this semester."

Deepening inequities

While anecdotes of students delaying college abound, the Illinois Board of Higher Education is trying to prevent students from pausing their studies.

As part of a new campaign called "Stay the Course," IBHE is publicizing data that shows "a significant percentage" of students who take gap years never complete college. The trend is especially prevalent for low-income students, rural students and students of color, the campaign says.

"Almost all of the new jobs created since the 2008 recession require some kind of credential beyond high school," the IBHE campaign says in social media posts and online messages.

According to one NSC study, only 10.5% of roughly the 1.6 million students who had dropped out of Illinois colleges returned to school between 2013 and 2018. Across all states, only 13% returned, and fewer graduated.

But today, as the pandemic enters its ninth month and a new wave of infections triggers statewide restrictions, some of the obstacles can seem insurmountable.

Jermaine Lash, who attended City Colleges of Chicago, is also taking this semester off because of problems with his financial aid.

Lash, 21, of Englewood, said he is seven credits away from earning an associate degree in business administration from Richard J. Daley College, one of the community college network's campuses. But complications with his Federal Pell Grant, assistance that goes to undergraduates with exceptional financial need, have prevented him from enrolling in fall classes.

Lash's advisers at One Million Degrees, an organization that helps Illinois community college students, said his predicament is especially difficult because he must deal with virtual student services at CCC during the arduous process of verifying his financial records.

Part of the holdup: Lash's mother recently died from health issues unrelated to the pandemic, and he can't access her tax documents, Lash said.

"I feel like it would be 10 times better if I could just talk to them in person," Lash said. "Then they'll get a better understanding and help guide me to the right path on figuring out a solution."

Until then, Lash is working in the deli at a Jewel-Osco close to downtown. He hopes the paperwork will be sorted out in time for spring classes but worries he might need to skip next semester too.

"I just want to finish this. I like college," he said. "I went ever since I got out of high school. ... Ever since then, I've never taken a break or anything. So now this is something new to me. ... It doesn't really feel right."

As a whole, Illinois community colleges are enduring a major hit from the pandemic, with enrollment plunging nearly 14% this fall, according to data from the Illinois Community College Board.

While IBHE hasn't released fall enrollment figures for the state's public universities, the NSC estimates overall college enrollment in Illinois dropped by 6.4%.

The gap indicates how the pandemic is disproportionately affecting low-income communities of color, said Lisa Castillo Richmond, managing director of the Partnership for College Completion, a Chicago nonprofit. She's concerned the pandemic will further deepen inequities in higher education.

"Our community colleges serve our most vulnerable students," she said. "They serve much greater proportions of low-income students, first-generation students, African American students and Latinx students."

The number of students seeking financial aid through state and federal grants has also dropped off since the pandemic closed schools in March, a sign that college may seem out of reach for some.

As of mid-November, the state's need-based Monetary Award Program had received 8% fewer applications from eligible students compared with the same point last year, according to ISAC.

For the 2021-22 school year, applications from MAP-eligible students have dropped by 9%, though it's still early in the cycle. Submissions only opened Oct. 1.

'Students will work their tails off'

During the pandemic, Dominican University has seen a "dramatic increase" in financial aid appeals, which students can file when there's a change in their economic situation.

For many, that's due to a family member losing a job, health care costs and other unforeseen expenses, said Victoria Spivak, assistant vice president of student enrollment services and director of financial aid.

"Dominican serves a very high-needs population," she said. "We are over 50% Pell eligible. ... We also serve a significant number of undocumented students."

In response to financial aid appeals, Dominican provided additional institutional aid and also distributed money made available to students through the federal coronavirus relief program. Students can use those grants to pay for pandemic-related expenses including food, housing and technology. So far, Dominican had awarded nearly $1.5 million in such grants, a spokeswoman said.

Broughton, of Bottom Line, said his organization also doled out more than $160,000 to help students with groceries and other emergency expenses over the last 10 months through a new fund.

But for students like Castillo, the struggle continues. Her mom lost two weeks of wages, she said, after someone at Little Caesars contracted COVID-19 and she had to quarantine due to the exposure.

Castillo has more time to study since her shifts at Bar Louie have been reduced, but she's anxious she won't have enough money to pay down her balance in time for spring classes.

Students can't register for courses if they owe $1,000 or more in unpaid fees, said Mark Carbonara, Dominican's director of academic advising and first-year experience, who's been helping Castillo look for more scholarships.

"Our students will work their tails off — second and third shift ― in order to pay for college," but those jobs are disappearing because of COVID-19, he said.

While it's nerve-wracking to wait, Castillo said she remains hopeful she'll come up with money to attend next semester. She said the adversity will make her a stronger person in the end.

"I just remind myself how lucky I am to even have the opportunity to go to school," she said. "I know a lot of people in my neighborhood who didn't have the same opportunities as I did."

Source: https://www.chicagotribune.com/coronavirus/ct-covid-19-illinois-low-income-college-students-20201127-53zqwvncw5colb72ni3ylxgjwu-story.html

This article was also featured in the Tyler Morning Telegraph and the Herald & Review.

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ILEA Member Spotlight: Meet Dr. Mary Daniels, Chicago State University

1. What is your current role/title?

I serve as Associate Provost for Academic Innovation and Strategic Initiatives.

2. Where did you earn your degrees and what did you study?

BA (Political Science), Reed College 

AM (Political Science), University of Illinois, Urbana-Champaign 

PhD (Political Science), University of Illinois, Urbana-Champaign

3. How did your college/university support your success in earning your degrees?

I benefited enormously from faculty mentorship at my college, which was a very academically rigorous environment which attracted many students from highly prepared, privileged backgrounds. For a first-generation student who experienced doubts about my own capabilities and belonging on such a campus, it was so valuable to have a faculty mentor who provided invaluable feedback on everything from my senior thesis to guidance about graduate school, and what a career in academia would involve. Even one person to connect with can make such an important difference—something I've tried to remind myself throughout my own career. At my graduate institution, close friendships and a support network of peers in the program provided camaraderie and help in so many ways—tackling the curriculum, finding an area of specialization, completing the dissertation, and navigating the job market after graduate school. The department provided many valuable opportunities to learn the profession and work with each other through research and teaching fellowships. There was ample support for conference travel and research, which extended to a fellowship year at Oxford University while completing my dissertation.

