The Partnership for College Completion (PCC) is a regional nonprofit organization focused on increasing college completion rates in and around Chicago, particularly for low-income, first generation and other underrepresented college students. PCC seeks to champion policies and practices that ensure all students in and around Chicago and across the state graduate from college.

Experts discuss possible solutions to college affordability in Illinois

WSILtv

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

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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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Stand for justice in Illinois higher education and sign up for our Policy Alerts

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ILEA Member Spotlight: Meet Michelle Rothmeyer, Ed.D, Kishwaukee College

1. What is your current role/title?

I currently serve as the Vice President of Student Services at Kishwaukee College.

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

Northern Illinois University, DeKalb, IL Ed.D, Higher Education, Community College Leadership, 2020

Northern Illinois University, DeKalb, IL, M.S.Ed, Adult & Higher Education, Student Affairs, 2010

Judson University, Elgin IL, B.A. Liberal Arts-Management & Leadership, 2000

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

Once I decided to return to college to pursue my master's and Doctorate degrees, both institutions I worked for supported my return, both emotionally and financially. Being a non-traditional, first generation student myself, I probably would not have returned to college without the encouragement of my supervisors and colleagues in the field.Once I decided that working in higher education was the career for me, focusing on learning more about higher education just made sense.I wanted to learn how to help students understand the importance of college and the best way to navigate their way through the process no matter what barriers were present.Each degree I completed allowed me the opportunity to take on new positions in higher education and additional opportunities for providing support for students.

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

My higher education career began as an Academic Advisor almost two decades ago.There were many times that I would meet with students and observe how they struggled to afford the tuition payment or the purchase of books, navigating the software programs that were needed to register and participate in classes, and make it through the first week of classes let alone complete their semester. It is the experiences I have been involved in since starting at Kishwaukee College in 2015 that make me appreciate the work we are doing to assist students who come to college with different needs. We have enhanced our advising model, added supportive services to assist our students with barriers they encounter while attending college.We added the TRIO Student Support Services and Upward Bound grants, we hired a Student Success Advisor who primarily works with students who are at-risk, and partnered with other offices on campus to provide the students the support services needed to complete their goals while in college.There is so much more ahead for us at Kish, under the Leadership of our President, Dr. Laurie Borowicz and our partnership with Partnership for College Completion.Our college is well on our way to improving equity for our students.We have an Equity Plan, an Equity Statement, and we are working with our college community to implement strategies for changing our culture.

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

As the Vice President of Student Services, each day I lead a team who impacts our students as they navigate college. Several of the new initiatives and changes the College has implemented since 2015 have taken place in Student Services. Most recently, we added a Student Success Advisor position where the primary focus was designed to serve at-risk students by providing proactive case management using a holistic approach that requires multiple touch points throughout the semester. Most of the students in the program come to college testing into developmental English and Math. In my mind, equity guides the work we do to ensure students succeed and to make sure students get the resources they need along the way to be successful. The focus in Student Services is to help our students find that success and complete their intended goals. Our strategies include: 

  • Cultural Competency in the classroom 
  • The hiring of diverse individuals for staff and faculty 
  • Providing Wrap Around Student Services 
  • Providing Developmental Education support for those students who come to Kish at-risk 
  • Retention and persistence leading to completion of our diverse populations and transition into work 

I am fortunate to be part of the Kish team who is building a program focused on equity for our students. Knowing what we have already accomplished and where we plan to go from here is exciting. Changing a culture takes time and the time is now for the Kish community.

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

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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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Chicago State Organizes Statewide Effort To Boost College Success For Illinois’ Black Students

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July 30, 2020

by KATE MCGEE - WBEZ

Faced with a 25% drop in Black enrollment at Illinois' public universities and colleges, a group of university officials, business leaders and advocacy groups are joining together to try to improve outcomes for Black students. The drop in enrollment, as well as declining graduation rates, have come while rates for other underrepresented student groups have increased.

Chicago State University, Illinois' only predominantly Black university, announced Thursday it is forming a working group to increase opportunities for Black students to enroll and graduate from college and find good jobs.

