Upcoming Presentations

2024 APPAM Fall Research Conference

November 21–23, 2024
National Harbor, MD

Policymaking for Community College Pandemic Recovery: A Look at Federal and Local Pandemic Recovery Efforts

November 23, 10:15–11:45 AM ET

This panel will begin with a discussion of the latest trends in pandemic and post-pandemic community college enrollment from the National Student Clearinghouse Research Center. The Community College Research Center will then discuss the federal emergency aid disbursed to community colleges through Higher Education Emergency Relief funds. The Public Policy Institute of California will discuss this research with particular attention to the survey results in California. Lastly, the Center for Education Policy Research at Harvard University will take a deep dive into the implementation and efficacy of a specific local policy designed to improve distance education for students in the Los Angeles Community College District in response to pandemic enrollment declines.

Presenters

Jennifer Causey, Senior Research Associate, National Student Clearinghouse Research Center

Tia Monahan, PEAR Fellow CCRC

Olga Rodriguez, Director of the PPIC Higher Education Center, Public Policy Institute of California

Kevin Cook, Research Associate, Public Policy Institute of California

Rachel Worsham, Senior Research Analyst, Center for Education Policy Research at Harvard University

Tom Brock, Director, CCRC

Supporting Students Through Innovative State Programs that Complement the Federal Pell Grant

November 21, 10:15–11:45 AM

State financial aid programs have the potential to substantially augment the support that students receive from the federal Pell Grant. Federal programs, most notably the Pell Grant program, have historically played the role of providing a foundation of support, with states providing enhanced support when specific conditions were met. In recent years, however, states have moved to innovate their financial aid programs in ways that have the potential to increase aid received, meet a wider range of student needs, and serve a broader population of postsecondary students. This session includes presentations from a set of four evaluations, each of which assesses a state financial aid program that is central to their state’s mission of supporting postsecondary students.

Presenters

James Benson, Program Officer, Institute for Education Sciences, US Department of Education

Veronica Minaya, Senior Research Associate and Program Lead, CCRC

Brian McCall, Professor of Education, Economics and Public Policy, University of Michigan

Career Connections: State and Local Efforts to Align Community College Programs with the Labor Market

November 23, 3:30–5:00 PM ET

This session includes four papers that address various aspects of the relationship between community colleges and labor markets, including studies from Virginia, California, and Florida. These papers use a range of empirical methods to describe and estimate the effects of state, local, and institutional policies geared toward improving community college students’ academic outcomes and career trajectories. Each of the papers offers relevant and timely policy implications for state and local policymakers who are interested in improving community college outcomes and strengthening the relationship between community colleges and the labor market. These studies also hold important implications for institutional stakeholders in improving community college enrollment and student success.

Presenters

Sade Bonilla, Assistant Professor, University of Pennsylvania

Daniel Sparks, Postdoctoral Research Fellow, University of Pennsylvania

Elise Swanson, Associate Director of Research, Center for Education Policy Research at Harvard University

Anthony Bald, Doctoral Student, Harvard University

Thea Dowrich, Senior Research Assistant and PEAR Fellow, CCRC

Angela Estacion, Senior Research Associate, WestEd

League for Innovation in the Community College

Beyond Engagement: Evidence-Based Strategies for Improving Learning Online

Date & Time TBD

Students and faculty both encounter challenges in the online environment. These challenges frequently manifest and are understood in terms of low student engagement. In this session, researchers and community college faculty will present a specific and actionable framework to bolster students’ abilities to remain motivated and manage their learning processes in online courses. The presenters refer to these mutually reinforcing mindsets and behaviors as self-directed learning (SDL) skills and they include motivational processes (e.g., self-efficacy), metacognitive processes (e.g., planning), and applied learning processes (e.g., help seeking). Presenters will describe a set of evidence-based instructional strategies to support SDL developed in collaboration with instructors at broad-access institutions. Speakers will share research findings on how the strategies have been implemented in postsecondary online STEM courses and their effect on student outcomes. A community college faculty member will share their experience implementing the strategies in an online biology course.

Presenters

Ellen Wasserman, Research Associate, CCRC

Allystair Jones, Department Chair, Science & Professor of Biology, Odessa College

Keena Walters, Education Research Associate, SRI Education

Implementing the Federal Work-Study Program: A Resource Utilization & Cost Study

What do community colleges and universities need to spend to administer and operate the Federal Work-Study Program (FWS)?

The FWS program is one of the oldest federal policy tools intended to promote college access and persistence for low-income students, pre-dating Pell Grants and Stafford Loans. Unlike other forms of federal student aid which are awarded to students on a formula basis, FWS allocations are granted in aggregate to institutions, which then have significant flexibility in implementing the program, including determining who receives an award and how much, and how students are connected to available jobs. Thus, the full resource cost for institutions to administer and operate FWS is quite different from the institutional allocation of FWS funds, and how much it actually costs institutions to administer and operate FWS is unknown.

We investigate what resources are required to administer and operate the FWS program at the City University of New York (CUNY), the single largest recipient of FWS funds nationally. This investigation is based on collected survey data and information from interviews at six CUNY’s community and senior colleges and student payroll records regarding the number of FWS jobs. We interviewed financial aid directors, FWS coordinators, and others involved in the implementation of the program at CUNY Central and at each participating institution. We analyze this evidence using the ingredients method where each resource is priced out to determine total resource cost.

To administer and operate FWS, institutions must commit resources to the following tasks: (1) accounting, compliance, and auditing of the FWS program; (2) program admission, placement and hiring; (3) overseeing and supervising FWS employment; and (4) processing contracts and payroll; and (5) manual packaging and distribution of discretionary funds. These resources include personnel, technology platforms and software, training, and materials. Since institutions have flexibility in terms of how they manage and operate FWS, the annual cost varies by institution and depending on the number of FWS students.

Institutions with relatively large numbers of FWS students have a FWS coordinator working full-time for the program with the support of at least two financial aid administrators with 60% of their work dedicated to FWS. These institutions also spend on a FWS software package used for online placement and hiring, electronic timesheet submission, tracking student earnings, managing the waitlist for the distribution of discretionary funds, and auditing and compliance. Institutions with fewer FWS students also have a FWS coordinator but that person typically works part-time for the program and without administrative support. At these institutions, FWS coordinators do not have access to a FWS software, which can make their job substantially more labor intensive.

The pandemic caused a few likely permanent changes in FWS training. Financial aid staff at all six institutions stopped attending in-person FWS trainings and workshops. FWS student and supervisor orientations are now delivered virtually at most institutions.

In this first-of-its-kind FWS cost study, we will calculate the full resource cost for institutions to administer and operate FWS and express this amount as total and net cost per student and per dollar of FWS allocation. The net cost will represent the amount of resources committed by the institution from participating in the FSW program.

Participants

Senior Research Associate and Program Lead
Community College Research Center
Research Associate
Community College Research Center

Associated Project(s)