4. What excites you about equity work at your institution?

More than anything, the opportunity to contribute to the work of creating access to higher education regardless of race, income, or family background, particularly at a time when Black student enrollment has dropped by 29% in Illinois. As Illinois' only four-year Predominantly Black Institution as designated by the U.S. Department of Education, Chicago State University is laser focused on closing equity gaps. As a part of our 2020 - 2025 Strategic Plan, Chicago State University is committed to building student support scaffolding that increases rates of persistence and reduces the time to degree completion. This work is in motion with the launch this summer of Cougar Commitment, a holistic, data-driven set of strategies to improve student success. A prong of Cougar Commitment is Rise Academy, which gives freshmen a year-long full-tuition scholarship, a summer bridge course, and intensive academic advising. Exciting innovations like this, which bring together faculty, administrators, students, donors and the community, help me to believe that together we will make a difference in creating a society that values education and works to reduce the barriers to entry for everyone.

5. In your role, how do you impact equitable outcomes for your students?

Chicago State University has a comprehensive approach to student success, from developing college-ready high school students to preparing our scholars to succeed in their careers. Further, the University recognizes that investments in our community facilitate student success. As Associate Provost for Academic Innovation and Strategic Initiatives, I play a leadership role in projects across this spectrum, and am privileged to collaborate on projects with our college deans and department chairs, members of President Scott's team, and external allies in this work like the Partnership for College Completion. Recent efforts include collaborating across the university to create our ILEA Equity Plan, where we discovered the relative success of transfer students in on-time degree completion compared to first-time full-time freshmen. We are digging into the reasons for that and simultaneously developing assessment tools to measure the impact of a series of integrated, holistic student support programs that have been put into place. CSU is committed to restructuring higher education to increase access for all learners in our undergraduate and graduate degree programs, through certificate and stackable credential programs, and by removing barriers to entry and completion, wherever they might be.

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2020 ILEA Virtual Fall Summit Recap

The fourth ILEA Summit, held October 21-23, 2020, was our first-ever virtual summit, and was unequivocally a success! Over 350 faculty, staff, administrators from your institutions attended the summit, themed Engaging Faculty Champions in Equity Work. The summit kicked-off with a video welcome from Mayor Lori Lightfoot of Chicago, followed by a keynote address, "Saying Equity Will Not Beget Racial Equity" from Dr. Estela Bensimon, Director of the Center for Urban Education & Professor of USC Rossier School of Education, Center for Urban Education, University of Southern California. Dr. Bensimon also led a session for ILEA presidents and conducted the faculty workshop, "The Syllabus As an Instrument for Racial Equity."Other workshops focused on achieving equitable student outcomes, diversifying approaches for equity and inclusion and faculty hiring through an equity lens and were conducted by Dr. Davis Jenkins, Research Scholar Community College Research Center, Teacher's College, Columbia University, Dr. Noelle Arnold, Associate Dean for Equity, Diversity Inclusion and Global Engagement (EDGE) College of Education and Human Ecology, The Ohio State University, Dr. Kimberly McRae, Faculty Counselor and Instructor, Seattle Central College and Dr. Vik Bahl, Faculty, Green River College.

The Summit included our first Illinois Legislative Panel session focused on the higher education agenda in Illinois. Panel participants included: Dr. Vernese Edghill-Walden, Chief Diversity Officer, Northern Illinois University, Dr. Escortina Ervin, Executive Director of Diversity, Equity, Inclusion, and Compliance, Joliet Junior College and Dr. Mary Daniels, Associate Provost, Innovation and Strategic Initiatives, Chicago State University, Representative Chris Welch, State Representative, 7th District of Illinois, Representative Nick Smith, State Representative, 34th District of Illinois and Senator Celina Villanueva, State Senator, 11th District of Illinois.

Dr. Lisa Freeman, President of Northern Illinois University and David Sanders, President of Malcolm X College served as panelists on our first Presidential Reflections panel.They talked about leading equity initiatives on their campus.We also heard from representatives from ILEA schools in "Equity Speaks" sessions, where they discussed the equity planning process on their campuses as well as specific strategies in their plans. Lisa Castillo Richmond, Managing Director, PCC delivered the State of ILEA address on the final day of the summit where she discussed some of the additional equity challenges brought on by COVID-19 and highlighted strategies underway at ILEA institutions to ensure equity.

Summit by the Numbers:

  • Total Number of Attendees: 350+
  • Total Number of Faculty: 134
  • Highest Overall Participation (2-yr): College of DuPage
  • Highest Overall Participation (4-yr): Northern Illinois University
  • Most Faculty Registrations: Harper College
  • Top WHOVA Engagers:
    Dr. Scott Friedman, Moraine Valley Community College
    o Lorri Scott, College of Lake County
    o Gayle Miller, College of Lake County
  • Summit Evaluation, Quality of the Summit:
    47.06% rated it Excellent
    o 47.06% rated it Very Good


Many presentations and supporting materials from the summit can be found in the WHOVA app and will also be available on the ILEA portal in early 2021. For additional information, contact your Equity Program Manager.

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Without graduated income tax, Illinois state universities brace for ‘almost inevitable’ budget cuts ‘because there’s just nothing left'

November 12, 2020

by ELYSSA CHERNEY - Chicago Tribune

In Gov. J.B. Pritzker's first remarks after voters rejected his administration's signature proposal for a graduated-rate income tax in Illinois, the first-term Democrat singled out higher education as one of the many state-supported areas that could lose funding as lawmakers try to balance the next budget.

With no new sources of revenue and an expected drop in gains from sales tax during the coronavirus pandemic, Pritzker warned that he is left with few favorable options.

Reducing discretionary funding for the state's 12 public universities and community colleges could make it harder for students to afford college if schools raise tuition to offset the losses, some experts said. And there could be less money to support a grant program for low-income college students who qualify for state assistance in a time when more applicants are expected to seek aid.

While Illinois universities are not expecting any budget changes for this fiscal year, which began July 1, some advocates and policy experts said the long-term implications for Illinois higher education could be severe if new sources of funding aren't found.

"Without new revenue, our fear is that we will continue to see the same trajectory that the state has been on in terms of lower enrollment, especially for Black students," said Kyle Westbrook, executive director of the Partnership for College Completion, a Chicago-based nonprofit.

