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Enhancing Access and Diversity in Higher Education: Breaking Barriers for Success

This response to the Comprehensive Plan focuses on widening the pipeline goals, improving graduation rates, and enhancing Florida's economic and social base by addressing current barriers to access in academic support services, admissions practices, financial assistance, and cultural issues. The solution involves systematically designed solutions to overcome barriers and factors leading to improved retention and graduation rates, including targeted student support services and financial assistance. A case study illustrates interventions for low SES minority students at different educational levels, emphasizing the importance of tailored support and financial aid. Best practices for financial aid awards are also highlighted for sustainable and effective outcomes.

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Enhancing Access and Diversity in Higher Education: Breaking Barriers for Success

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  1. SUS Access and Diversity Task Force Response to the Comprehensive Plan: Widening the Pipeline

  2. Goals • Increase access to SUS for underrepresented groups – widen pipeline • Improve graduation rates for all groups • Improve Florida’s economic and social base • Assist in meeting state critical and targeted needs

  3. Current Barriers to Access Academic support services (mentoring, tutoring, etc.) Academic preparation Student support services (social, advising, psychological, health, leadership, etc.) Admissions practices Financial assistance Cultural issues (social framework, family support systems, expectations, etc.)

  4. Build the Solution Systematically Solutions must be designed to overcome barriers in a coherent and coordinated manner, while recognizing that approaches may have to be tailored to specific needs in different underrepresented groups.

  5. Factors Leading to Improved Retention and Graduation Rates • Targeted Student Support Services • Financial Assistance • Learning and study skills • Tracking (monitoring, pro-active intervention, contracts, advising) • Diverse staff and faculty • Faculty training; teacher quality/training • Faculty/student ratio • Family awareness/parental involvement

  6. Case Study: Low SES Minority Student In middle school: Currently may have low/no expectations of higher education. May not be on college track academically. Interventions should include: Alliance Program, exposure to SUS, mentoring (President’s Focus on Achievement Mentorship Program), advising

  7. Case Study Continued In high school: Give them the tools • Alliance Program • College Reach Out Program (CROP) • Florida Opportunity Scholarship Program (FOSP) • College Board Partnership • Need-based aid • Academic Assistance • Ongoing family counseling and advising • Mentoring • Help through application and admission process

  8. Case Study Continued In the University: • Financial Assistance (FOSP, First Generation Matching Grant Program) • Tracking • Targeted academic and student support • Mentoring

  9. Case Study Example “Ed” is a freshman student who is the first member of his family to attend college. There are six people in the household. Ed and sister will both be in college. Ed’s father is a bus driver and his mother is a part-time secretary. They have a modest home, but no other significant assets. • Total taxable income $31,177 • Total non-taxable income: $3,904 • Cost of attendance: $13,680 • Financial Need: $13,680

  10. Without FOSP Total Aid $13,680 Total Grant/Scholarship $8,272 Total Work: $2,400 Total Loan: $3,008 TOTAL grant/scholarship as percentage of cost 60.5% TOTAL loan/work as percentage of cost 39.5% With FOSP Total aid $13,680 Total Grant/Scholarship $13,680 Total Work $0 Total Loan $0 TOTAL grant/scholarship as percentage of cost 100% TOTAL loan/work as percentage of cost 0% Typical Financial Aid Award

  11. Principles for Best Practices • Accountable/Measurable • Sustainable • Replicable • Cost-effective • Tailored to needs • Dedicated recurring resources

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