"Black students are having a different experience from that of white students," said CSU President Zaldwaynaka Scott. "[We] need to figure out what is at the root cause that is creating more obstacles, roadblocks and impediments to that."

According to the Illinois Board of Higher Education, Black student enrollment at public universities and community colleges dropped 25% between 2013 and 2017. The percentage of Black students graduating from public universities and community colleges dropped 12% during that same time.

A recent report from the nonprofit, the Education Trust, recently gave the University of Illinois Urbana-Champaign and the University of Illinois at Chicago "F" grades for their Black student enrollments, which are 6% and 8% respectively, and make up a slightly smaller percentage of the student body than they did two decades ago. This week, the university pledged $2 million to prioritize faculty research and campus discussions on systemic racism.

While Illinois has seen its black population decline in recent years, Scott said there are more fundamental issues at play, which has been made more apparent by the disproportionate impact of the COVID-19 pandemic on the Black community and the current national reckoning on systemic racism and policing after the death of George Floyd at the hands of police.

"This whole system is not working for Black people," Scott said. "It's not just higher ed's problem. Our entire state are stakeholders in the outcome."

The working group will be chaired by Scott, Illinois Sen. Elgie Sims (D-Chicago), John Atkinson, Chair of the Illinois Board of Higher Education, and Karen Freeman-Wilson, President of the Chicago Urban League. The group includes public and private university leaders, state lawmakers, and representatives from businesses including John Deere, AT&T and the Hyatt Corporation. It also includes representatives from community advocacy groups.

"Through a long history of disinvestment in our state's public universities and community colleges, Illinois has, through state policy, limited opportunities for students and families who are least able to afford to attend college, and those students are disproportionately African American," said Kyle Westbrook, executive director of the Partnership for College Completion and a member of the working group. "[I] hope that this collection of legislative and institutional leaders can increase the momentum towards enacting policies to remove barriers to success for Black students."

Scott said she'd like to see recommendations that focus on the transition from high school to college to better support Black students interested in a degree, including financial literacy and more college-level coursework in high schools. She also said continued financial resources beyond tuition grants and scholarships are key for students who are discouraged or overwhelmed by the additional cost of college, such as books, living expenses and food. Meanwhile, Westbrook pointed to policies that he says are barriers for students, including using standardized test scores for admissions and requiring underprepared college students to take developmental or remedial education classes before being able to take college-level courses.

The first meeting is scheduled for September 10. The goal is to develop an equity plan that includes policy recommendations by January 2021 ahead of the next legislative session.

Kate McGee covers education for WBEZ. Follow her on Twitter@WBEZeducationand@McGeeReports.

Source: https://www.wbez.org/stories/chicago-state-organizes-statewide-effort-to-boost-college-success-for-illinois-black-students/155b8f83-6b84-4853-83e3-b3840636efbc


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PCC Letter to Illinois General Assembly Higher Education Committees

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As advocates seeking to support institutions in eliminating racial equity gaps across Illinois colleges and universities, the Partnership for College Completion stands in solidarity with the Black community and their calls for justice. This unprecedented period shows how deeply ingrained racial injustice is within systems intended to serve the public, demonstrated by continued violence on the Black community at the hands of law enforcement, inequitable lending, and inequitable access to high-quality healthcare. In higher education, inequitable policies perpetuate college access and completion disparities, limiting Black students' higher education opportunities.

The Partnership recommends three critical policy changes that can have an immediate, significant effect on racial equity. Read the full letter here. 

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ILEA Member Spotlight: Meet Brandon Nichols, Ed.D, Olive–Harvey College

1. What is your current role/title?

I currently serve as Vice President, Academic Affairs.

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

Sociology – BS, University of Illinois – Urbana-Champaign,

Clinical Psychology – MA, Argosy University (American School of Professional Psychology) – Washington, DC,

Counseling Psychology – Ed.D, Argosy University (American School of Professional Psychology) – Washington, DC

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

Mentorship and socialization opportunities were essential to my development, growth, success. For minoritized students, mentoring is often considered a crucial resource to foster support systems of role models and to garner the academic success. At my undergraduate and graduate institutions, mentor groups, extended new student orientation for students of color, social organizations, and guidance counseling for undeclared majors provided structure and knowledge gaps in navigating a path for successful completion.