Over the past two decades, Westbrook said, state appropriations for public universities have remained relatively flat but haven't kept pace with inflation, and a greater share of the funding is being directed to pensions for public university and community college employees.

On top of that, some schools are still reeling from the state's two-year budget impasse under former Republican Gov. Bruce Rauner, Westbrook said. Universities that rely more heavily on state dollars and serve a higher number of lower-income students were disproportionately affected by the funding delays.

"You could argue the situation was dire even before the budget impasse, but that created a crisis in the system as a whole," said Westbrook, who led education policy in former Chicago Mayor Rahm Emanuel's administration. "The failure of the (tax amendment) to pass is so catastrophic for higher ed in the state."

Adam Schuster, senior director of budget and tax research at the right-leaning Illinois Policy Institute, agreed that inflation-adjusted spending on higher education is significantly down. Funding has dropped by nearly 20% since 2010, when accounting for inflation, while spending on pensions has skyrocketed, he said.

But Schuster called for reform to the state pension system, a politically divisive issue, as opposed to changing Illinois' flat income tax rate of 4.95%.

"Estimated progressive income tax revenues were not earmarked for any particular purpose and would have failed to close the state's structural deficit," he said in an email. "Cuts to state spending on higher education stem from the unsustainable growth in contributions to the state pension systems."

Public universities contacted by the Tribune had little to say about the failed constitutional amendment. A spokesman for Illinois State University said the school "will have to wait and see what next year's budget cycle looks like." Meanwhile, a spokesman for the University of Illinois System did not offer comment beyond confirming that no changes to state appropriations were planned for this year.

"It would be premature for us to comment on the current budget cycle or future appropriations until the governor's office and the General Assembly share their plans," said Mike Hines, a spokesman for Northeastern Illinois University.

On Thursday, the University of Illinois Board of Trustees approved a request for an 8.3% increase in state funding next year as officials projected $270 million in costs related to the pandemic. The request is sent to the state Board of Higher Education, the governor and the legislature for consideration.

But Jennifer Delaney, associate professor of higher education at U. of I.'s Urbana-Champaign campus, painted a darker picture. Because higher education spending is the largest discretionary portion of Illinois' budget, it is often the most vulnerable when cuts are required, Delaney said.

Delaney, who also serves on the Illinois Board of Higher Education, said her research shows that higher education funding is more volatile than other spending categories and closely tied to economic conditions. She said the pandemic-related recession exacerbates the situation this year.

"It's almost inevitable that higher ed will be cut because there's just nothing left," Delaney said. "The hope of the (tax amendment) is that it would have brought new or additional revenues in, and without those, it's just not at all clear where the money will come from."

Pritzker's graduated-rate income tax proposal might have provided some relief, but it fell short of the thresholds needed to pass on Election Day. The administration estimated the measure would have generated $1.2 billion in the budget year that ends June 30 and $3.4 billion in future years.

The state remains on shaky financial footing, with the administration projecting a combined loss of $6.5 billion in revenue this year and next year. Pritzker also asked state departments to propose cuts of 5% this year and 10% next year and previously warned there could be a 15% cut to discretionary spending without the constitutional amendment.

In addition to potential cuts, Pritzker said he is considering raising income taxes by 1 percentage point across the board. The General Assembly would have to approve the rate hike.

Melissa Hahn, a spokeswoman for the Illinois Board of Higher Education, released a statement saying "we're still in the budget development process," but did not provide further comment.

During a spring session that was truncated because of the pandemic, the General Assembly passed a $43 billion state budget that held funding relatively steady for education. That was a disappointment for universities, which were hoping to receive a 5% bump in funding before the pandemic hit.

The Illinois Student Assistance Commission, a state entity that manages need-based grants for college students, was also in line to receive an additional $50 million but instead saw its funding frozen at last year's level.

Eric Zarnikow, ISAC's executive director, said he understands that budget challenges were created by the pandemic but hopes lawmakers will continue to prioritize his agency's grants, which are distributed through the Monetary Award Program. MAP saw funding increases in 2018 and 2020, bringing it to a historic high of approximately $451 million.

Zarnikow said he thinks budget constraints might be a long-term issue and that it would help if lawmakers in Washington stepped in.

"In Illinois, as well as across the country, education and particularly higher education has been really impacted by COVID-19," he said. "We think support from the federal government is really going to be important to meet the needs of the education community."

Chicago Tribune's Dan Petrella contributed.

Original article: https://www.chicagotribune.com/news/ct-ilinois-higher-education-graduated-income-tax-20201112-h3nurmlqlra7hkuuneqlr4eqwe-story.html

This article was also featured in the Journal Gazette & Times-Courier, Herald & Review, The Bloomington Pantagraph


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Which Students Are 'College-Ready'? Reforming Inequitable College-Readiness Measures amid COVID-19

Jennifer Hernandez, PCC Policy Intern | October 27, 2020

Through the countless articles about inequities in access to online AP tests, learning pods, and the overall digital divide, COVID-19 has brought long-standing and new educational disparities under a harsh, unwavering spotlight. As students transition from high school to college, there are further divides to consider. One of them is an often overlooked and deeply consequential hurdle in the college enrollment process: course placement.

Nearly 46% of Illinois' high school graduates who enroll in a community college are placed and enroll in developmental coursework (also referred to as remedial coursework) in at least one subject, with students of color disproportionately represented. Despite research challenging the efficacy and equity of using standardized tests and high-stakes placement exams for course placement, many colleges still rely on test scores to determine whether students are ready for college-level classes. As COVID-19 exacerbates inequities in access to test prep and technology, without placement reform, Black and Latinx students and students from low-income communities could be disproportionately locked out of college-level courses, even at our most accessible community colleges.

In response to COVID-19 disruptions, the Illinois Community College Board (ICCB) released placement guidelines to help Illinois colleges better determine students' readiness for college-level courses and reduce the need for students to enroll in developmental education to make up for perceived or actual learning loss.

The guidelines recommend that colleges expedite implementation of ICCB's Final Placement Recommendations and use GPA in place of other assessments when those assessments are unavailable or difficult to access. Regardless, if a student's GPA indicates that they are ready for college-level English (cumulative GPA of 3.0/4.0) or math (cumulative GPA 3.0/4.0 with successful completion of a 4th year of math), the guidelines recommend that the student should not be enrolled in developmental education. ICCB's recommendations also go beyond placement, adding guidelines for assisting students who do not meet the recommended cut-off scores and reducing their time in developmental education, so that students don't fall further behind.

