Running Head: ACCESSIBILITY, ATTAINABILITY AND AFFORDABILITY OF HIGHER

EDUCAITON FOR LOW INCOME STUDENTS

Accessibility, Attainability and Affordability of Higher Education for Low Income Students

Amanda Sherman

Post University
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ACCESSIBILITY, ATTAINABILITY AND AFFORDABILITY OF HIGHER EDUCAITON
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Introduction

For decades higher education has been viewed as a bridge to higher paying salaries and

vocational advancement. But as tuition costs have risen steadily in recent years, higher

education is no longer an option for everyone. To lower income families that cannot afford the

high cost of education today, college can be seen as a barrier to career advancement and higher

pay as opposed to a bridge. This byproduct of higher tuition cost perpetuates the growing gap

between the rich and the poor. To address this challenge to higher education, the following will

provide background on the issue at hand, investigate its importance and impact on the higher

education community, evaluate the models currently in place on a national level, suggest forms

of measurement, formulate a strategic plan for combating such inequities, and provide

recommendations for leaders within the higher education community.

Higher Education and Low Income Students

Who is a low-income student? The National Center for Educational Statistics (2000)

describes a low-income student as those whose family income was below 125 percent of the

federally established poverty level for their family size (p. iii). These students account for 40%

of 24-29 year old undergraduates, and more than a quarter of the total undergraduate population

(Hongwei, 2014). To look at these numbers, it may seem that low-income students make up a

large portion of todays undergraduate population, but only 36% of these students attained an

undergraduate degree, while 81% of students from middle and upper income families graduated

(Hongwei, 2014). These students are struggling to complete degrees, working part-time or full-

time, finances and/or providing for their families often takes precedent, which leads to a higher

attrition. Low income students statistically are more likely to borrow money, but borrow smaller
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amounts, and attend part-time as opposed to full-time so that they may hold a job (Hongwei,

2014). For these students, time and financial constraints lead to postponing or terminating their

educational path. Leaving a population with no degree, but student debt.

Impact on the Higher Education Community

The more unattainable college is to the lower-income population of America, the more

the system of higher education is contributing to disparities in opportunity between low-income

and high-income families. One of the goals for the higher education community is to promote

academic achievement for all without regard for race, class, gender or socio-economic status.

Although there is no overt discrimination at hand, it should be considered an unjust system when

college begins to become an option only for the financially elite. Essentially, higher education

moves away from one of its central purposes. By ensuring that all who desire to attend college

have the opportunity to do so, and to attend a college of their choosing, will redirect the

momentum of this current trend. Higher education will once again act as a bridge to greater

opportunity, and an open door to a financially stable lifestyle.

Theories in Practice

To address this issue, the current financial aid system must be analyzed. For a student

who wishes to apply for federal financial aid there are many options: non-repayable grants,

Stafford subsidized and unsubsidized loans, needs based Perkins Loans, and Parent PLUS loans

(Hongwei, 2014). There is a sentiment by the federal government that a students degree

completion will have a greater effect on their individual career path and life course, and less of a

benefit for the community or society at large. Therefore the student should take on a greater

financial responsibility than the governement, with that, grant awards decreased while student
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loan awards increased. For students hoping to rely on Pell grants, it may be a disappointment to

learn that even the maximum Pell award covers only a third of average costs at public four-year

colleges and only 15% of average total charges at private four-year colleges (Zumeta, Breneman,

Callan & Finney, 2012). On the national level in 2010, former President Obama passed the

Health Care and Education Affordability Reconciliation Act, which focuses on affordability and

completion of higher education (Kanter, 2010). There are a few different ways the bill seeks to

accomplish this. One way is to increase the maximum Pell grant from $5,550 to $5,975 allowing

students who qualify to access more funds which are non-repayable. Another is to shift loan

repayment further toward an income based system, it caps loan repayment at 10% of net income

and forgives any remaining debt after 20 years. It also included $750 million dollars for

programs concentrating on financial literacy and student retention (U.S. Center for Medicare &

Medicaid Services, n.d.).

One strategy that is most impactful with low-income students is the concept of early

college programs. These early students take college courses during their time in high school at

partnering universities. For students who would have otherwise thought college was out of

reach, it makes attending a university a reality. Students participating in such programs,

graduate from high school, enroll in college, and persist in the first year at two to three times the

rate of their peers (Ndiaye & Wolfe, 2016). These programs serve the purpose of educating low-

income students on the options in higher education, preparing them for a college experience in a

supportive environment, and lowering the financial cost of graduating college.

Measurement
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Retention and achievement for low-income students is extremely quantifiable.

Universities can isolate the statistics for this population concerning GPAs, first year dropout rate,

overall attrition, and graduation rates. Determining what affect the cost of higher education has

on the decision to attend college for low-income students is more difficult to attain. The most

direct way to quantify this information would be to survey a population of low-income non-

students who decided not to attend college after high school. However, there are a few problems

with this method. One, is that individuals may not feel comfortable citing their lack of funds as

the reason for their decision. Second, is that cost may have been part of the reason for a student

not to attend college, but there may be other reasons as well. Students may not answer that cost

had an effect because there was a bigger obstacle such as health complications or unplanned

pregnancy, but when faced with the cost of school, it was also a secondary barrier. Ways to

address these issues. First, the survey would have to be written, not verbal, and with as much

anonymity as possible. This would address the concern of participants feeling uncomfortable

sharing information about their personal financial situation. Second, questions would have to be

worded in such a way to determine if cost was the sole reason, partly the reason, or not at all a

determinate of college attendance. Questions such as If college were more affordable, would

you have made the decision to attend after high school? address the issue of cost more directly

than What was the reason you decided not to attend college? The information from this survey

could then be used to determine what percentage of low-income students decided not to attend

college for financial reasons.