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

It is gratifying to empower students in reaching their full potential by removing barriers that have historically impacted minoritized students. At Olive-Harvey College, we use a high-touch approach to engage every student to meet their needs to ensure success and completion for all students seeking a credential.

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

As Vice President of Olive-Harvey College, I am grounded in a person-centered and mission-driven approach, through a civic and equity lens. I am currently a member of the College's Illinois Equity Attainment Committee and supporter of the College's Equity Plan. The Plan details specific strategies to support academic success, social integration, and student completion. To support student completion efforts through equity, the College has developed tactics to refine classroom instruction, measuring learning, co-curricular learning, and civic. In my role, I am in support equity through the following​:

  • Faculty development of culturally responsive pedagogy and teaching

  • Multiple measures of learning assessments and tests to align with student learning preferences through face-to-face and hybrid modes of instruction

  • Social integration and exploratory co-curricular opportunities through field and work-based learning experiences

  • Civic engagement through public service events and social justice support (i.e. voter registration, trash clean-up, and community townhalls)


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ILEA Member Spotlight: Meet Brandon Nichols, Ed.D, Olive–Harvey College

1. What is your current role/title?

I currently serve as Vice President, Academic Affairs.

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

Sociology – BS, University of Illinois – Urbana-Champaign,

Clinical Psychology – MA, Argosy University (American School of Professional Psychology) – Washington, DC,

Counseling Psychology – Ed.D, Argosy University (American School of Professional Psychology) – Washington, DC

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

Mentorship and socialization opportunities were essential to my development, growth, success. For minoritized students, mentoring is often considered a crucial resource to foster support systems of role models and to garner the academic success. At my undergraduate and graduate institutions, mentor groups, extended new student orientation for students of color, social organizations, and guidance counseling for undeclared majors provided structure and knowledge gaps in navigating a path for successful completion.

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

It is gratifying to empower students in reaching their full potential by removing barriers that have historically impacted minoritized students. At Olive-Harvey College, we use a high-touch approach to engage every student to meet their needs to ensure success and completion for all students seeking a credential.

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

As Vice President of Olive-Harvey College, I am grounded in a person-centered and mission-driven approach, through a civic and equity lens. I am currently a member of the College's Illinois Equity Attainment Committee and supporter of the College's Equity Plan. The Plan details specific strategies to support academic success, social integration, and student completion. To support student completion efforts through equity, the College has developed tactics to refine classroom instruction, measuring learning, co-curricular learning, and civic. In my role, I am in support equity through the following​:

  • Faculty development of culturally responsive pedagogy and teaching

  • Multiple measures of learning assessments and tests to align with student learning preferences through face-to-face and hybrid modes of instruction

  • Social integration and exploratory co-curricular opportunities through field and work-based learning experiences

  • Civic engagement through public service events and social justice support (i.e. voter registration, trash clean-up, and community townhalls)


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Op-Ed: City Colleges Makes Bold Move Toward Equity

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July 14, 2020

by KYLE WESTBROOK, PH.D. - Crain's Chicago Business

For far too many of our students, and members of our community, the emails that filled our inboxes a month ago affirming the importance of racial equity, rang hollow. With no concrete, bold, and demonstrable action to follow, these messages can easily be filed away in the spam folder of white guilt relief. That email from a company or even a college or university may make the authors feel proud of a well-crafted response to the moment, but it does little to address the enduring structural racism baked into our institutions.

While companies such as Chicago's Quaker Oats and D.C.'s pro football team have made important steps to remove the worst iconography of racism and oppression from their brands, fewer have taken the most meaningful steps in actually investing money into dismantling institutional racism and providing the foundation for a future that has justice at its core.

This is why the incredible step taken by Mayor Lori Lightfoot and City Colleges of Chicago Chancellor Juan Salgado is so important. By cancelling the college debt for some 21,000 students who re-enroll in City Colleges, Mayor Lightfoot and Chancellor Salgado acknowledge two important facts: first, that the increasing cost of college limits opportunity for students who are least able to afford it, and second, that it is high time to get serious about investing in the tens of thousands of residents who started their journey to a degree or credential but were unable to complete it. This debt forgiveness program also represents a modest investment toward rectifying the economic injustice heaped on the backs of Chicago's black and brown communities for decades.

