Curbing Campus Sexual Assault is Not About the Money

Aug 19, 2014Hannah Zhang

The cost of sexual assault on college campuses far outweighs that of implementing bipartisan, comprehensive reform.  

The cost of sexual assault on college campuses far outweighs that of implementing bipartisan, comprehensive reform.  

On August 13, I stood with Senator Gillibrand, Manhattan Borough President Gale Brewer, and survivors, among others, at the Senator’s New York press conference on the Campus Accountability and Safety Act (CASA). Currently co-sponsored by a bipartisan group of Senators, eight Democratic and seven Republican, this bill represents a tough but common sense reform. It requires universities to designate Confidential Advisors as a resource for survivors, provide a minimum standard of training to personnel processing sexual assault cases, and conduct an annual survey of all students on sexual violence. For schools that do not comply with these requirements, this bill increases the initial financial penalty to up to one percent of their operating budgets and $150,000 (previously $35,000) for each subsequent violation.

As a student attending a university that struggles to combat sexual assault, I hope that this bill will hold my school accountable in the future. As an advocate for progressive change, I was proud to stand with the Senator on this bill that focuses reforms on survivors. 

While increasing financial penalties is a common sense solution, the seemingly common sense objection is that CASA provides no funding for colleges to implement surveys and hire personnel. This much is true, but is financial cost really an issue compared to the cost that sexual assault imposes upon young women?

In introducing CASA, Senator Gillibrand repeats a powerful tagline—“The price of a college education should not include a 1-in-5 chance of being sexually assaulted,” a statistic from the White House Report on campus sexual assault.

This cost far outweighs a fine that constitutes one percent of a university’s massive total budget or funds set aside to hire staff. For instance, Stanford University’s operating budget of $4.8 billion is more than the national GDPs of Cape Verde and Bhutan combined. While public universities arguably have fewer resources than these private institutions, Chancellor Nancy Zimpher gave the bill her full support on behalf of the SUNY system.

One critic argues that the fines and expenses of compliance would take money away from academic programs. Lawmakers, another critic writes, have stated that the costs would “compromise the education of a college’s entire student body.” These statements neglect the sad truth that campus sexual assault has already compromised the education of countless students. Stopping sexual assault helps campuses to focus on academics, rather than hindering them from doing so.

Talking about money misses the point. The goal of CASA isn’t to fine universities. It’s to incentivize compliance. By investing in the resources now, universities create a safer educational environment for current and prospective students.

Curbing sexual assault should be a priority for our universities for yet another reason. Sexual assault on campuses exists as part of a larger, global problem – violence against women, which remains a significant barrier to full gender equality.

Charlotte Bunch, founder of the Center for Women’s Global Leadership and speaker at the upcoming Women and Girls Rising Conference, said it best in 1997, “Violence against women and girls is the most pervasive violation of human rights in the world today.” Bunch pioneered the inclusion of gender violence in the larger fight for human rights. Her words remain true in today’s world, where almost a third of all women have experienced physical or sexual violence (or both) perpetrated by an intimate partner.

The U.S. has taken action on this issue in the past, most recently reauthorizing the Violence Against Women Act in 2013. We tend not to associate the U.S. with developing countries where wife beating is condoned and women are raped as casualties of war. Yet the evidence that 20 percent of women who step foot on U.S. college campuses face sexual violence proves that our work is far from over. To stand as a global leader in gender equality, the U.S. must start by fixing problems at home.

Hannah Zhang is the Campus Network's External Engagement Coordinator for the Northeast, and a member of the Columbia University chapter. 

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Suspensions are Keeping Students of Color from their Diplomas

Aug 18, 2014Bassem El Remesh

Policies that strictly limit the use of suspension and expulsion in schools will help to close the racial education gap.

Policies that strictly limit the use of suspension and expulsion in schools will help to close the racial education gap.

Despite being ranked as one of the best states to live in, Minnesota still suffers from racial inequality. Even if laws and politics treat everyone equally, the educational experience is different for people of different races. In 2013, only 62 percent of students of color graduated from high school, as opposed to 85 percent of white students. Similarly, a smaller proportion of students of color will finished college compared to their white counterparts: 33 percent of white Minnesotans have a degree, but only 19 percent of black Minnesotans.