ICCB's emphasis on GPA is a pointed one. Studies on college readiness have indicated that GPA is a better measure of a student's academic performance and potential than ACT and SAT scores, which are skewed by income and race—they reflect differences in wealth, not preparedness. With all the buzz about Zutoring (Zoom-based private tutoring) exacerbating academic disparities between the rich and poor, the reality is, this draws on a legacy of ACT and SAT prep services that have given an edge to students from wealthier, White families since those tests began. Research also calls into question the accuracy of college placement exams such as ACCUPLACER and ALEKS, showing that many students are placed into developmental education when what they really need is tutoring or concurrent supports. Based upon arbitrary and inconsistent cut scores on a single test, students can be enrolled at the same college but be separated by "ready" and "not ready," furthering the educational divide.

The Dev Ed Debate and The Case for Reform

Currently, most colleges use developmental education as a starter kit for students to avoid early failure and transition into college-level coursework. Open-access institutions in particular, including community colleges, need to be able to support students who are not yet ready to take on college-level coursework on their own. Those in favor of traditional developmental education (i.e. separate, pre-college courses for English and Math) argue that these courses allow underrepresented and underprepared students to access colleges where they would otherwise not be allowed to enroll in the first place. From this view, developmental education is designed to increase equity in higher education by affording access. However, research over the years has shown that no identifiable student group benefits from traditional developmental education, and this approach is actually perpetuating inequities in completion. Students are getting in the door, but the question is, why aren't traditional models opening doors to college-level courses? And how can new approaches to developmental education better support students progress toward completion?

Because developmental education is not college-level coursework, students taking these classes rarely earn college credits and must take more classes to complete a college degree, and because developmental education classes typically cost just as much as any other college class, students can run out of financial aid before they are able to complete their degree. Students in developmental education are less likely to graduate, and community college students enrolled in developmental education are less likely to successfully transfer to a four-year university to complete a bachelor's degree. These issues are disproportionately affecting Black and Latinx students, who are more likely to be placed into developmental education and less likely to complete.

By following ICCB's guidance this year and years to come, colleges can help shrink these equity gaps. ICCB encourages colleges to address learning loss and help more students become college-ready without traditional developmental education, by providing alternatives such as tutoring, writing workshops, and other wraparound services designed to bring students up to speed. ICCB recommends that institutions provide these concurrent services to support students who would otherwise be placed into developmental education. Meanwhile, such students would enroll directly in credit-bearing courses and make up for learning loss without having to play catch-up the next semester and beyond.

The efforts to analyze the benefits and drawbacks of developmental education placement have been in the works pre-pandemic. The SJR 41 Advisory Committee, convened by the Illinois General Assembly, was tasked with taking stock of Illinois' developmental education policies and practices. Released on July 1, the Committee's report on scaling reforms lays a blueprint for building evidence-based, context-sensitive reform to support every student. The idea is not to throw students into the deep end and hope they swim. Rather, reforms to developmental education aim to equip students with the skills they need to swim and the chance to do so.

Next Steps and Challenges to Implementation

ICCB's statement on utilizing the placement guidelines in light of COVID-19 reflects the fact that many colleges have not yet implemented ICCB's guidelines or have not adopted them fully. Many colleges that use "multiple measures" in the placement process still rely solely on placement exams and standardized test scores. To find out which public colleges and universities are implementing ICCB's placement recommendations, click here.

Along with the challenges of moving to socially distant instruction, providing wraparound services is an added challenge for underfunded colleges who are also experiencing losses in revenue and uncertainty in the fall. Our most under-resourced colleges will bear the brunt of these impacts—but their students stand to benefit the most from ICCB's guidance. Successful implementation of effective wraparound supports will require additional investment from the state or targeted use of federal CARES funds. Supporting all students requires recognition that a problem exists and a concentrated effort to solve it. Developmental education is among the most important challenges colleges and their students will be facing in an already tumultuous year.

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Guest Blog: Fallen Flat on the Shoulders of My Students

For too long, Illinois' working and low-income residents have borne the brunt of the state's 'flat tax.' A fair tax would ensure the state's wealthiest pay their fair share and Illinois' working and low-income residents have greater access to realizing their dreams - including going to college.

Keisha Rembert

Keisha Rembert | October 2020 
Keisha Rembert is an Assistant Professor at National Louis University. She is a Teach Plus Illinois Policy Fellowship alumna, 2019 Illinois History Teacher of the Year and NCTE's 2019 Outstanding Middle Level Educator in the English Language Arts. The ideas expressed in this piece are the personal opinions of the author and not reflective of or connected to her employer.

My students are the essential workers you see stacking shelves at your local grocery store, the child care workers who are caring for and keeping young children safe, and the ones at the drive-thru window serving you while the world seems paused. They work, attend classes, take care of siblings and ill relatives and oftentimes, have been the sole support for their families during this pandemic. They are the heroes we herald and laud in this time of crisis.

While they gave the lion's share of their energy to care for us all, they are burdened by an unfair tax system that requires more of them still -- as low-income and working people in Illinois pay twice as much as wealthy people in the name of a "flat tax."

My students have given and Illinois has taken.

It is time to right that wrong. A fair tax structure in Illinois means the wealthiest among us pay their fair share, and we do not leave the hefty financial burden to marginalized communities who have long carried this tremendous load.What would a possible state revenue increase of $3 billion a year do for my students, our essential workers? The possibilities are innumerable. It could, first, make additional educational funding more readily available and accessible, enabling my students to continue the education they so desperately desire. Their educational dreams often rest in their ability to pay for their schooling. A fair tax structure could allow for more state-directed dollars to go to financial aid grants like the state's Monetary Award Program (MAP) that makes higher education feasible for them and other Illinoisans for whom college seems like an impossible dream.

With increased revenue and financial investments in higher education, my students mobility to the middle class and beyond is viable.The additional state revenue and financial support could also prevent institutions of higher learning from faltering as was the case for six Illinois institutions who closed their doors in 2019-20. There are educational deserts in our state--places where colleges and universities are virtually nonexistent. More places around the state could fall into this category as institutions have already experienced formidable cuts and are bracing for future cuts to state funding in the coming years.