A 2017 Brookings Institute report described a crisis in which black student borrowers with a Bachelor's degree default at a rate five times higher than their white peers--20% versus 4%, respectively, making it no surprise that the wealth gap between black and white America has persisted. City Colleges of Chicago's investment announced this week can go a long way toward reversing this trend for the largely black and brown students who would be Fresh Start's major beneficiaries.

This important investment in our city's future should not stand alone but should be matched by other public and private colleges and universities in and around our city, and should provide the blueprint on how to aggressively prioritize racial equity now and in the future.

Here are 5 other steps that colleges and universities should take today to make good on their email messaging about racial equity:

  1. Permanently eliminate SAT and ACT from their admissions decisions.
  2. Eliminate or radically reduce developmental education courses which limit opportunities for black and brown students.
  3. Commit substantial resources to recruiting and retaining black and brown faculty.
  4. Make eliminating the racial gap in degree completion the highest priority for the institution and commit to sharing disaggregated data on completion and student progress.
  5. Actively recruit in every single high school in the city of Chicago to ensure that our institutions, especially our public institutions, represent the diversity of our student population.

If cash-strapped City Colleges can make this kind of investment in its future and racial justice at the same time, so can others.

Kyle Westbrook, Ph.D., is the founding executive director of the Partnership for College Completion, a nonprofit promoting policies, systems, and practices to ensure all students in Illinois graduate from college and achieve their career aspirations.

Source: https://www.chicagobusiness.com/opinion/city-colleges-makes-bold-move-toward-equity


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The Partnership Stands in Solidarity with Those Fighting for Racial Justice

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To do the work that we do is to sit inside and with full awareness of the enduring and unaddressed legacy of racism and injustice on which this country was founded and that continues to permeate every sector of our democracy, including education. The fight for justice in policing practices, in labor and the workforce, in housing policy, in healthcare, in criminal justice, in education, is—as we have been reminded this spring with COVID-19 and now with outcries for justice following the murder of George Floyd in police custody—the fight of this generation, the fight giving wind to our work. 

We stand with others in seeking, with urgency, justice in the near term for Mr. Floyd and his family, and in the long term, justice wherein all institutions of our society ensure that Black Americans have equitable access to the physical safety, educational advancement, and economic prosperity in this country for which they have been long overdue.

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With FY21 Budget, IL Lawmakers Affirm Commitment to Higher Ed Amid Crisis

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During this difficult time of prolonged mourning, Illinois' higher education system received a bit of good news this week. Despite bleak state revenue forecasts, with some projecting a budget shortfall as great as $7.4 billion in fiscal year 2021, legislators last Sunday passed a budget that maintains level funding for higher education, providing a sense of stability to students and institutions in an otherwise uncertain time.

In the past, budget crises and recessions have resulted in states making heavy cuts to higher education, with low-income students and students of color largely bearing the increased costs of college. In the face of COVID-19, several states are seeing history repeat itself. Colorado, Ohio, New Jersey, and others have proposed significant cuts to their higher education budgets. However, in this year's budget, the Illinois legislature chose a different path. While the budget will rely on additional federal relief, if the federal government does their part, level-funding will help keep the doors to higher education open for most Illinois students.

Notable highlights related to the Partnership's legislative priorities include:

  • $451 million allocated for the Monetary Award Program (MAP)
  • $50 million in discretionary federal funds allocated to higher education
  • Public university operations funded at FY20 levels
  • 5% increase to Illinois Community College Board (ICCB)
  • Creation of a college emergency grant program

As we celebrate Illinois maintaining its higher education investment during this crisis, this first step - a critical one in paving the way for a full, equitable recovery - must be one among other key actions to ensure adequate and equitable funding for the state's colleges and universities well into the future. Throughout and moving beyond this crisis, lawmakers will have to be responsive to the needs of financially-vulnerable students and institutions. Level-funding alone will not help Illinois address affordability and access for all Illinoisans, eliminate disparities in college completion that have existed within our institutions for decades, or reach our 2025 college degree attainment goals. To do so, Illinois must continue to distribute federal and state resources equitably, ensuring that low-income students have the support they need to enroll, persist, and graduate, and that lower-resourced institutions, which disproportionately serve large numbers of low-income students – including those in our state's diverse community college system – have adequate funding.

