Bottom Line

We recently wrote a blog post entitled “Mentors Can Fill Gaps Left by Lack of Parental Support.” In that post, we discussed a recent study looking at adolescent interventions like Upward Bound and Talent Search, and we added our thoughts about Bottom Line’s role as a complement to these programs.

After posting this, we received some criticism from readers believing that our post was meant to disparage Upward Bound. We were pleased to see that people have been reading our blog, and we welcome these types of discussions. In this case, though, we believe the negative feedback was more a result of misunderstanding than disagreement. And so we’d like to continue the discussion.

In that post, we quoted Dr. Rachael Walsh’s recent study “Helping or Hurting: Are Adolescent Intervention Programs Minimizing Racial Inequality,” published in Education and Urban Society in December 2010. As we stated, Dr. Walsh’s study found that Upward Bound and Talent Search were effective at increasing college attendance rates. The study found that students were 17% more likely to attend college if they participated in one of these programs. And we applaud Upward Bound and Talent Search for this success. The study shows that these programs are helping low-income and first-generation students enroll in college at the same rates as the general population.

Perhaps poorly articulated in our original post, we at Bottom Line believe that the study did not go far enough in demonstrating that college enrollment is not enough. A college degree is the true goal, and our program was founded in 1997 to ensure that students who begin college make it through to the finish line. While we believe that middle-school and high-school programs can create a college-going culture and can increase college enrollment, there is more that must be done. According to Dr. Walsh, “[Socio-economic Status] and family composition continue to have statistical significance in the lives and future choices of students, regardless of the programs provided by the federal government.”

We take this to mean that helping a student get in to college does not guarantee their success beyond that. And this should come as no surprise. The college graduation rates of disadvantaged, urban students are unacceptably low. For Boston’s high school class of 2003, only 41% of all students who began attending college graduated in 6 years. For Black and Hispanic students, the graduation rate was 33% and 30% respectively.

We readily acknowledge that no program can be all things to all people. For example, Bottom Line is not in high schools or embedded on a college campus and isn’t able to create the college-going culture and provide the college-preparation that programs like Talent Search and Upward Bound provide. At the same time, unlike most school based programs, Bottom Line continues to provide a comprehensive range of mentoring and support services to students for up to six years of college.  As a result, our college students are between 27% and 43% more likely to graduate with a degree.

Each of these limitations can be turned into strengths if we can work together to provide transitional services to ensure the pipeline of support leads from one organization or program to another.  We, as a community and as a country, are helping students get in to college and we’re getting better at that. But, the conversation shouldn’t stop there.

Admin Assistant Ty Streeter holding Bottom Line's award

College Board announced the winners of their annual Innovation Awards for the New England region during the College Board New England Regional Forum on February 3, 2011. Bottom Line was given an award under the category of “Getting Through” for our College Success Program. Program Coordinator Justin Strasburger accepted this award on behalf of Bottom Line at the event.

This is the second award Bottom Line has received in the last six months for our efforts to boost the college completion rates of low-income and first-generation students in Massachusetts. The program that College Board has recognized provides one-on-one guidance to students in academic, employment, financial, and personal areas during college. The personalized support that Bottom Line offers has helped 73% of the college students in this program graduate in 6 years or less, a rate nearly three times what is typical among underrepresented students.

Criteria for the Innovation Award included the impact of services and the potential for the program model to be replicated and adapted by other organizations, institutions, educators, and policymakers. Bottom Line is pleased to have been selected based on these characteristics.

Boston Executive Director Greg Johnson says, “We are proud to be the recipient of this award and represent the values that the CollegeKeys Compact upholds.” The Compact is a coalition of schools, colleges, state agencies, and non-profit organizations that aims to identify, share, and intensify ways to address the needs and challenges of increasing access and success for low-income students. “Bottom Line is an important solution to the college completion problem and we hope this award from College Board is another vehicle for us to share our methods,” says Mr. Johnson.

Mock Interviews at Bottom Line's 2009 Go Far Forum

In two weeks, Bottom Line will host the annual Go Far Forum, a student event that features a career fair, mock interviews, presentations from industry leaders, and (new this year) a networking reception. All the planning for this event has got us thinking, Why is it important to help college students with their professional development and careers? Below are four things Bottom Line focuses on helping students in our College Success Program with to promote their success after graduation.