These cuts impact my students most. They are the ones who have already been disproportionately affected by COVID-19. They are the ones already combatting an opportunity and equity gap.

Read Keisha Rembert's Chicago Sun-Times Letter to the Editor, "Vote for the fair tax to give my college students a fighting chance to get ahead"

My students work hard and deserve to enter a workforce eager and ready to welcome them. The current job and financial landscape look grim for them and without significant changes, like the fair tax amendment offers, the prospect of entering a healthy job market is unlikely with current double-digit unemployment rates. Inability to secure employment means a continuation and expansion of the existing wealth gap.

My students know the perils and feel the effects of Illinois not paying its bills year after year. They have lived with inadequate access to childcare and grown up in schools forced to cut teachers and without proper resources. They deserve more.

The fair tax amendment is a step toward creating a more equitable Illinois. A chance to remove the undue burden my students have been saddled with for far too long. It means more access, more funding, more resources to move Illinois forward. A vote for the fair tax amendment gives my students a chance to realize their dreams.

My mother always told me 'life is not fair.' I hated to hear it and wondered why life couldn't be more fair. Her mantra is essentially what the state of Illinois has been living by with its current tax system. Now is the time to make it fair--it's possible.

Learn more about what the fair tax could mean for Illinois Higher Education here.

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Experts discuss possible solutions to college affordability in Illinois

October 21, 2020

by MIKE MILETICH - WSILTV.com

SPRINGFIELD (ILLINOIS CAPITOL BUREAU) – State lawmakers hope to craft a plan to make college more affordable, especially for many in low-income communities.

Experts say tuition rates continue to soar compared to the average income for those going to college or tech schools. They also told lawmakers community colleges haven't been exempt from the rise in costs due to inflation. Some feel financial aid is critical to providing access to higher education for students in low-income communities.

"We have families that are priced out not just from college attendance in general at four year institutions, but also public two year institutions," said Dr. Eboni Zamani-Gallaher.

The University of Illinois Urbana-Champaign professor noted dips in attendance align with a lack of diversity in funding models. Zamani-Gallaher feels the state needs more incentives and opportunities to attract students to continue their education.

Currently, five community colleges in Illinois offer promise programs to help high school graduates with full scholarships.

"When combined with Pell and MAP grants, many community college students that benefit from promise programs can attend college without any out-of-pocket costs in terms of tuition and fees," said Brian Durham, Executive Director of the Illinois Community College Board (ICCB).

However, the promise programs fall under a category of "last dollar" programs. Durham explained students have to take advantage of all other options of aid before they access funding from promise programs.

Importance of financial aid
Data from the Illinois Student Assistance Commission showing costs for low-income students.

The Illinois Student Assistance Commission (ISAC) also feels financial aid is critical to providing higher education to students in low-income communities.

Executive Director Eric Zarnikow says 54% of MAP recipients are first-generation college students or have no financial resources for college.

"MAP is supporting about 60% of Black undergraduates and well over half of Latino/Latina undergrads attending public universities," Zarnikow said.

He also highlighted work with Gov. JB Pritzker's office to identify a plan to improve grant aid. Zarnikow said combining a $50 million increase in MAP funding with an effort to put 15% of those funds towards community college students could cover tuition and fees for most MAP-eligible community college students.

"He aimed to make community college tuition-free for MAP eligible students whose families make under $45,000 a year. That was essentially free community college program for families making under that amount," Zarnikow added.

Strong free college programs

Meanwhile, the Partnership for College Completion argues Illinois has the framework for a free four-year college program through MAP grants.

"We frankly believe very strongly in the mission of MAP to serve our lowest income students and our neediest students in our state and prioritizing our public resources to do that," Executive Director Kyle Westbrook said.

Sarah Labadie, Associate Director of Policy for Women Employed, feels the idea of free college is attractive to many people. While some community colleges function tuition-free, Labadie noted the state doesn't market it that way.

"If designed really well, a free college program or even remarketing our current program could really ensure that we're able to attract more students to higher education who otherwise think it's out of reach," Labadie explained.

She told lawmakers strong free college programs ensure students leave college without debt. Labadie said successful programs allow anyone to take advantage of the assistance and cover costs for four years of education.

Planning for the future


Many hope the state could explore an equity-based funding model for college similar to the K-12 evidence-based model.

"Even if we gave more money to this system, it is not going to bring equity and justice when it comes to communities of color. It is not designed that way and we have to accept that, find the flaw in it, and fix the design," added Rep. Carol Ammons (D-Urbana).

The Illinois Board of Higher Education hosted focus groups and created a survey for people to share solutions. Executive Director Ginger Ostro hopes to adopt their strategic plan by late March with support from the ICCB and ISAC. Still, Ostro said that would only be the start of the process.

"We will have the need for a series of policy changes, state-level practice changes, as well as institutional-level changes," Ostro explained. "As we go over the next couple of months, there's really an opportunity here for all of us to come together and decide what direction we want to go. How are we going to address these inequities that we've seen in the higher education system? How are we going to meet workforce needs, and how are we going to drive the state's economy?"

Source: https://wsiltv.com/2020/10/21/experts-discuss-possible-solutions-to-college-affordability-in-illinois/ 

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The Importance of Faculty Champions in Equity Work

Creating an equity-minded culture is hard work and takes a community of champions to bring to fruition. It takes commitment from all corners of a campus to ensure student pathways and organizational structures and institutional policies and teaching and learning practices are designed in ways that support more equitable outcomes. As members of the Illinois Equity in Attainment initiative (ILEA) developed their Equity Plans for their campuses, the role and engagement of faculty voices was integral, and the theme of our 2020 ILEA Virtual Fall Summit - Engaging Faculty Champions in Equity Work - aptly reflects this. When we think of champions, we think of people who are willing to advocate for a cause they strongly believe in and want to support. With greater numbers of faculty champions on our campuses, ILEA members and other institutions doing equity work move closer to creating an equity-minded culture focused on making sure all students succeed.

As the Partnership for College Completion gears up for next week's summit, hear from faculty champions at Harold Washington College, Kishwaukee College, and Saint Xavier University on increasing student readiness, empowering faculty of color, and teaching and practice through an equity lens for all faculty.