Our state legislators' show of support for a stable higher education system could not come at a more pivotal time: as the state reels from the fallout of an unprecedented public health crisis that will have serious economic implications for some time. Amidst all of this, Illinois colleges and universities – with significant strains on existing resources – have persisted in carrying on their missions, deploying critical resources to students and community members who have been most impacted by the virus and demonstrating their unique value to the future vitality of our state. As Illinois and federal lawmakers face the ongoing impact of COVID-19, their continued commitment to and investment in higher education will be critical to positioning Illinois for a faster and more robust economic recovery. 
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Illinois Higher Ed Matters Week: Recognizing Illinois’ Higher Ed Heroes

The Partnership for College Completion (PCC) is pleased to announce May 11-15, 2020 as Illinois Higher Ed Matters Week – highlighting the many ways colleges and universities across the state are serving students and their local, state, and national communities during the COVID-19 crisis.

During Illinois Higher Ed Matters Week, institutions are sharing their stories of – what PCC calls "higher ed heroism" – to call attention to the critical importance of Illinois' public and private nonprofit 2- and 4-year institutions of higher education to the state's recovery from this unprecedented event.

As COVID-19 continues to make a devastating and disproportionate impact on communities across socioeconomic and racial lines, broader structural inequities have been cast under a bright light and the unstable financial situation in which many of Illinois students live has been made even more so.

In response, Illinois colleges and universities have worked to adapt quickly to this new landscape and serve current and incoming students and communities not just in an educating capacity but as a compassionate community partner and provider of critical services and resources.

The stories of heroism in Illinois' higher education system must be told.

Following the conclusion of Illinois Higher Ed Matters Week, PCC will be blogging about the collection of #ILHigherEdMatters stories shared as part of the campaign.

Learn more about the campaign here.

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For More Equitable Access, Test-Optional Approaches are Needed Statewide in Wake of Covid-19

Every student who aspires to college should have equitable access to the career pathway of their choice. But the reality is this: Students with more time, money, and technology to prepare for the SAT and ACT will always have an advantage over their peers. That is more true now than ever, in a context in which schools are closed and students do not have the same ability to prep for or take the test due to the Covid-19 public health crisis. As recently as this spring, the National Association for College Admission Counseling rightfully raised its own concerns over inequities that will inevitably arise from the College Board and ACT's proposal for home administration of SAT and ACT tests this fall. In such settings, low-income students, less likely to have access to the devices and internet connection necessary to take such tests, would further be put at a disadvantage. In the wake of the pandemic and its still-evolving fallout, colleges and universities should ensure prospective students have equitable access to their institution, by eliminating the requirement to submit ACT or SAT scores in their application packages.

Beginning with Knox College in 2005, over two dozen Illinois institutions have recognized that requiring SAT/ACT scores contribute to inequality by barring qualified students from admission and have moved to test-optional admission practices. But until all institutions adopt more equitable approaches, not all students – particularly those who are Black, Latinx, or low-income – will have access to the many higher education options Illinois has to offer. Without statewide action, the students most negatively impacted by COVID-19 - many of whom are low-income and students of color - will be blocked from admission to Illinois' more selective institutions.

In the wake of COVID-19, Illinois can ensure equitable access to public universities across the state by implementing a uniform, test-optional admissions policy for the next three years.

