Magazine article University Business

Reality and Wisdom: The Challenge of College Completion: How High Expectations, Accountability Demands, and Support Can Help Students Succeed

Magazine article University Business

Reality and Wisdom: The Challenge of College Completion: How High Expectations, Accountability Demands, and Support Can Help Students Succeed

Article excerpt

ONE OF THE MORE DUBIOUS NOTIONS to attach itself to higher education is the brash "right to fail." While the intent to demand maturity and accountability from college students is understandable, the reality, and certainly the wisdom of such an axiom, is another story.

First, the reality: Prior to World War II, the likelihood of attending college was reserved for the children of wealthy or near-wealthy families. These students were expected to succeed, whether they did or not.

The GI Bill of Rights of 1944 and the introduction of the Pell Grant in 1965 opened the door to college to the entire economic spectrum of the country. These two pieces of legislation and their subsequent impact are historic expressions of a democracy striving to fulfill itself. More Americans completed college than any other country in the world, by far, and the American workforce was the most productive in the world, again, by far.

But a great deal has changed. Funding for the nation's educational systems, both K-12 and public higher education, has been in steady decline since the late 1970s. As revenue streams have narrowed, education--invariably the largest discretionary element of every state budget--has absorbed severe losses over time.

We are paying for it. The inevitable and predictable result of relegating education to discretionary status, as opposed to necessary, is the alarming decline in the education level of our population.

Once again, the reality: The United States now ranks ninth in the world for the percentage of our population achieving a college degree. Our 8th graders score 17th and 24th versus their international counterparts in science and math. We have managed to price millions of students out of college in recent years and we just dodged a lethal bullet when the Pell Grant escaped major cuts in the debt ceiling debate.


If that isn't enough, this statistic should rattle our national mindset: In the nation's 50 largest cities, the graduation rate from high school was 53 percent just two years ago when the study was completed by Editorial Projects in Education, publisher of Education Week. We're losing our young people and the families they form to an unrelenting cycle of poverty.

Easy Prey

In front of these challenges, the doorway to the nation's community colleges has swung ever wider. Economic strife and a weakened jobs outlook have sent students to the nation's most cost effective institutions to upgrade their career prospects. But these students and their younger classmates emerging from the nation's high schools are beset by both academic and personal challenges as they enter the higher education environment.

According to the Association of American Colleges and Universities, 53 percent of all entering freshmen are underprepared for college-level work. At community colleges and urban institutions, the percentage is significantly higher--as much as 80 percent.

Now add poverty to the mix. At Miami Dade College, 46 percent of our students live in poverty and 67 percent are low-income, a calculation established in the Johnson administration that has not been updated since 1965. In addition, 54 percent are the first in their families to attend college.

Now, to the wisdom of the "right to fail": No one wants to fail. But our students bring a daunting set of vulnerabilities that are sometimes easy prey for what I call the "rationality of poverty."

"How can you stay in school when we have so little money in the bank? We have a child and bills to pay. …

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