​Harold Washington College
Asif Wilson, PhD, Associate Dean of Instruction
Sandy Vue, Assistant Director - Research & Planning
Jackie Werner, Associate Dean of Instruction
Maria Ortiz, Faculty
Bernadette Limos, Director - Strategic Initiatives, Marketing & Communications.
​​​Kishwaukee College
Pernevlon Ellis Jr., MA,  
Interim Associate Dean, Office of Instruction, Formerly Assistant Professor of Sociology; classes taught include race and ethnic relations, introduction to criminology, marriage and family, and social problems.
Saint Xavier University​
Gina M. Rossetti, PhD
Professor of English and University Fellow for Student Success; Teach First Year composition classes, introductory literature classes, American literature, and literature/humanities courses in the Honors Program. I have been at Saint Xavier University since 2002.

Partnership for College Completion (PCC): A core belief of the ILEA community is that colleges and universities should move beyond a focus on college readiness among students and instead strive to be student-ready as institutions of higher education. What does this mean to you and your work?

Harold Washington College (HWC): The position of being college ready may negatively place blame on the student as the sole purveyor of academic success. This notion also assumes that colleges and universities are in no need of transformation. Being student ready requires that we, as schools of higher education turn inward to reflect and transform the harmful mechanisms—practices, policies, and structures—that limit the possibility of living our missions.

Pernevlon Ellis, Jr., MA (ELLIS): Leaders of every postsecondary institution must engage in strategic planning that allows for the greatest flexibility to achieve its mission and vision. This requires setting and assessing realistic goals and making data-informed decisions. The ability to respond to trends in data to use resources appropriately to meet the needs of its stakeholders. The data that exists on achievement gaps must inform policy and practices to address the ability of colleges and universities to achieve equity. The mission and vision of each institution I have read can't be achieved with addressing these gaps.

Gina M. Rossetti, PhD (ROSETTI): For me, I believe it means beginning with a foundational value: every student is capable of learning. When we focus on only the student's readiness for higher education, we are attempting to mold him/her into a pre-packaged spot. To offer a more welcoming environment, institutions ought to look at policies, practices, curricula to ensure that all are inclusive for a diverse student body.

Pernevlon Ellis Jr.

PCC: A threat to the long-term success of faculty of color is racial battle fatigue among other factors. In what ways should institutions intervene to empower the success of faculty of color?

HWC: Schools, including spaces of higher education, inherently were not designed with people of color in mind (their histories make this very clear). The supposed invisible offensive mechanisms, as Chester Pierce (1970) called them, are as painful as the physical harm our bodies experience. These assaults not only leave staff, admin, and faculty of color (and other minoritized identities) feeling a sense of isolation, and can have long term negative health outcomes. Professionals of color working in schools of higher education need to feel a sense of belonging, a sense power, and a sense of community if the rates of push out (and unfortunately death) are ever to decrease.

ELLIS: Postsecondary institutions must assess and respond to the structural and cultural barriers to success for its faculty from historically marginalized groups. This includes identifying and addressing the barriers in the process of recruitment, development, and retention. Once barriers have been identified leaders of these institutions must facilitate the inclusion of organizational goals to address these as part of the strategic planning process. This will ensure resources are in place to address the micro insults, assaults and invalidations that lead to racial battle fatigue.

ROSETTI: A couple of approaches can be a faculty mentoring program for faculty mentors of color, which will assist new colleagues in both the tenure process, but also in onboarding colleagues so that they are welcomed into the institution. A second approach is that there must be a commitment from all colleagues at the institution that equity and access are important for all, and that matters are not articulated by faculty members of color. In other words, White colleagues must also engage in an institutional equity scan, identifying with colleagues of color pitfalls and barriers, and working together to eliminate them.

Dr. Gina M. Rossetti

PCC: According to this year's ILEA Fall Summit keynote speaker, Dr. Estela Bensimon, "equity-minded individuals are aware of the sociohistorical context of exclusionary practices and racism in higher education." How can your college or university expand awareness of these exclusionary practices that harm faculty, staff and students of color?

HWC: When William Rainey Harper, president of University of Chicago, began advocating for community colleges in the early 1900s, he was not doing so to expand access and opportunity to those who previously not had. Furthermore, the land the University of Chicago was donated to Rockefeller by Illinois Senator Stephan Douglas, who built his wealth from the unpaid labor of his slaves.

The histories of our school reveal their not-so-nice histories, bound in what bell hooks calls white supremacist capitalist patriarchy. By unearthing the oppressive legacies of our institutions (like the fact that Harold Washington College is built on the site of a jail where indigenous tribes were forced to sign treaties) we may be able to dream, and actualize, a world that doesn't reproduce the historical harm that our schools have.

ELLIS: Motivate employees to work individually and collectively to be a leading culturally competent institution. Encouraging white faculty, staff and administrators to lead these efforts to address the organization's failure to maintain a culture conducive to the retention and success of faculty and students from historically marginalized racial and ethnic groups. They also need to lean less on faculty and staff of color to do this work.

ROSETTI: First and foremost, we need to listen to the experiences of colleagues and students of color, whose experiences at the institution are often quite different than those experienced by Whites. Second, we need to act upon what we learn from such experiences, working together to identify and prioritize how we can address these barriers.

PCC: During this pandemic, how can faculty integrate an equity and inclusion lens into their teaching and practice?

HWC: We do not believe that creating more equitable contexts requires lots of funding, new positions, or consultants. The praxis required for this sort of transformation must be built on love, care, and compassion. A love that bounds seemingly different people together to develop new knowledge, and hopefully a love that can transform oppression in the world and our schools.

We call faculty in to be mindful of the ways in which their planning, instruction, and assessment align to students' lives, communities, and center justice. We call administrators in to be mindful of the potential inequitable and harmful consequences of the decisions they are empowered to make. We call staff in to be mindful that they are educators too, every caring and compassionate interaction the students you serve can have long lasting, and transformational impacts. Together, we all can create the conditions in our schools that honor each other, in all that we have to offer.

ELLIS: Faculty are working diligently to facilitate learning that allows students to achieve the mastery of knowledge and skills expected in every discipline. Information and communication technologies are allowing for great creativity in the delivery of course content. Ensuring that we all engage in positive micro-messaging in our communications with students will be important. Interaction with students should be empowering to help those without it to develop the grit necessary to achieve academic success while enduring the challenges that accompany this pandemic.