Suspension, studies show, is a key reason why students drop out of school. A study conducted in Florida found that being suspended out-of-school even once was associated with a two-fold increase in the risk of dropout. Moreover, each additional suspension increased the risk of dropping out by 20 percent. By the end of the suspension period, students tend to lag behind academically and feel very excluded in classes. As a consequence, that feeling of disconnectedness convinces students that they are not smart enough to continue their education and that quitting is a better option. Dropping out of school early can have tremendous effects on someone’s life, taking away employment opportunities and increasing the likelihood of crimes. A paper published by Northwestern University shows that students who drop out of high school have only a 46 percent chance of finding a job, and those who manage to find a job will likely have an income below the national average. Moreover, 22 percent of black males who drop out of high school are jailed. This means, if you are a black male student and you get suspended, it's more likely that your future will involve unemployment, working in in a low paying job, or jail.

Suspension policies in Minnesota schools are further disadvantaging students of color, and are widening the gap between them and white Minnesotans. Students of color have a tremendously higher suspension rates compared to their white peers. In the 2009-10 academic year, 37 percent of male African American secondary school students in Saint Paul, Minnesota were suspended as opposed to nine percent of white male students and only three percent of Asians.

Giving students an equal chance of an enriching classroom experience is an urgent necessity in Minnesota today. It is a first step towards bridging the educational gap between different racial groups and paves the way towards a race less society in Minnesota and the rest of the country. Other states have implemented policies to combat racial disparities in school suspensions. In California, the Department of Education issued a law that limits and specifies cases where suspension and expulsion are allowed. As a result, in-school and out-of-school suspensions dropped 14 percent, and the suspension rate for students of color such as African Americans went down by 9.5 percent from previous year.

Alternatives to suspension should be taken very seriously and the circumstances under which a student can be suspended should be limited and clearly defined. Some of the measures to avoid suspension in California include programs to resolve conflicts by bringing all parties together and offering incentives for good behavior, as well as in-school suspensions, school service, counseling, community service, detention, and mentoring (with a teacher or a counselor). These measures help the students have a stronger connection with their teacher and their school. By implementing such measures in Minnesota, we could begin to close the racial education gap.

Bassem El Remesh is a junior at Macalester College and a Roosevelt Institute Summer Academy Fellow. He was the Campus Network's Field and Political Landscape Intern.

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Education Left Behind

Jul 31, 2014Edyta Obrzut

Young people in Illinois recognize that many aspects of the state's education system are broken, and they have some first steps for improving it.

Young people in Illinois recognize that many aspects of the state's education system are broken, and they have some first steps for improving it.

“Part of what is at risk is the promise first made on this continent: All, regardless of race or class or economic status, are entitled to a fair chance and to the tools for developing their individual powers of mind and spirit to the utmost. This promise means that all children by virtue of their own efforts, competently guided, can hope to attain the mature and informed judgment needed to secure gainful employment, and to manage their own lives, thereby serving not only their own interests but also the progress of society itself’”   — A Nation at Risk, 1983

In August of 1981, Secretary of Education Terrell Bell chartered the National Commission on Excellence to review and synthetize scholarly research on public schools nationwide, with a special focus on the educational experience of teenage youth. In their report, A Nation at Risk, they promised a comprehensive change to the students, their parents, and teachers. Years after National Commission on Excellence’s promise was made, The Roosevelt Institute | Campus Network and Young Invincibles have banded together under the NextGen Illinois project in order to bring a youth-led agenda to state government officials. It is time to assess what has been done and what needs to be improved to completely fulfill the dream of equal access to the quality education and equality of opportunity for young people in the state of Illinois.

To that end, the NextGen project is hosting a series of caucuses across the state that offer an opportunity for young people to brainstorm and create a youth-lead policy agenda for the state of Illinois on issues that matter most to them. They foster discussion about state level politics and some of the most significant problems that are facing Illinois today. Through their participation, young adults offer their own insight about potential solutions to those problems that can result in positive change in their communities.

