Document Tag: community college

The Revenue Implications of Community Colleges’ Reliance on Local Funding (2024)

In this study, we leverage national data sources to examine the relationship between community colleges’ level of reliance on
local funding and their total institutional revenue, focusing specifically on community colleges educating the largest shares
of low-income and racially minoritized students. We show that local funding is positively related to total institutional revenue
for the pooled sample including all public community colleges, suggesting that local appropriations can supplement state
appropriations in ways that benefit a historically underfunded sector of higher education. However, we also show that community colleges’ level of reliance on local funding is negatively related to their total institutional revenue for rural community
colleges and community colleges serving an above-average share of low-income students. Our findings align with scholarship
in K–12 finance, indicating that local appropriations, such as property taxes, may exacerbate inequities facing the institutions
serving larger shares of economically disadvantaged students.

A Systematic Review Examining Multi-Level Policy and Practice Recommendations, and Calls for Research, on Food Insecurity at American Community Colleges (2024)

Purpose: The purpose of this systematic literature review is to examine policy and practice recommendations, along with calls for future research, aimed at addressing food insecurity for community colleges across the U.S. Argument/Proposed Model: This article will provide a detailed methodology for the systematic literature review, as well as the findings gathered from a range of peer-reviewed articles on this topic. The authors analyzed six significant themes that surfaced from the current literature related to policy and practice at the federal, state, local, and institutional levels. Conclusions/Contributions: Six chief themes are discussed in-depth, including but not limited to: important tools and approaches for marketing and communications, data-driven decision-making, and the augmentation of food support with other public benefits and institutional resources. These thematic findings address the issue of food insecurity on community college campuses, and also offer a range of techniques and areas for consideration. This systematic literature review offers a compilation of policy and practice recommendations steeped in actionable strategies for researchers, policymakers, campus leaders, and practitioners alike. The strategies can be implemented and/or tailored to meet the needs and nuances of any community college population.

Enrollment at Community Colleges Might Improve, but Challenges Remain for Students (2024)

Enrollment at community colleges has increased for two years in a row since the pandemic. In fact, the latest fall 2023 data show that the growth in undergraduate enrollment is the highest at community colleges. The upward trend is reassuring, but the gain hasn’t yet made up for the steep declines during the pandemic: the sector still has around 650,000 students fewer than fall 2019.

Emergency Support, with a Human Touch (2024)

Faculty and Students Together (FAST) Funds offer emergency aid to students. From bus passes and groceries to textbooks and rent, FAST Funds jump in to help keep students on track. The first FAST Fund was started seven years ago by AFT Local 212 at Milwaukee Area Technical College (MATC). That first year, the fund helped about 26 students with around $7,000 of emergency aid. Growth has been tremendous, especially in the last few years. In July and August 2023 alone, MATC’s FAST Fund helped 433 students with $105,000 in aid. (For a short case study describing how the Local 212/MATC FAST Fund got started and how quickly it has grown, see go.aft.org/30a.)

We sat down with Liz Franczyk, director of the Local 212/MATC FAST Fund, to learn how the fund meets students’ needs and how more AFT unions can start their own FAST Funds.

Variation in Community College Funding Levels (2023)

Funding for community colleges varies significantly, even within the same state. Several factors account for these differences, including more generous funding for smaller institutions to compensate for their higher costs per student, unequal local funding from property tax revenues, and political forces. In theory, this variation could lead to systemic inequities in funding levels by race, ethnicity, and economic status. Such inequities could arise if students from historically underserved groups are concentrated in community colleges that receive the lowest levels of funding from state and local appropriations. Our analysis finds no such consistent patterns across the nation but does find concerning patterns in a few states.

Exploration of Barriers to Use of Community Food Resources in Community College Students in Rural Appalachia (2023)

Food insecurity in college students worsened during the COVID pandemic. However, students are often hesitant to access food assistance. The purpose of this study was to explore students’ perceptions of barriers to the use of food assistance. In 2021, students (n = 13) were recruited from a Kentucky college. Virtual interviews were conducted. Further research is needed to explore other barriers to use of food assistance. Research is needed to evaluate interventions aimed at decreasing the stigma of food assistance in college students.

Community Colleges and Human Services Nonprofits BOOSTing Family Economic Success Through Organizational Policy and Practice (2023)

The BOOST initiative connects families with low incomes to critical human services supports and educational and career pathways to advance multigenerational family economic success. In six cities — Baltimore, Maryland; Green Bay, Wisconsin; Hartford, Connecticut; New York City (Queens); Portland, Oregon; and Syracuse, New York— community colleges and human services nonprofits have partnered to support the economic advancement of families as part of the BOOST initiative. The partners at these BOOST sites are guided by six core tenets that advance family social and economic success: partnership, learning, lifetime and springboard jobs, sustainability, racial equity, and the two-generation (2Gen) approach, also sometimes referred to as the whole-family approach, as defined by Ascend at the Aspen Institute.
BOOST partnerships place a particular emphasis on racial equity—both the process and outcome of seeking to understand and address the programmatic, institutional, and policy barriers families of color face in higher education and human services systems. Over time, BOOST partners have deepened their understanding of systemic racism and how it influences individual and organizational thinking and are now shifting their organizational practices to support more equitable outcomes.
This brief explores how community colleges and human services nonprofits can partner to advance multigenerational family economic success and how these partners can lean into their unique strengths as they seek to achieve this goal. It looks at how the six BOOST sites are working to change policies and access funding at the institutional, state, and federal levels to support their partnership goals. It also highlights practices and insights learned from the BOOST initiative, with the intent of aiding and accelerating other efforts to follow this collaborative path.

Empirical Benchmarks for Planning and Interpreting Causal Effects of Community College Interventions (2023)

Randomized controlled trials (RCTs) are an increasingly common research design for evaluating the effectiveness of community college (CC) interventions. However, when planning an RCT evaluation of a CC intervention, there is limited empirical information about what sized effects an intervention might reasonably achieve, which can lead to under- or over-powered studies. Relatedly, when interpreting results from an evaluation of a CC intervention, there is limited empirical information to contextualize the magnitude of an effect estimate relative to what sized effects have been observed in past evaluations. We provide empirical benchmarks to help with the planning and interpretation of community college evaluations. To do so, we present findings across well-executed RCTs of 39 CC interventions that are part of a unique dataset known as The Higher Education Randomized Controlled Trials (THE-RCT). The analyses include 21,163–65,604 students (depending on outcome and semester) enrolled in 44 institutions. Outcomes include enrollment, credits earned, and credential attainment. Effect size distributions are presented by outcome and semester. For example, across the interventions examined, the mean effect on cumulative credits earned after three semesters is 1.14 credits. Effects around 0.16 credits are at the 25th percentile of the distribution. Effects around 1.69 credits are at the 75th percentile of the distribution. This work begins to provide empirical benchmarks for planning and interpreting effects of CC evaluations.