ROSETTI: In many ways, the pandemic has intensified gaps, particularly in terms of technology and access to it (whether it is Wifi or personal technological devices that are not shared among family members). As a faculty member, I meet one-on-one with my students throughout the semester, and the same approach can be enhanced via technology. These conferences occur—both as regularly scheduled meetings—but also after assignments where I have seen a student struggle with the project. In reaching out to the student, I show him/her that I care about his/her academic success, and that we can work together to make the success a reality.

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Join PCC on Friday, October 16 from 11a-12p CT for our first Twitter Chat: The Importance of Faculty Champions in Equity Work. Follow us @partnershipfcc and use the hashtag #PCCchat.

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PCC: Vote 'Yes' to Fair Tax and Help Build a Pathway to More Equitable Higher Education in Illinois

Early voting begins today in Illinois, and with it, the opportunity to increase our state's revenue and set the stage for increased funding for higher education. The proposed Fair Tax amendment aims to change the income tax rate from a flat rate (taxing everyone at the same rate) to a graduated rate. Ninety-seven percent of Illinoisans will see either no tax increase at all or a tax cut; this change will increase taxes only on Illinois' wealthiest residents. By passing the fair tax referendum this fall, state leaders will not only raise more than $3B a year, but more importantly, create a pathway to adequately fund colleges and universities, invest in college students, and build a strong future for our state.

Support for a fair tax system could not come at a more pivotal time. The state is reeling from the fallout of an unprecedented public health crisis that has had deep economic implications for colleges, students, families, and Illinois communities. For students, higher education remains the surest way to the middle class and will be more important than ever to help students and their families recover from the pandemic. According to the Pew Research Center, the unemployment rate in May was lowest among workers with a bachelor's degree or higher (7.2%), the only group not to experience an unemployment rate in the double digits. Similarly, those with a postsecondary degree or credential will likely fare better in the recovery, as over 95 percent of jobs created after the Great Recession went to workers with at least some college education.

Amidst the fallout, Illinois colleges and universities have persisted in carrying on their missions. Despite significant strains on existing resources, they continue to deploy critical resources to students and community members who have been most impacted by the virus, demonstrating their unique value to the future vitality of our state. As the state faces the ongoing impact of COVID-19, investment in higher education will be critical to supporting institutions and equipping students with the resources they need to enroll and persist in college and achieve their career aspirations.

However, as the proverbial budget-balancing wheel, without additional funding from the federal government or new state revenue, colleges and universities are preparing for the worst. Just this month, the Governor asked state agencies to plan for 5% cuts in the current year and 10% cuts next year. This is troubling news for all institutions but could be devastating for Illinois' most financially vulnerable colleges and universities, often the same institutions that serve higher percentages of Black and Latinx students. This is particularly concerning now, as COVID-19 is disproportionately impacting Black and Latinx communities and exacerbating inequities experienced by students of color. Cuts to the Monetary Award Program (MAP) or to institutions serving marginalized students will undoubtedly result in more pronounced equity gaps in access and completion for Illinois' Black and Latinx students and students from low-income communities. For many, it could close the door to higher education altogether.

On its own, a fair tax system will not fill our projected state budget shortfall or close existing equity gaps, but it is a necessary first step. In the immediate term, it could lead to level funding for FY2022, which can provide stability for students who rely on state-based financial aid to access college, and to institutions that depend on state funding for critical programs and services. In the long-term, it could position Illinois to implement a more adequate and equitable higher education funding model that prioritizes funding to institutions serving marginalized communities.

When filling out your ballot this fall, vote yes on a tax system that will work towards economic equality and provide Illinois the revenue boost it needs to fund critical services, like higher education.

*Public higher education institutions and employees are limited in their ability to take action on behalf of Fair Tax. If you're interested in supporting a fair tax system in Illinois as an individual, sign on to endorse Fair Tax here. 

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ILEA Newsletter – Letter From Our Managing Director

Dear ILEA Partners,

Welcome back to school for a fall semester unlike any other. We have seen your teams up close as they have done whatever it takes to make plans for students to continue high-quality learning, provide new supports for students, and enable them to form social bonds and foster a connection with your colleges – and to do all of this safely both on and off campus. It is a Herculean task and the amount of creativity, innovation, and hard work are evident to all of us. We've also seen quick shifts to alter plans as the semester began and the virus affected students, faculty and staff. We are now beginning to see early reports about the upcoming spring semester, which look to be a continuation of current approaches.

The pandemic has continued to impact lives on and off campus, and has generally contributed to declines in enrollment across the state that cause concern about student access and institutional stability. This summer, campuses saw a significant decrease in enrollments, raising equity concerns, particularly among Black students, rural students, and at community colleges. Early data for the fall suggests that enrollments are down nationally, and among ILEA partners from between 5% and upwards of 20%. However, there are exceptions that give us hope. Northern Illinois University had a 1% increase in total enrollment for fall 2020 over the prior year, driven by an 8% increase in the size of the freshmen class and a 6% improvement in retention of first-year students. The Illinois Board of Higher Education's (IBHE) Stay the Course campaign and the website launched by the PCC this summer, Illinois Colleges Forward, aim to encourage students, parents, and the counselors who advise them that students should continue to pursue their college goals in Illinois whenever possible, even during this extremely challenging year.

Now, more than ever, your ILEA Equity Plans are powerful tools to help address student persistence, completion, and the adverse impacts of COVID-19 on our communities. They provide a roadmap to greater equity in opportunity within your institutions and seek to shine a light on how we can remove unnecessary barriers for students, as well as provide critical supports to those who need them, when they need them. The publishing of 21 institutional equity plans last month represents a significant and deliberate step toward equity in higher education in the state of Illinois, and we congratulate your important step forward. These plans detail approaches to onboarding first-year students, reforming developmental education, diversifying faculty, using data to target interventions, and much more. In the coming months and at the 2020 ILEA Virtual Fall Summit, we look forward to sharing more with you about the strategies within these plans and how we can make connections among ILEA institutions to support implementation and a process of continuous, collective learning and improvement.

PCC was also pleased to announce Catalyst Grants in the amount of $12,000 for all ILEA colleges and universities publishing their Equity Plans this year, as the result of a grant from a local foundation. Please read below and also look for an email from your ILEA Equity Program Manager this week for more information on how to access the Catalyst Grant. We look forward to continuing to identify opportunities for greater philanthropic investment in your equity work.