The NextGen project held its second caucus at DePaul University on Tuesday, May 27, where students pointed out several problems with the current education system in Illinois, including inequality in the distribution of education funding and challenges created by a centralized curriculum. In this system both teachers and students feel pressures created by the demands of accountability and insufficient resources.

Youth from the DePaul caucus further explained that demand for academic achievement and penalties for low-test scores have put extraordinary emphasis on accountability with both students and teachers being measured on their efficiency. The idea of consequences vs. high achievement creates a problem in which teaching in public schools is mostly directed toward test preparation rather than challenging and interesting classes. The lowest scoring schools are struggling with fewer funds and risk being placed on probation or being closed.

The use of standardized tests in high stakes decisions about the individual student is also problematic, as not all students receive an equal opportunity to learn. As recently as 2010, Illinois received a grade of F in equitable distribution of funds per pupil and in relation to the students’ poverty. Education funding distribution in Illinois has been assessed as regressive and unfair. And to make matters worse, in 2009, Illinois law makers cut assistance for P-12 education from the General Fund by more than $861 million (12%). Without addressing these problems, current practices focused on test scores and accountability may only deepen inequality. The top-down accountability model is shifting responsibility for the failure of the educational system from the state to the individuals and hurts not only teachers and parents, but most of all, kids. NextGen youth believe that market-style competition is not working well for them and that it is time to change it.

What can we do to get education back on track? Young people who participated in the caucus at DePaul argue that Illinois has to reevaluate its budget and increase funding for education. Students believe that improved support from the state to schools, granted on a per student basis, will be more effective. They believe that each student should have the same access to quality education and resources so youth can obtain proper preparation for college and competition on the job market. NextGen participants also stress the importance of early career exploration courses and financial counseling, which will help students in their life after high school.

Students’ commitment to the issue of improving the Illinois public schools demonstrates the significance of the problem. They emphasize that improving educational outcomes of students in Illinois requires an effective educational reform that can only take place by including parents, teachers, and most of all- youth into the policy making process. High rate of participation in the NextGen caucuses by Illinois youth proves that if we try hard, we can make a difference!

Edyta Obrzut is the NextGen Illinois Research Fellow for the Roosevelt Institute | Campus Network.

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Leadership Wanted: The College Access Crisis Needs You, Mayor de Blasio

Jul 31, 2014Kevin Stump

Focusing on programs that help at-risk college students achieve doesn't get them in the door, so the mayor must put more energy and funding into college access.

Focusing on programs that help at-risk college students achieve doesn't get them in the door, so the mayor must put more energy and funding into college access.

This time a year ago, New York City residents were knee-deep in sorting through the promising rhetoric offered by hopeful bureaucrats vying to become the next Mayor of New York City. "The Tale of Two Cities" – the signature campaign phrase that helped propel Bill de Blasio into becoming the next chief executive of America’s largest city – speaks to the severity of the economic inequality that exists in New York City and across the country.

Mayor de Blasio’s election was an overnight mandate for progressive reform, which greatly emphasized increasing resources for New York City’s schools. This year’s final New York City 2014 budget did take steps in the right direction by investing more in the City University of New York (CUNY) and programs like the Accelerated Study in Associate Programs and the Black Male Initiative to help the most at-risk students succeed while at college. These investments are necessary – especially given that 42 percent of CUNY community college students experience housing insecurity, 39 percent experience food insecurity, and 65 percent come from households with incomes less than $30,000.

However, let's be clear: the mayor is not placing equal priority on college access, a choice that is dangerously shortsighted and will be much more costly in the end. The programs and opportunities that at-risk New York City high school students have available to help them access college are just as important as the programs that help students after admission.

While most New York City high school students know that a high school diploma is no longer good enough, and acknowledge the need for a college degree, almost 70 percent of students believed that a high school diploma alone would adequately prepare them for college-level coursework. Yet only 25 percent of students are graduating college ready in New York City. Just 29 percent of high school graduates in the class of 2012 had test scores high enough to avoid remedial courses at the City’s public schools. What’s worse is that 74 percent of first-time freshmen entering CUNY community colleges needed remedial coursework in math, up 15 percent from 2002. Nearly three out of four high school students are either failing to graduate on time or lack the basic academic skills needed to hit the ground running at CUNY.