​IL Colleges and Universities That Have Adopted Test Optional Practices (as of Aug 9, 2020)

American Academy of the Art -- No test required (just application, interview, HS degree with transcript)
Augustana College -- Test-optional for applicants with 3.0+ GPA; must complete admissions interview; not for international students
​​Columbia College -- Test-optional (though uses test for merit-based scholarships), students take on-campus placement tests once admitted
​​DePaul University -- Test-optional
Illinois College -- Test-optional
Knox College -- Test-optional, still required for home-schooled students
​​Lake Forest College -- Test-optional and required to conduct an interview; still required for home-schooled and international
McKendree University -- Test-optional; still required for international, homeschooled, if have lower than 3.0, wish to receive some merit-based scholarships or be considered for Honors program
Monmouth College -- Test-optional
National Louis University -- No test required (need 2.0 GPA to qualify for admission)​
Northeastern University -- No standardized test score required for Fall 2020 enrollment application. → Details: "Effective immediately, Northeastern's Fall 2020 admissions decisions will be made strictly using grade-point average and curriculum."
Northern Illinois University -- "Test-blind" starting Fall 2021 freshman class
Quincy University -- Test-optional → Details: "For admission to the university in fall 2020, the new QU test-optional admissions policy only affects students who cannot take a standardized test. Beginning with admissions for fall 2021, students will not be required to submit test scores, though they will have the option to do so"
Southern Illinois University - Carbondale -- Test-optional (must have over 2.75 GPA)
Tribeca Flashpoint College -- Test optional
University of Chicago -- Test-optional
Western Illinois University -- Test-optional
Chicago State University
University of St. Francis -– Test-optional → Details: "New in 2020 & 21. With several dates for the SAT and ACT canceled in the face of COVID-19, USF has waived the requirement for those test scores for incoming freshmen."
Bradley University -- Test-optional → Details: Beginning with students applying for fall 2021 enrollment at Bradley University, undergraduate applicants will no longer be required to submit standardized test scores, ACT or SAT, for admission.
Dominican University -- Test-optional → Details: Will not require ACT and/or SAT scores for Fall 2020 and 2021 admissions
Governors State University -- Test-optional → Details: For the semesters Fall 2020 and Spring 2021, Governors State University has elected to move to a "test optional" admission process for incoming freshman applicants.
Northwestern University -- Test-optional → Details: SAT or ACT scores (OPTIONAL for 2020-21 cycle).
Illinois State University -- Test-optional → Details: No SAT or ACT score required for summer or fall 2021.
University of Illinois Chicago -- Test-optional Details: Optional for the 2020-2021 admissions cycle.
University of Illinois Springfield -- Test-optional → "The University of Illinois Springfield will not require college bound high school seniors to submit standardized test scores as part of the application process for fall 2021 due to the COVID-19 pandemic."
University of Illinois at Urbana-Champaign -- Test-optional for Fall 2021 freshman applicants.
Elmhurst University -- Test-optional pilot for 2020-21 application year.
Greenville University -- Test-optional
Illinois Institute of Technology -- Test-optional for Spring 2021 and Fall 2021. "Students applying for fall 2020 admission are still required to submit their official standardized test scores.
Lewis University -- Test-optional → Details: "Lewis University has adopted a test-optional admission policy for incoming freshmen applying for the Fall 2021 semester"
North Park University -- Test-optional for 2020-2021 admissions → Details: "The application process for 2020-2021 will emphasize the whole student, as it always has, just without an SAT/ACT test score.
Saint Xavier University -- Test-blind for Fall 2021 applicants
Wheaton College -- Test-optional → Details: The submission of standardized test results is optional for all candidates.
Western Illinois University - Test-optional for Fall 2020 and Fall 2021 admissions.
​​​​​Add'l Sources: ​https://www.nprillinois.org/post/put-down-your-pencils-many-il-schools-join-test-optional-trend#stream/0http://fairtest.org/university/optional/statehttps://www.nacacnet.org/college-admission-status-coronavirushttps://www.nacacnet.org/college-admission-status-coronavirusUpdate needed? Email PCC Senior Communications Manager, Bravetta Hassell at This email address is being protected from spambots. You need JavaScript enabled to view it..
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COVID-19 & Admissions: Webinar Highlights and Resources

Revisit or Share the Webinar Recording Here: 
COVID-19 Impacts on Entering College Freshmen in 2020
 

WEBINAR HIGHLIGHTS

"Our flexibility during this time will make things better and make things bearable for students." - Tonishea Terry-Jackson, Dean of Enrollment Management, Kennedy-King College

While Covid-19 continues to have broad impact on how institutions are operating and delivering education to current students, currently, most panelists said the pandemic has not had a significant impact on their institution's admissions processes and timelines. Still key deadlines are being treated with fluidity as institutions explore how they can best serve admitted and prospective students in a virtual environment.