1. Interviewing
With few exceptions, most undergraduates will never be assigned homework that requires them to undergo a professional interview—the kind where you have to answer abstract questions that indicate your work ethic and team-working abilities, wear a modest pencil skirt or tie, and generally present yourself as a polished and qualified individual. This just isn’t part of the curriculum for an engineering program or a humanities degree.

While some colleges require students to take a speech class where they learn how to speak confidently and make eye contact, promoting oneself to a potential employer can be remarkably different than giving a presentation in class. You need to be prepared to answer difficult questions, such as why a company should hire you over someone else, why you left your last job, and how your studies have prepared you for the industry. Unless they seek the advice of a mentor or their school’s career center, a college student will probably not be asked one of those questions until they land in a job interview. Furthermore, many jobs that students interview for prior to completing their degree don’t require the same preparation and skill set that an interview for a post-graduate job does.

2. Networking
College is a great place for learning how to mingle in social settings, but not necessarily professional ones. It’s possible to spend an entire college career traveling between class, a lax on-campus job, your dorm or home, and the occasional gathering with friends without experiencing a business social setting. This is another place—other than the job interview—where college students could develop the skills of tactful self-promotion and professional confidence. When a student leaves college, being able to network would greatly benefit their job search and general success in the business world.

3. Dressing Professionally
When you’re a teenager, you can get away with wearing an ill-considered outfit, even if you’re filing or answering phones in an office. But when you’re an adult with a college degree who is applying for jobs that require you to represent someone’s business, an employer will be looking for you to look the part. Most college students spend their days in jeans (if not their pajamas) and don’t necessarily have a reason to own an iron or lint remover. In fact, these details probably escape you when what you’re wearing is irrelevant to completing a 12-page paper or passing an exam. For this reason, exposure to a business setting can be important for college students to learn how to carry themselves professionally.

4. Exploring (Realistic) Post-Graduation Options
While professors may impart how your schoolwork will help you in the working world, it’s not always clear how spending twenty-something hours a week in a classroom translates to you being qualified to work in the field. For English or History majors, it may not even be clear what kinds of jobs you should pursue.

Exposing college students to their field through meaningful internships or introducing them to successful professionals can show them their options, give them a feel for what they may like to pursue, and allow them to make informed decisions when they graduate rather than searching blindly for a career path. Many college graduates would probably say it would have been nice to know which industries could use their talents, what the salary offerings are like, and how much more schooling they would need to land their dream job, prior to entering the working world. Information about what employers are looking for allows graduating seniors to set appropriate goals, whether that means attending graduate school to become a psychologist or climbing the career ladder from an editorial assistant to an editor in the publishing world.

While Bottom Line doesn’t expect to impart all of this wisdom to our college students in a 3-hour event, we hope that the 2011 Go Far Forum offers a great jumpstart for them to prepare for their careers. In the coming months, we will help our students write resumes and cover letters, apply for summer jobs and internships, and get one step closer to becoming confident professionals and pursuing fulfilling careers.

Jen Bees
Success Coordinator

Greetings from UMass Lowell!

As a brand new target college for Bottom Line, UMass Lowell presents some unique challenges for college counselors. Our inaugural class here is comprised of eleven students, all of whom are first-years. Each student is assigned to one counselor, Rachel Smith, who has very busy days when she visits campus at least once a month.

Bottom Line student Leon Shaw gives a tour of UMass Lowell

For many of our students, going to college is a huge step and one that is not always easy to take. Our first-year students often require a lot of support and we devote a great deal of our time to making sure that the transition is as smooth as possible. Today we are on campus to make sure all of our students have a study plan for finals and have registered for spring semester classes.

I am on campus today to support Rachel so that we can see all eleven students. I just finished meeting with Jamal Grant who was one of my high school students last year. It was great to see Jamal. He just finished his first ever season of crew and enjoyed himself despite the early wake-ups and cold mornings on the Merrimack River. He is also doing well in classes despite a difficult major: Mechanical Engineering.

Many of our students here are majoring in engineering fields, which means lots of science and math classes. (As a political science graduate, this sounds awful to me!) But our students here are dedicated and doing their best to connect with the academic resources they need to succeed.

Since UMass Lowell was a new school for Bottom Line’s College Success Program, it was important for our staff to learn the campus and develop connections with the various academic and administrative departments so that we can best serve our students. Over the summer, a team of Bottom Line counselors visited UMass Lowell and met with representatives from a variety of offices, including Financial Aid, Health Services, Academic Support Services, and Career Services. The staff members we have met in these offices have proved invaluable over the course of this semester. Countless times, Rachel has given Christine Robbins a call to discuss a student’s financial aid issue or emailed Maureen Souza to help a student find a work-study job. Having people on campus who understand Bottom Line’s program and mission makes our jobs much easier because it allows us to get fast answers to student problems.

