April 16, 2016 | The New York Times

Many of the causes for the unequal participation in higher education are very difficult to address. But we do know what to do about one big part of the divide: the information disconnect. Students who are new to America or...

Measuring the Impact of High School Counselors on College Enrollment

Commentary authors
Michael Hurwitz
Jessica S. Howell
Summary

During financial strain in school districts, counselors face layoffs, notably in California, where over 1,000 students rely on a single counselor. The lack of empirical evidence on counselors' impact possibly leads to their perceived dispensability. Research has predominantly focused on teachers, overlooking the comprehensive influence of counselors beyond attendance and discipline. A new study explores the causal link between additional high school counselors and four-year college enrollment rates. Analyzing National Center for Education Statistics' data from 12 states with mandated student-to-counselor ratios, we used a methodology simulating a randomized experiment. Findings suggest an extra counselor could boost college enrollment by up to 10 percentage points. For instance, in a typical high school with 113 graduating students, this could translate to 11 more students attending four-year colleges. Though unable to pinpoint the exact cause for this impact, counselors' beliefs align; over half advocate for prioritizing a college-going culture. Our research underscores the need for improved counselor staffing, providing evidence for administrators to address sub-optimal counselor levels and their effects on student opportunities.

Mitigating Summer Melt

Commentary authors
Ben Castleman
Lindsay Page
Summary

In the months leading up to high school graduation in California, seniors excitedly anticipate the transition to college or the workforce. However, unforeseen financial and procedural obstacles often jeopardize the college plans of diligent students, resulting in what's termed "summer melt." Research, drawing on national surveys and urban school district data, reveals that 10 to 40 percent of college-intending students fail to enroll after being accepted, especially impacting low-income students and perpetuating socioeconomic disparities. The complexities of post-acceptance tasks, primarily linked to college financing, pose significant barriers. Students face challenges securing additional funds to bridge financial aid gaps and navigating bureaucratic hurdles, lacking guidance during the crucial summer period. Fortunately, interventions during this time have shown promise. Low-cost initiatives, like counselor-led support and text messaging campaigns providing task reminders and links, yielded substantial enrollment increases of 5 to 15 percent. These summer interventions, notably cost-effective compared to other college supports, present a crucial opportunity to assist low-income students. By investing in targeted information and counseling during this window, substantial strides can be made in enhancing college access for these hardworking individuals.

Can High Schools Reduce College Enrollment Gaps with a New Counseling Model?

A Summary of a Research Study
Commentary authors
Jennifer L. Stephan
James E. Rosenbaum
Summary

Policymakers aim to boost four-year college attendance for disadvantaged students who often end up in less advantageous two-year colleges. Navigating complex college procedures without parental guidance poses challenges. Traditional counseling falls short due to time constraints and individualized approaches. Chicago Public Schools introduced a coaching model focusing solely on postsecondary plans, engaging students proactively, fostering relationships, and utilizing group sessions. Studying students post-high school revealed gaps in the enrollment process, especially among Latino and low-SES students. Encouraging completion of college-related tasks bridged these gaps, increasing specific plans and enrollment chances. Schools with coaches saw higher rates of students attending four-year colleges, particularly benefiting low-SES and Latino students. However, questions linger about neglecting high achievers, early intervention's impact, and long-term college persistence effects. New research underscores that group advising, like the coach program, may enhance educational outcomes for disadvantaged students, promising potential improvements in the future.

Welcome to Conditions of Education in California

Commentary authors
Summary

For nearly three decades, PACE has facilitated discussions on California's education policies by integrating academic research into key policy challenges. Traditionally, this involved publishing policy briefs, organizing seminars, and producing the annual 'Conditions of Education in California' report, offering comprehensive data and analysis on the state's education system. The launch of "Conditions of Education in California" as a blog marks a shift to engage a wider audience and enable ongoing updates. This platform, authored by PACE-affiliated researchers across California, aims to share new data, compelling research findings, and insights on current legislation and policies. The objective remains fostering informed discussions on education policy challenges in California, now extending the conversation to policymakers, educators, and citizens. This inclusive dialogue is crucial to drive the necessary policy understanding and momentum for improving the state's education system.

Getting Down to Facts

Commentary author
Summary

"Getting Down to Facts" is a new research initiative commissioned by Governor Schwarzenegger's Committee on Education Excellence, state Democratic leaders, and Superintendent Jack O'Connell. Led by Susanna Loeb, a Stanford Graduate School of Education Professor and PACE codirector, this project seeks to explore California's school finance and governance systems. Its objective is to provide comprehensive insights essential for assessing the effectiveness of potential reforms. The initiative addresses three key questions: the current state of school finance and governance, optimizing existing resources for improved student outcomes, and evaluating the need for additional resources to meet educational goals. The studies from this project are expected to be available by January 2007.