Moving Ever More Online, More Flexible
From Admitted Student Day at National Louis University, to financial aid counseling meetings at Arrupe College of Loyola University of Chicago, to Northeastern Illinois University's freshman orientation sessions and summer bridge program -- programs and services for admitted and prospective students are being shifted online. At National Louis, for example, admitted students and their families can visit YouTube for tutorials on navigating the student portal, understanding their award letter, and more.

Seeing the Silver Lining
The hope is that once institutions have adjusted to the disruption caused by COVID-19, leaders can take a step back and observe the opportunities created by this challenging time, said Dr. Carlos Gooden, Director of Admissions and Recruitment at Chicago State University. Practices that institutions traditionally have been unable or unwilling to do – well, now they are considering.

ADDITIONAL RESOURCES

Resources Shared During Webinar
Strive Virtual College Exploration Week
Monday, April 20 - Thursday, April 23, 2020: 300+ colleges from 44 states and 10 countries. There will be 96 sessions over 4 days, and there will be day and evening options. The panel presentations cover a range of topics for juniors and underclassmen. It is free and open to students nationwide. Registration for students and parents is now live at www.strivescan.com/virtual.

IBHE, ICCB, ISBE Guidance
Illinois Board of Higher Education, Illinois Community College Board, and Illinois State Board of Education Dual Credit Guidance PDF.

Chicago State University
Chicago State's April virtual open house is April 16, 2020. The first open house is 10:00 a.m. to 2:00 p.m. and the second open house is 3:00 p.m. to 7:00 p.m. You can learn more at https://csuopenhouse2020.com/.

City Colleges of Chicago
This April, the City Colleges of Chicago Board approved academic policy changes in light of the COVID-19 situation to provide some relief to students and help them complete their coursework in a timely fashion. Read the resolution here.

National Louis University - NLU Eagle Dream Scholarship
https://www.nl.edu/financialaid/financialaidresources/scholarships/undocumentedstudents/
The Eagle Dream Scholarship gives undocumented students who plan to enroll at NLU the chance to receive $5,000 per year to help fund their education.

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COVID-19 Resources for ILEA Partners

As all of you are deploying much needed services and support to students, as well as making the shift to remote instruction and operations in response to the coronavirus pandemic, the PCC team has crowdsourced a variety of resources from higher education-oriented sources and media to offer you supports for teaching online, maintaining a focus on equity—particularly for our most vulnerable student populations—and addressing students' basic needs while navigating this new environment. Through this page, find news articles, webinar information, blog posts, and other resources for supporting students.

COVID-19 Resources for ILEA Partners
Access the COVID-19 Resources for ILEA Partners here.  

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PCC Policy Recommendations to Support Illinois’ Students in Response to Covid-19

​For many college students, institutions of higher learning address not just academic needs, but basic non-academic needs as well. College offers a reprieve from housing and food insecurity, access to health care and childcare, income through campus jobs, and a sense of community and purpose.

In the wake of the coronavirus however, that stability has been shaken as colleges and universities across Illinois and the United States have had to close or significantly limit access to classrooms, dining halls, residence halls, health clinics, libraries, and computer labs, shift learning to an online environment for an indefinite period of time, and restrict access to critical services and resources for students.

In response to the needs that have emerged from the COVID-19 crisis, the federal government just passed a sweeping stimulus package that includes relief for college students and institutions of higher education.

While this package will provide assistance to many college students, the needs of Illinois' students and institutions will likely surpass available federal resources. The Partnership offers its recommendations for equitably allocating federal aid and creating state policy that will most effectively and equitably restore the state's higher education sector after this crisis. Read PCC's full policy memo, Legislative Action to Support College Students in Response to COVID-19, here.

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An Important Update from the Partnership in light of Covid-19

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Dear PCC Friends and Supporters,


It is my hope this message finds you well and focusing your energies on the health and well-being of yourselves and your families as the coronavirus outbreak continues to slow public life considerably, and threaten the health of all our communities. In these rapidly-evolving times that are disrupting the lives of college students everywhere and challenging our higher education system in unprecedented ways, we wanted to update you on what actions the Partnership is taking and the resources we are developing in light of this situation.