We’ll be checking in with our UMass Lowell students again after the semester ends to assess their progress and address any challenges they’re facing. Hopefully we will hear good news about their semester grades!

Check back soon for more updates from the field.

Justin Strasburger
Transition Coordinator

“Over the past three decades, our nation has witnessed great increases in college-going rates—no doubt due in part to widespread efforts by education policymakers and college access practitioners. Yet despite progress, just over half of students enrolled in four-year institutions graduate within six years (NCES 2009).”

This disparity between college access and college success rates was the motivation for the Pathways to College Network (directed by the Institute for Higher Education Policy) and the National College Access Network to release a “Research to Practice Brief” on how social supports and self-efficacy affect the success of underrepresented student populations. The brief is part of the Pathways to College Network’s effort to promote the need for college retention support services that address both the academic and social needs of college students. To learn more about the college success field, they called on Bottom Line.

Bottom Line believes as the Pathways to College Network does: that students need to be supported as both academic achievers and, well,  as human beings. That’s why our College Success Program model focuses on four areas (academics, employment, financial aid, and emotional wellbeing), not simply academics. As the brief states, “In Bottom Line’s experience, the more confident its students are in their preparation and the more supported the students feel, the more likely they are to succeed in college.”

To learn more about the role of social support and self-efficacy in college retention, read a summary of the brief or the full brief.

In September, Bottom Line’s office began to fill with boxes. By exam season, our back room was teeming with snacks, branded dishes, empty mailing boxes, and turquoise crinkle paper. On October 27th, Bottom Line’s halls filled with the sounds of stuffing, taping, labeling, and the laughter of Bottom Line staff. In assembly-line style, we made care packages for our college students.

Care packages are one of the most revered parts of Bottom Line’s College Success Program, by staff and students alike. Last week, our office got to pause for an afternoon to package what we hope are the comfort and support our students needed to make it through their exams and midterm papers. After the last care package was wheeled away in a mail bin, the assembly line disbanded and we returned to checking emails, making calls, and meeting with students. Then the thank yous started coming in.

“I just got my care package! I totally love it! The package came right on time too… I just came out of an Orgo exam and the package made my night!” -Jen, Northeastern University

“Thank you so much for the care package that I got. It was such a nice surprise (I haven’t gotten any packages yet!). I’m already 90% done with the food that you sent me. Thanks!!” -Valerie, Boston College

“Thank you for the care package… I love the soup bowl and spoon! You guys are awesome. :)” -Leticia, Tufts University

While helping students plan study schedules, connect with tutors, and prioritize classwork during exam season is necessary, reminding them that there’s someone out there rooting for their success is just as important. That’s why we focus on delivering a “life” curriculum: our students need someone who can offer well-informed advice and the support and encouragement they need to get through the tough times.

Thank you to all our supporters and alumni who made it possible for us to send nearly 900 care packages this semester.

Since the day that Bottom Line began supporting students it was obvious that just working with them through the college application process wasn’t good enough.  The at-risk students we help “get in” are far too likely to drop out of college before completing a degree. Consequently, we built our programming model to remain connected and supportive until our students graduate from college. Until now, it wasn’t clear how big of an impact our program was having.  A study released by Harvard Doctoral candidate, Kolajo Afolabi, has been able to take a comparative look at our work and the results are impressive. According to the study, students in Bottom Line’s College Success program are up to 43% more likely to graduate from college than their peers.

In 2002 Bottom Line made a few changes that set the stage for this study.  That year marks the moment that the demand for our access program had grown too large for us to support every high school senior in our College Success program. It was then that our Success program began to evolve to supporting students at what we call “Target Schools”.  These are the schools where the majority of our students attend.  They are the schools that tend to be more affordable than others – often public colleges and universities and all in Massachusetts.  This change created a unique ability to measure the graduation rates of the students who went on to our Target colleges vs. those who decided to attend another school.  The populations we are comparing, while not exactly the same, have much in common.  Furthermore we were able to control for variables including ethnicity, high school academic performance and type of college attended.

While I am not surprised that the students who joined our College Success program have done better, I am impressed at the size of the disparity between the groups. Students who remain in our program are up to 43% more likely to complete a college degree than those who receive our college access support and then do not join our college program.