In the months that remain of 2020, we look forward to seeing you virtually at a number of upcoming events, including at the 2020 ILEA Virtual Fall Summit, which is dedicated to the critical role of faculty in eliminating equity disparities on campus. We have spent a significant amount of time adapting the schedule and session approaches to be conducive to a virtual event, and we look forward to sharing that with all of you. Because we are not bound by physical limitations presented by an in-person event, we encourage you to invite at least 25 faculty and department chairs from your institutions to join us for these sessions. We also hope to see many of you at our ongoing Equity Webinar series and at additional workshops that will be announced in the coming weeks.

We know the demands on your time will continue to be substantial, and we recognize all you do to ensure your students are safe and supported. I hope that despite all of the challenges with which you are faced in this moment, you can enjoy some of the beauty that the fall season offers -- at a safe distance and with a mask, of course.

In partnership for equity,

Lisa Castillo Richmond

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Moving Equity from the Margin to the Center: Releasing the Campus Wide ILEA Equity Plans

Julian Williams, Ph.D., Equity Program Manager | Aug 20, 2020

Eliminating disparities in degree attainment between Black and White students, Latinx and White students and Pell-receipt and non-Pell receipt students is no small task -- but it is the challenge that our 28 college and university partners publicly committed to addressing when they volunteered to join the Illinois Equity in Attainment (ILEA) initiative.

Across the nation institutions have eliminated gaps on their campuses when they have had leaders committed to equity and a plan to guide their work. Our ILEA partners joined the initiative because their leaders were committed to equity. The Partnership's task was to help them develop an Equity Plan, connected to but not the same as their institutional strategic plan, to eliminate inequities. 

ILEA began with the belief that institutions can eliminate gaps in degree attainment if they systematically examine their policies and practices to identify barriers to momentum, identify and implement institutional strategies that are proven or have promise to address inequities, and track and evaluate their efforts on an ongoing basis so that they can make adjustments as they learn what works and what does not work.

Developing the ILEA Equity Plan

ILEA began with 25 institutional partners in 2018; and has grown to 28 institutional partners in 2020. Our partners are community colleges and 4-year public and private institutions. While each institution is in the state of Illinois, they can differ significantly in size, culture, structure, and the students that they serve. So, we set out to design an equity plan structure that was common enough to be used across 28 different institutions, but not so prescriptive as to diminish what makes each institution unique.

We ultimately developed an equity plan structure that asked each institution to name and examine their existing disparities, set interim benchmarks for key leading indicators, identify institutional strategies to address their existing inequities, and to develop a process for tracking and evaluating their results so that they could learn from, iterate upon, and improve equity outcomes for their students.

The development of each plan was spearheaded by a dynamic group of cross-departmental and cross-functional campus leaders that we call the ILEA Leadership Team. Over the course of 18 months, each ILEA Leadership team organized, coordinated, and engaged stakeholders across their respective institutions to create their campus wide equity plan.

Supporting Equity Plan Development

To support the development of our partner's equity plans we developed a process that was high-touch, supportive, and responsive. Our supports included an: instruction guide, how-to webinar series, template document, and individualized feedback. The instruction guide explained the purpose of the plan and described each suggested section. The how-to webinar series complimented the instruction guide by providing live presentations about each section of the plan. The template provided an optional pre-formatted document that partners could use to embed their narrative, data, and charts. And lastly, and most importantly, each ILEA partner was paired with an Equity Program Manager from the Partnership that provided individualized feedback on their plan over the course of its development. Additionally, institutions will submit annual reflections about their equity plan implementation and the resulting student outcomes – successes, challenges and how they plan to adapt their plan in the year ahead based on lessons learned.

As a result of yearlong planning process, our ILEA partners will implement a wide range of institutional strategies to eliminate inequities in degree completion on their campuses. Some strategies are new to their institutions, while other strategies existed previously but will be refined or scaled to serve more students. Here is a list of some of the major institutional strategies that our ILEA partners will be implementing on their campus's this fall:

  1. First year mentoring programs (peer; faculty)
  2. New financial supports for students (emergency scholarships, completion/reengagement grants; population specific grants)
  3. Addressing basic needs and non-academic supports (food pantries, textbook reform, social-emotional learning, social belonging)
  4. Creating or better supporting student organizations related to student identity/belonging/culture (Black student unions, Spanish clubs)
  5. Reforming first year courses & sequences (gateway courses; college success courses, orientation; bridge programs)
  6. TRIO programs and additional targeted wraparound supports (McNair Scholars; Male Success Initiatives; Latino Success)
  7. Academic advising reforms (early alerts; targeted advising)
  8. Reforming developmental education courses/placement
  9. Creating population specific success committees and councils
  10. Providing faculty professional development (high impact teaching practices and cultural competency/responsiveness)


We are honored to have had the opportunity to partner with such a dynamic group of institutions and to support the development of their equity plans, which will provide a roadmap for their targeted approaches over the next several years. The institutional introspection was difficult, the development process was imperfect, and COVID-19 required every institution to operate differently nearly overnight – yet, they persisted. Their equity plans are a public display of their commitment to equity. We are thrilled to announce the release of the ILEA Equity Plans and excited to continue supporting our ILEA partners as they begin implementation this fall.

In Partnership,
Julian Williams, Ph.D.

Equity Program Manager | Partnership for College Completion 

Learn more about Equity Plans here.


ILEA Equity Speaks

Read perspectives from leaders at Morton College, Richard J. Daley College, and Roosevelt University about the mission driving their Equity Plan and experience developing it in the ILEA Equity Speaks Blog Series. 

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Guest Blog: ILEA Equity Speaks, Richard J. Daley College

Ahead of the upcoming public release of Equity Plans from partners of the Illinois Equity in Attainment (ILEA), leaders at ILEA institution Richard J. Daley College shared highlights of two of their cross-departmental strategies to address identified equity gaps.

Read the full blog here:


Learn more about Daley College's Equity Plan, part of the public release of ILEA Equity Plans here.  For more about ILEA, visit here now.

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Guest Blog: ILEA Equity Speaks, Morton College

In conjunction with the public release of Equity Plans from partners of the Illinois Equity in Attainment (ILEA), leaders at ILEA institution Morton College shared their experience developing their plan.

Read the full blog here:



Learn more about the ILEA Equity Plans here.

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