Why poor students drop out even when financial aid covers the cost

Rethinking College: Addressing the Graduation Gap

Introduction to the Graduation Gap

• The series "Rethinking College" explores why many students, particularly from low-income families, do not graduate.

• The University of Texas at Austin is highlighted as a case study in addressing this issue.

Insights from Professor David Laudy

• Professor David Laudy reflects on his teaching career and acknowledges his role in student failures. He emphasizes personal responsibility for students' outcomes.

• An analysis of student records revealed that household income is a significant predictor of college success, overshadowing academic performance indicators like high school grades or test scores.

Economic Disparities in Graduation Rates

• Students with economic need have only a 30% chance of graduating within four years compared to their wealthier peers who graduate at more than double that rate, even with similar SAT scores.

• Laudy expresses optimism about closing this gap through targeted interventions and support systems for low-income students.

Student Experiences and Challenges

• Freshman Sam Aliyah-Wola shares feelings of alienation due to coming from a lower-income background compared to many peers at UT Austin, which affects self-perception and confidence.

• The mental health impact of feeling out of place can hinder academic performance; Laudy stresses the importance of disrupting negative thought patterns among these students.

University Leadership Network Program

• The University Leadership Network was established to support economically disadvantaged freshmen by providing mentorship and scholarships based on various criteria including family income and educational background.

• Participants receive $1,000 scholarships each semester contingent upon completing weekly reflective activities aimed at building community and support networks among students facing similar challenges.

Building Community Among Students

• Activities designed to foster connections include reflection exercises where students express gratitude towards peers who have positively impacted them during their college journey. This helps build a sense of belonging within the program.

• Shared experiences such as struggling with exams are common among all college students but can feel more isolating for those from under-resourced backgrounds due to differing family responses to failure.

Family Pressures on First-generation Students

• First-generation college student Moses Correa discusses the emotional burden he feels when balancing academic responsibilities with financial obligations at home, especially after his father's injury affected their family's income.

• Brenda Taha articulates the pressure she feels to succeed academically not just for herself but also for her family's financial stability, highlighting the contrasting experiences between affluent students who may prioritize enjoyment over financial stressors associated with education.

Navigating Major Choices and Student Support Programs

The Pressure of Choosing a Major

• Many students experience pressure to select a major that may not align with their interests but promises financial security.

• Sam Eliowola, initially a computer science major, felt compelled to choose this path for both financial stability and parental approval.

• The program aims to help students like Sam find majors that resonate with their passions, which is crucial for maintaining graduation momentum.

Connecting Students to University Culture

• A key objective of the program is to immerse students in university culture through workshops, internships, and public service.

• Students who fulfill program requirements can earn up to $20,000 over four years, incentivizing engagement and commitment.

• The funding comes with conditions; students must demonstrate progress towards their personal and professional goals throughout college.

Measuring Success and Retention Rates

• The program emphasizes leadership development and professional success as part of its framework for student support.

• Financial assistance is distributed conditionally based on monthly demonstrations of student achievements.

• A promising indicator of the program's effectiveness is that 92% of the first cohort from the leadership network plans to return for the following fall semester.