It is clear that the City should be doing more to help the most at-risk communities access college while simultaneously injecting the CUNY system with enough resources to effectively meet the demand.

There’s no debate: public higher education, while not perfect, is a proven and successful model to help socially and economically prepare young people to become life-long contributing citizens. However, the critical four years leading up to a young person's path to college can make or break a student’s college attainment. The Mayor should seize the opportunity and lead the nation’s cities and the people of New York to address this issue head on by jump-starting an inclusive public policy process that will lay out an aggressive plan for other cities across America to follow.

In addition to the obvious players like the NYC Department of Education, New York State Education Department, and CUNY, the Mayor must bring to the policy table local stakeholders like the College Access Consortium of New York and groups like the Goddard Riverside Community Center as well as national models such as College Track and key stakeholders like the Lumina Foundation to put New York City on a collaborative path to increasing college attainment and by doing so, tackling economic inequality.

To start, initial conversations should include how to best leverage existing government infrastructure and systems to think collaboratively and across agencies about policy solutions. For example, we could analyze programs offered by the New York City Department of Housing to integrate effective and proven programs in public housing facilities. The issue of college access is an intersectional problem and requires intersectional solutions. This issue requires Mayor de Blasio to employ a policy process that is inclusive, grounded in research and analysis, utilizes all the resources we have available, and injects even more resources to change this much-talked about but greatly under-addressed issue of college access or the lack thereof.  

Kevin Stump is the Roosevelt Institute | Campus Network Leadership Director.

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Two Tiers of College Tuition? Not on This Campus

Jul 28, 2014Mohanned Abdelhameed

A two-tiered pricing system would create dramatic inequality of access to a college education.

A college education is believed to help those that sacrifice and pursue their education achieve a better life. However, the graduating class of 2014 is the most indebted class in history. Students will graduate this year owing an average of $33,000 for their hard earned education. This problem grows worse as students currently face rising levels of tuition at all institutions.

A two-tiered pricing system would create dramatic inequality of access to a college education.

A college education is believed to help those that sacrifice and pursue their education achieve a better life. However, the graduating class of 2014 is the most indebted class in history. Students will graduate this year owing an average of $33,000 for their hard earned education. This problem grows worse as students currently face rising levels of tuition at all institutions.

My school, San Bernardino Valley Community College, looked at a different type of tuition increase by volunteering as one of five colleges to pilot a two-tiered pricing system, which effectively gives an advantage to higher income students. Assembly Bill AB955 set up a pilot program of five schools to offer classes at higher prices during intermissions from the standard academic schedule, making students who want to finish school faster pay more out of pocket for their degree. Assembly Member Das Williams, who proposed the bill, argued in The Daily Californian that “at the start of the fall 2012 semester, more than 500,000 students were left on waiting lists and effectively turned away at community colleges throughout the state due to lack of availability.” If the pilot is successful, then the program will open to all colleges state wide.

My school volunteered to participate in this pilot, because following the 2008 recession, budget cuts had forced the school to cut many classes. The administration needed a way to accommodate students that couldn’t get classes they needed in order to transfer or graduate. Many administrators were for the program because they believed they could make more space by offering classes in summer and winter sessions to students that would have to pay up to 300 percent more per unit. For instance, our normal tuition is $46 a unit, but in order to take the classes offered by this program students would have to pay an additional $230 non-resident tuition fee and a $19 capital outlay fee, totaling $295 per unit. Since most classes are three units, a class under this pricing model would cost $885 as opposed to the usual price of $138.