Since the cancellation of the Spring 2020 ILEA Summit and the first meeting of the PCC/Aspen Equity Academy for Presidents and Cabinets, we've been working closely with our ILEA partners to understand their students' academic and non-academic needs as they've arisen during this crisis and how PCC can support institutions in addressing these. By next week, we will have compiled a list of needs organized by themes to share with the Board and other supporters interested in helping our institutions of higher education help our students. And in the coming days, we'll be sharing a list of resources related to online teaching, open-access resources, supporting students digitally, and other staff and faculty support resources with our partner institutions. Similarly, we are connecting with our Student Advisory Committee members to ascertain their concerns and provide support as needs are identified.

With the legislative session canceled this week and a truncated session expected, movement on our legislative agenda has been put on hold but our fight for necessary resources and supports for underrepresented students has not stopped. During a call we are hosting this week with higher education advocates and college access and success organizations, we will discuss what we're hearing from students, institutions, and crowdsourced resources, in order to brainstorm a coordinated response. Similarly, we are working closely with our partners in the state legislature to ensure any state response considers the unique hardship of our state's most vulnerable students. A memo with our recommendations will be shared in the near future. Further, through social media, we will ask our network to support both S. 3489, the Supporting Students in Response to Coronavirus Act, a federal bill that would allocate $1.2 billion over the next two years to college students in financial need and HB 5262, the appropriations bill Representative Smith introduced seeking a state appropriation to create and expand emergency grant programs in Illinois.

Finally, as the PCC team responds to the disruption created by the pandemic with information and recommendations for our stakeholders, we would be remiss to not be responsive to student needs as they arise now. Our communications team is leveraging our social channels to highlight resources stateside and nationwide – in financial assistance, internet access, educational materials and more – that may be of support to students seeking assistance. Resources are posted on PCC's Twitter account, and the full and regularly updated list can be found here.

As PCC learns more from the organizations and practitioners who are closest to students and receives updates from Springfield, we will continue to share the latest developments and provide an open feedback loop so that you can help us navigate this unprecedented time.

Thank you for your continued support.
Kyle Westbrook
Executive Director
Partnership for College Completion
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Important Update Regarding ILEA Programming

March 16, 2020

Dear ILEA Presidents & Leadership Teams,

We hope you are well and able to focus your energies on the health and well-being of your communities, as public life slows considerably. In this quickly evolving situation with COVID-19, we write to you again with updates about our programming.

At this time we will be holding the publication of institutional Equity Plans until a future date. We want to honor the significant efforts involved in the development of these plans over the last year and thus generate commensurate attention when they are released publicly. We will engage with your teams as a new plan for release develops.

Additionally, we will postpone the Awards & Special Announcements webinar scheduled for March 31 at 10AM until a more appropriate time. We look forward to a celebratory event when the timing is right.

The PCC will be responding to this public health situation with information and recommendations for students, colleges and universities, philanthropy, advocacy partners, and elected officials. We will be working closely with your teams as this work develops.

During these troubling and uncertain times, your partnership is more important to us than ever. Please remain virtually connected and consider us a resource to call upon. You all remain close in our thoughts.

Warm regards,
The Partnership Team
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Important Announcement Regarding ILEA Summit 3/31

Over the past few weeks the PCC has been closely monitoring and responding to the evolving situation with the COVID-19 (coronavirus). Our goal has been to protect the health and safety of all of our partners and to be a responsible participant in this collective global public health challenge.

Unfortunately, that has caused us to announce today that we are cancelling our March 31, 2020 Spring Summit at Northeastern Illinois University in order to work collectively to keep participants safe and prevent and slow the spread of the virus. We plan to work with ILEA teams and presenters to reschedule this event at a future date when it is safe to do so.

We will, however, plan to continue with a one hour webinar on 3/31 at 10AM that will be dedicated to ILEA awards and announcements.

Please feel free to reach out to the PCC Team at any time with any questions or concerns. Thank you and best wishes to all of you as you navigate these challenges on your campuses.
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