Strategic Plan

The strategic plan presented is for Southern Connecticut State University, it is a five year

plan based on addressing the issue of enrollment and retention of low-income students. To
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address affordability, the first step would be to increase merit scholarships, making education

more affordable. Students receiving merit scholarships also have higher persistence rates,

students appreciate that their college has invested in them and are in turn more engaged with the

university. The second would be to develop Early College programs with local high schools.

Allowing students to take college level courses will decrease the amount of tuition they will be

paying in total for their college degree, and prepare them to succeed academically. The program

is to be piloted with two courses the initial year to begin fall of 2018 and grow to five course

offerings by 2022. Third, increasing the number of paid internships will assist students with

earning income while they are attending college, it will also create a stronger bond with the

university. These programs will be assessed and researched by the Access and Affordability

Committee Annually (Southern Connecticut State University, 2016).

To address the issue of retention, the most pressing issue must be addressed which is the

four year graduation rate. At 17%, Southern Connecticut State Universitys four year graduation

rate is the lowest of the state schools in Connecticut. The six year graduation rate dramatically

increases to 44%, which is still the second lowest in comparison to other state schools. This

essentially means that students are not succeeding academically, they are either not graduating at

all, taking time off from school, or failing courses and not making their pace to graduate. The

first step would be for the Student Support Services Subcommittee to investigate the reasons for

delayed graduation or termination. The second would be to increase frequency of academic

support with advising. And the third would be to create an early warning system for students

who are failing or who have fallen off pace to receive additional support. The second goal to

address retention would be to develop academic support services through the website, so that

students may receive tutoring from their dorm or off campus. And finally, engaging faculty in
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the identification of at risk students and communicating or training faculty in procedures to make

referrals or set appointments at the advising center or academic success center. These programs

will be researched and annually reviewed by the Student Support Services Subcommittee

(Southern Connecticut State University, 2016).

Recommendations for Leadership in Higher Education

Looking to the future of higher education, what can be done to give lower-income

students a fair advantage concerning their ambition of attaining a college degree? There are

three areas of focus which can be improved upon in todays system. First, are these students

prepared academically for college level courses? This is where partnering with local high

schools is vital. Educating this population about what to expect at the college level is crucial.

Second, do these students have the financial means to afford college, and to attend a college of

their choosing? Colleges need to continue to find traditional and creative ways to assist low-

income students in achieving affordable education. This may be through education on

scholarships, increased merit scholarships, or tuition discount services. And finally, once these

students are enrolled, do they have the support that they need in order to succeed academically.

The worst possible scenario for a low-income student is to attempt college, fail academically,

withdraw, and have no degree but be burdened with student loan debt. This is becoming an all

too familiar scenario, and the situation doesnt benefit the college, the student or the community.

Increasing support in these three areas would undoubtedly bring greater success rates for low-

income students.

Conclusion
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For low-income families, attending college is a pathway to a better future, higher salary

and more job opportunity. When these individuals are not given the opportunity to succeed

academically and financially, higher education becomes a barrier to that success. Professionals

working within higher education have the opportunity to strengthen areas of weakness where

these students lack support and increase their chances of success. For colleges to make

corrections necessary, they need to identify the population, invest time and money in research of

strategies and statistics regarding the population, develop a strategic plan to address issues, and

quantify their results. Investing in low-income students is an ethical obligation for the higher

education community, and truly brings institutions closer to the goal of unbiased education for

all.
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References

Hongwei, Y. (2014). At Issue: The Relationship between Student Loans and Low-Income

Students Baccalaureate Attainment: A Literature Review. Community College Enterprise, 20(1),

50-59.

Kanter, M. (2010). Obamas Administration Agenda for Higher Education. Retrieved

January 22, 2017 from: http://www.youtube.com/watch?v=JoutokhR_BE

Ndiaye, M., & Wolfe, R. E. (2016). Early college can boost college success rates for

low-income, first-generation students. Phi Delta Kappan, 97(5), 32. Doi:

10.1177/0031721716629655

Southern Connecticut State University. (2016). Retrieved January 22, 2017 from:

www.southernct.edu

U.S. Department of Education. National Center for Education Statistics. Low-Income

Students: Who They Are and How They Pay for Their Education, NCES 2000-169, by Susan

Choy. Project Officer: Larry Bobbitt. Washington DC: 2000.

U.S. Centers for Medicare & Medicaid Services. (n.d.). Read the Affordable Care Act.

Retrieved January 21, 2017 from: https://www.healthcare.gov/where-can-i-read-the-affordable-

care-act/

Zumata, W., Breneman, D. W., Callan, P. M., & Finney, J. E. (2012). Financing

American Higher Education in the Era of Globalization. Cambridge, MA: Harvard Education

Press.
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Appendix A

Strategic 5 Year Plan for Southern Connecticut State University Concerning Enrollment

and Retention of Low-Income Students

Affordability

1. Increase merit scholarships

2. Develop Early College Programs with local high schools

3. Increase paid internships

4. Continue annual assessment of programs by the Access and Affordability

Committee

Retention

1. Increase on time graduation

a. Investigate reason for late graduation

b. Increase frequency in academic support advising sessions

c. Create system for additional support when student is failing and falling

behind in pace

2. Develop academic support through the website

3. Engage faculty in identifying students in need and making referrals to student

services

a. Provide communication and/or possibly training around how to set

appointment with students with academic advisors or tutors

4. Continue annual assessment of programs by the Student Support Services

Subcommittee