Many students were opposed to this legislation. A student protest staged on November 14, 2013 at a meeting of the San Bernardino Community College District Board paused the offering of such a two-tiered pricing scheme for this summer, and the future of the program will be decided at a later date. A huge group of students spoke out against our school's participation by organizing and using our voices to tell our college board we wouldn’t allow our school to be privatized. There was no evidence for the assemblyman's conclusions. He claimed students would prefer the opportunity to finish faster at a higher cost, as opposed to waiting and using needed financial aid to finish their classes. There are almost 15,000 students attending San Bernardino Valley Community College, and 67 percent of the student body receives financial assistance. It is unlikely that students will be willing or able to pay out of pocket for their education, when these higher-priced classes aren't covered by financial aid.

Students also opposed the bill because the argument that students could transfer out faster was untrue. Under the usual model of one low tuition rate for all units, many students take classes year round. With the two-tier pricing model, students that can’t afford to pay the grossly inflated price of units in winter and summer would be limited to classes in fall and spring, essentially making poorer students stay at a community college longer than their wealthier peers. Students were also concerned about how students paying full-price for these more expensive units would affect financial aid. There were also concerns that when policy makers saw students paying the higher prices, financial assistance given to other students would be at risk of defunding, ending access for those less fortunate.

Access to college is meant to be a vehicle to success for those willing to work hard for it. This program would be asking students that have very little to pay more for school in the long run. Students' passion against this new law can be a great benefit for implementing change. There is always a beginning of a movement but what actually makes it a movement is the consistency to keep coming back and addressing the issues. The students at my school understand that the effort they showed can be a force. We can have a bright future by fighting for future students, who deserve the same chance those before us received. It would be a shame to stand idly by while students lose their opportunity for an education and a better life.

Mohanned Abdelhameed is the Vice President of the Roosevelt Institute | Campus Network chapter at San Bernardino Valley Community College, where he is studying political economics.

Photo by Amerique via Creative Commons license.

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Daily Digest - July 9: America's Workers Need a Vacation

Jul 9, 2014Rachel Goldfarb

Click here to subscribe to Roosevelt First, our weekday morning email featuring the Daily Digest.

America Gets Summer Vacation All Wrong (U.S. News & World Report)

Click here to subscribe to Roosevelt First, our weekday morning email featuring the Daily Digest.

America Gets Summer Vacation All Wrong (U.S. News & World Report)

Pat Garofalo points out the dissonance between long summer vacations for students, which lead to learning losses, and the United States' lack of paid vacation time for workers.

  • Roosevelt Take: Roosevelt Institute Director of Operations Sarah Pfeifer Vandekerckhove and Policy Intern Candace Richardson look at possible solutions to low-income students' summer learning losses.

Buying a Home: The American Dream That Won’t Die (MSNBC)

Suzy Khimm looks at post-housing crisis options for low-income would-be homeowners. Opportunities are limited, and there is continued discrimination against minorities seeking mortgages.

Democrats Push Bill to Reverse Supreme Court Ruling on Contraceptives (NYT)

The bill could hit the Senate floor as early as next week, reports Robert Pear, but it faces long odds in the House, since Speaker Boehner approves of the Hobby Lobby decision.

  • Roosevelt Take: Roosevelt Institute Fellow Andrea Flynn explains how the Hobby Lobby and McCullen rulings increase the barriers to women accessing health care.

Corporate Tax Scam Watch: The 'Inversion' Craze (LA Times)

Michael Hiltzik explains why companies look to "inversions," corporate restructuring in a foreign country, to avoid paying their fair share of taxes, and considers possible remedies.

NFL Cheerleaders Got An Early Advantage In Their Lawsuit Against The Buffalo Bills (Business Insider)

A judge said the evidence supports the Buffalo cheerleaders' claim that they are employees of the NFL team, reports Allan Smith, which allows their wage theft case to move forward.

New on Next New Deal

Detroit's Revitalization Funds Could Re-Empower Residents, Too

Roosevelt Summer Academy Fellow Dominic Rushe lays out one way Detroit could introduce participatory budgeting, allowing citizens to help decide where community development funds are most needed.

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Graduated and Living With Your Parents? You May Be Luckier Than You Think.

Jul 3, 2014Lydia Bowers

Millennials who are being forced to move back home may have their economic futures determined by the affluence of their birthplace rather than their own ability.

Millennials who are being forced to move back home may have their economic futures determined by the affluence of their birthplace rather than their own ability.