Kolajo’s work will help demonstrate to others why it is so important to think of the college application process as a beginning and not the end.  Coupling his research with our day to day work reinforces our belief that “getting in is not good enough.”  Please read the full study or the executive summary, and let us know what you think.

Greetings from UMass Amherst!

It’s 5:30 pm, and after meeting with 34 students, the UMass Amherst crew is still going strong. We will meet with 9 more students this evening and 25 more students tomorrow before heading back to Boston in the afternoon. Total students helped: 78.

We have more Success students at UMass Amherst than any other college, which is challenging because the campus is 2 ½ hours away. Organizing these campus visits is quite a production: for this visit, eight counselors are at UMass for two days. We left Boston at 9:00 am this morning, and won’t get back until almost 6:00 pm tomorrow. These visits are long, but they’re also fun: last visit, we hosted a campus social (with pizza!) for students in the evening, and this visit, counselors are already plotting post-meeting dinner plans. These two day expeditions occur four or five times per semester.

It’s midterm season at UMass, so we’re focusing on academics with all first years and sophomores. We’re also meeting with other students to discuss study skills, start job planning, and solve bill issues. Overall, students seem stressed but happy: the biggest complaint from first years so far is the amount of walking required to traverse the huge campus.

I’ve met with three students today. My first student, Jenea, is a sophomore and just transferred from MCLA. I was her counselor last year, too, and I helped her complete the transfer process.  Although we’ve checked in over the phone, this was my first time seeing her on campus since she started at UMass, so it was great to hear that she’s doing so well.  She’s majoring in Theater, likes her classes, and already has a lot of friends on campus. She’s been doing well in all of her classes except one, so we looked up the professor’s office hours, and I showed her where tutoring is on campus. I also met with two seniors who are starting the job search process; one student is looking for environmental or government jobs, and the other wants to work as a parole officer. I’m excited to see where they end up after graduation.

That’s all from UMass; check back soon for more updates!

Jen Bees

Success Coordinator

A visit to Washington D.C. for the National College Access Network (NCAN) conference went from educational to exciting for our staff when Bottom Line was chosen as the winner of the 2010 College Access Organization Award of Excellence.  The announcement was made at the awards luncheon on Monday, October 11th by Kyle Malone, Senior Program Officer at USA Funds.  This was the 5^th year of the award and it comes with a $5,000 Donation from USA Funds.

As just one of nearly 300 members in NCAN who represent a variety of programs and services focused on college access and success we are thrilled that our work with thousands of students in Boston and Worcester has been recognized so highly.   We believe that our model of one-on-one support is necessary to improve the low college graduation rates for our population of disadvantaged students.  Currently we have a college graduation rate of 73% and we are on track to make it even higher.

From start to finish, the underlying theme of the conference was persistence through college.  Many of the sessions and the key note speakers, Jim Applegate of the Lumina Foundation and Martha Kantor, the under-secretary of Education focused on this issue in their remarks.   Because Bottom Line has been focused on college graduation since our inception we are hopeful that our selection as the winner of this award will further demonstrate that “getting in” is not good enough.

Thank you to the committee of voters from around the country who selected Bottom Line! We are honored by our selection and look forward to living up to the high standards this award represents.

Greg Johnson
Executive Director

Welcome to Bottom Line’s Blog, Getting Through!

As part of our newly designed website and as a unique place on the vast internet our blog will contribute to the dialogue surrounding the issues of College Access and College Success.

As one of the first community based organizations to make college student retention the focus of our work we are pleased to have this venue to share our thoughts and learnings about what it takes to help students get to and through college.  We expect that in this space, we will hear from our students, program staff and our management team as a way to foster an ongoing dialogue and to share what works in college retention.

Over the last decade and especially in the last couple years the conversation about “Getting Through” college has made it in to the mainstream.  This is a big change from the days when even our biggest supporters didn’t understand why we were spending so much time supporting college students.  However, the dialogue about keeping students in college, has raised some interesting questions that we explore everyday in our work and will share in this space. We anticipate discussing topics including: Which students are most in need of support? Where does the responsibility lie with helping students stay enrolled in college- with the high schools, colleges or somewhere in between? Can college retention support really be done from a community based organization?  What are the stories beneath the surface when students drop out of college?

We hope that you will learn with us as we address those questions and offer a laboratory of what works in college retention.  Again, welcome to our new blog and please return often.

Greg Johnson
Executive Director