Document Author: Vanessa Coca

Parenting Adult Learners’ Experiences in Higher Education (2023)

Pursuing postsecondary education is complicated for adult learners with children, also known as parenting adult learners (PALs). PALs must consider family expenses in addition to college expenses and make tough decisions about how to spend their time across their academic, work, and family responsibilities. Nonetheless, PALs are highly motivated, are resilient, and feel that earning a credential will improve the economic outlook for their family.
Despite the fact that PALs make up a sizable proportion of the postsecondary student population, their circumstances are often overlooked in postsecondary policies, programs, and practices. About one in three undergraduates in the United States are adult learners (i.e., 25 years old or older), and nearly half of these students have at least one dependent child.

At public 2-year colleges, four in 10 students are adult learners, and 46.5% of students have a dependent child. Yet adult learners and parenting students do not receive adequate support. This was especially evident during the pandemic, when many parents lost access to childcare, making it difficult for them to keep their jobs and attend their classes, particularly for mothers who were often the main, if not only, caretakers in the family. It is worth noting, however, that access to affordable, quality childcare and family-friendly spaces on campus was challenging prior to the pandemic and continues to be an obstacle for many. Even when childcare is available, its costs are not always accounted for in financial aid packages of adult learners.

When Care Isn’t Enough: Administrative Burden in Federal Higher Education Pandemic Emergency Aid Implementation (2022)

Departing from traditional financial aid policies, during the pandemic the federal government
introduced emergency aid to higher education for the first time. This study examines the implementation
of that program, including students’ need for and access to the resources and the processes they navigated
to obtain help. We identify multiple forms of administrative burden present, and using both survey data
and focus groups, explain how they affected students and institutions. The psychological costs of
administrative burden were particularly substantial and should be addressed in future programming.

The State of Food Security at CUNY in 2020 (2020)

In this report, we examine the prevalence and distribution of food insecurity at CUNY at the start of 2020. We also describe and assess the variety of programs, policies and services CUNY and its partners have developed to reduce food insecurity and suggest options for further reducing food insecurity in the coming years. Our goal is to provide the key constituencies at CUNY—its leaders, faculty and staff, students, and the City and State elected officials who fund CUNY—with the evidence they need to make informed decisions about promoting food security and academic success at CUNY. At the end of the report, we provide a brief overview of preliminary evidence on how the COVID-19 epidemic has affected food security at CUNY and the university’s options for reducing it.

The Price of STEM Success: The Impact of Need-Based Financial Aid on STEM Production (2021)

This study investigates whether financial grants, allocated based on need rather than major, improves odds that economically vulnerable students will pursue science, technology, engineering, and/or mathematics (STEM) degrees. We implemented a privately-funded financial aid program in Wisconsin and conducted a randomized experiment of its effects for low and moderate-income students at 10 two-year and four-year colleges and universities. The additional financial support greatly increased the probability that students would persist in pursuing a STEM major and/or switch to a STEM major by the third year of school. However, it did not change the odds that students would remain enrolled. Implications for educational opportunity, practice, and policy are discussed.