If you could live in Westchester County, NY or Logan County, OH, which would you choose? What if you were young, college-educated, and just entering the workforce? Recent articles about the return of college-educated Millennials, “the boomerang generation," to their parents' homes focus on how income inequality has contributed to the phenomenon overall. But what is critically overlooked is how this situation stratifies inequality within the Millennial generation and reinforces generational economic privilege.

Compare Sarah and Jess. Both graduated from Notre Dame University in 2013 with degrees in English. Both have similar GPAs and campus activities, and as graduation neared, neither was able to find a job. But what makes them different is that after graduation, Sarah moved back in with her parents in Westchester County while Jess moved home to Logan County.  Westchester County has a per capita income of $48,385, an opportunity score (an aggregated score measuring the educational attainment, economic strength, and community health of a town or county) of A-, and is located within easy commuting distance of New York City – a major metropolitan hub with over 8 million residents that provides ample opportunity for job-hunting. Logan County has a significantly lower per capita income of $22,993, and an opportunity score of C+. The nearest metropolitan hub, Columbus, is over an hour away, requiring a burdensome commute for job-hunting. These two women, who were nearly indistinguishable on paper at graduation, have profoundly different economic outlooks after moving home.

Let's imagine both women have the national average amount of student loan debt, $24,301, averaging out to payments of $279.66 a month for the next 10 years. And let's be generous and assume both women are lucky enough to find jobs in their fields at the median per capita income for their respective towns. Sarah, with almost twice the income of Jess, is able to double her monthly loan payments, becoming debt-free five years earlier than Jess and saving over $4,000 in interest. This puts Sarah on the path to financial stability much sooner.

A college degree used to be a ticket out of a predetermined economic destiny based on your location of birth. In a country where the likelihood that a child raised in the bottom fifth income level will rise to the top fifth can range from 4 percent to 25 percent depending on county of residence, college was traditionally viewed as the equalizer – a chance to escape the economic limitations of your hometown. But, for the one-in-five people in their 20s and early 30s currently living with parents, this is no longer the case. With the rising costs of rent in almost every major metropolitan area, many unemployed or underemployed college graduates will find moving home their only option. And if they are fortunate to have a home in an economically robust area, they will have leverage over their counterparts elsewhere. And as most children who come from economically robust areas come from financially privileged families, this is an example of income inequality growing starker through generational privilege.

College graduates aren’t looking for special treatment, but simply the chance to define their own economic destiny. Policies that work in tandem to address the rise in student loan debt, the affordability of housing in urban areas, and the economic growth needed to create jobs for young graduates are part of the solution. But ultimately, we need to address inequality and acknowledge that for some graduates opportunity is not based on potential but hometown. And that a familial zip code matters more than personal ability should be a rallying cry for anyone concerned about the future of a country once viewed as the "land of opportunity” for all.

Lydia Bowers is Operations Director for the Roosevelt Institute | Campus Network.

Image via Thinkstock

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Daily Digest - June 30: Inequality is a Choice We Can Stop Making

Jun 30, 2014Tim Price

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Inequality Is Not Inevitable (NYT)

Roosevelt Institute Senior Fellow and Chief Economist Joseph Stiglitz argues that policies and politics have created America's economic divide, and only engaged citizens can fix it.

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Inequality Is Not Inevitable (NYT)

Roosevelt Institute Senior Fellow and Chief Economist Joseph Stiglitz argues that policies and politics have created America's economic divide, and only engaged citizens can fix it.

  • Roosevelt Take: For more on Stiglitz's plan to address inequality, read his Roosevelt Institute white paper on tax reform.

How Cities Can Take on Big Cable (Bloomberg View)

The Federal Communications Commission should preempt state laws that ban cities from building competitive fiber networks, writes Roosevelt Institute Fellow Susan Crawford.

Public Sector Unions Could Radically Change This Week (WaPo)

Today's Supreme Court decision on Harris v. Quinn could seriously weaken public employee unions if their compulsory dues are ruled unconstitutional, notes Lydia DePillis.

