TPI Donor Seminar: Expanding Access to Higher Ed., Sept. 24
Date Published: August 14, 2008
Publisher: TPI
TPI Hosts Donor Seminar on Access to Higher Education
In these tough economic times many colleges will feel pressure to cut back on financial aid to low income students as a way of reducing costs. But these times also present opportunities to rethink basic assumptions and ask hard questions about what we value. And donors have a critical role to play in pushing colleges and universities to be clear about their mission and to maintain their commitments. The donor community needs to be a special interest for what matters – a counter pressure to other interest groups.
That was the message that Amherst College President Tony Marx gave to donors on September 24 at a seminar on Access to Higher Education sponsored by TPI. His fellow panelists were New York Times education writer Laura Pappano and two recent college graduates, Nataly Cabrera and Frank Meyers, who were supported through college by a private donor. The audience was a room full of individual donors and family foundations.
Marx recounted the changes that have taken place at Amherst under his leadership. When he arrived five years ago, 12 percent of Amherst students were Pell eligible; today that percentage has doubled – 25 percent of Amherst students receive a Pell grant – and, while still among the most selective college institutions, Amherst now has an economically diverse student population. But it was not enough to just admit students and hope they will succeed, Marx told the group. The college needed to rethink many of its assumptions in order to become a more welcoming place for a diverse student body.
Laura Pappano, writer-in-resident at Wellesley College and freelance journalist, talked about the changes that have to take place in K-12 schools if low income and first generation students are to believe that college can be a reality in their lives. She cited seven specific things that schools need to provide all students, including high expectations, relevance, and support from an adult.
Nataly Cabrera, a graduate of Holy Cross who is currently a third year law student at Suffolk University, shared her own personal story as the first in her family to attend college. Nataly talked about how important it was to have the support of a mentor while in college. Referring to the anonymous donor who provided that mentor and other supports through TPI, she said: “TPI changes students’ lives.” And Frank Meyers, who graduated from Fisk University and is now preparing to apply to medical school, echoed Nataly’s comments. Referring to the support he got from the same donor, Frank said: “TPI gave me both emotional and financial support. TPI helped me get my computer fixed when it crashed and supported my travel to South Africa. TPI alleviated lots of stress and allowed me to focus on academics.”
President Marx concluded the seminar by telling the assembled donors that “this is a moment of opportunity”. TPI plans to continue the discussion by hosting additional forums for interested donors to come together to share ideas and identify specific strategies that can expand access to higher education for a diverse student population.
We will be looking at a range of options for donors to make a difference including:
- Expanding effective programs that prepare students for college
- Supporting individual student’s success in college
- Pushing for real policy changes on financial aid
- Developing and enhancing campus programs that improve student retention
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Some of the strategies that President Marx is using to increase access at Amherst College include: |
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o Using work study students to mentor and recruit prospective applicants
o Reaching out directly to more low income high schools to identify talented students
o Understanding that low income students are often at a disadvantage in the college application process. For example, because they need to earn money, they don’t have the same time and resources to participate in community service activities as do middle class applicants
o Being conscious of campus social traditions that might present economic barriers – e.g. parent’s weekend, travel home for holidays, etc.
o Providing “start-up” grants to low income students for necessities such as winter clothes and blankets
o Creating the Center for Community Engagement that actively engages Amherst students with the community and social issues. |
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Laura Pappano cited seven critical ingredients of a K-12 school that prepares all students for higher education: |
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1. Expectations – assume college
2. Skills – show students how to "do school"
3. Meaning – make the goal of college relevant because it's about them
4. Flexibility – understand complicating factors (extra jobs, absent parents, siblings they have to care for) and don't pretend these challenges don't exist or that they make young people less qualified or able
5. Challenge Fear of the Unknown – make college familiar; challenge the worry that they don't belong or aren't good enough
6. Tools & Support – Provide support through the process and on campus so they don't feel alone
7. Pass It On – Give students responsibility to reach out to others and provide wisdom & support |
Supports for College Success:
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An anonymous donor is supporting Nataly and Frank and 57 other students to be successful in college by providing: |
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o Monthly stipends for spending money
o A laptop computer
o Money each semester to purchase books
o Support to travel home for holidays
o Mentoring
o Support to participate in special learning activities, including travel abroad programs and needed tutoring
o Assistance with emergency needs |