Will the Government Finally Regulate the Most Predatory Industry in America? (The Nation)

The Consumer Financial Protection Bureau is considering new rules to protect the 12 million Americans a year who rely on high-interest payday lenders, reports Zoe Carpenter.

Why This Company Decided to Make Its Salaries Public to All Employees (Think Progress)

The CEO of data analytics company SumAll tells Bryce Covert that increased pay transparency has led to greater productivity and trust and less stress over compensation.

What Americans Think of the Poor (Prospect)

A new Pew poll shows that even many conservatives who agree that "poor people have it easy" also believe the economic system is unfair, writes Paul Waldman.

New on Next New Deal

Summer Vacation is Feeding the Achievement Gap

Students from low-income families face substantial setbacks without access to summer learning programs, write Roosevelt Institute Director of Operations Sarah Pfeifer Vandekerckhove and policy intern Candace Richardson.

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Summer Vacation is Feeding the Achievement Gap

Jun 27, 2014Sarah Pfeifer VandekerckhoveCandace Richardson

Learning loss during summer vacation is far worse for students of lower socioeconomic status, making low-cost and free educational summer programming essential.

Learning loss during summer vacation is far worse for students of lower socioeconomic status, making low-cost and free educational summer programming essential.

New York City public schools begin summer break today. For many students, summer is a time to rest, travel and play, and a recent study even demonstrates the critical role of play in a student’s future academic and financial success. But extensive research shows that these few months away from the structured activities of school are particularly detrimental to the academic achievement of students of low SES (socioeconomic status) families. Without access and exposure to educational enrichment opportunities during the summer months, these students face substantial setbacks in their academic development.

Of course, all students experience some learning loss during the summer months. Research on the “summer slide” phenomenon shows that nearly all students perform worse on standardized tests taken at the end of summer vacation than the same test taken at the end of the previous school year and lose two months of math skills over the summer months.

For low SES students, however, summer slide does even greater damage to their academic achievement year over year, increasing the achievement gap as well as the likelihood that such students will drop out of high school or not attend college. Summer slide occurring during elementary school alone contributes to at least half of the SES achievement gap by the time students reach 9th grade.  In fact, low SES high school students are eight times less likely to attend a four-year college, compared with their high SES peers.

While only about 20% of students from low-income families participate in summer learning programs, high-income families can afford to expose their children to a variety of enrichment activities, including summer camp. In February, TimeOut published a list of upcoming academic summer camps in New York City that offer exciting sessions on robots, chemistry, reading, and math along with many educational field trips to museums and zoos, with the average cost of these camps totaling $2,176 per month.  For the seventy-eight percent of New York City’s 1.1 million students who qualify for free or reduced-price lunch ($43,568 annually for a family of four) that’s nearly 60 percent of their family’s monthly income, meaning these academic summer camps are out of the question for the families whose kids need them the most.

Cost is only one of many barriers to summer program participation for low SES families. Accessibility plays a big role. For instance, the New York City Department of Education’s Summer Quest, a free, five-week enrichment program to combat summer slide, is only available at 22 of the city’s 1700 public schools. And while NYC Mayor Bill De Blasio and NYC Schools Chancellor Carmen Fariña have strongly encouraged participation in summer enrichment programs, only about 55,000 low SES students will receive free programming this summer.

Despite the efforts to engage students in summer enrichment programs, New York City still has a long way to go.

About one-third of the achievement gap can be attributed to a child’s SES before they even enter kindergarten. Combatting the 31.4% child poverty rate in New York City through expansion of Home Visiting programs can go along way in getting students off on the right foot. This is just one of many policy solutions that arose at the Roosevelt Institute’s recent conference, Inequality Begins at Birth.

Of the 55,000 New York City students receiving free summer programming, De Blasio anticipates that 34,000 of those will be middle-schoolers. Increasing the engagement of elementary school children will mitigate substantial growth in the achievement gap, as early academic setbacks compound over time. The DOE can start by expanding NYC Summer Quest and other programs to target younger students, and over time the focus should be on engaging even more of the 850,000+ low SES students in New York City public schools.

Sarah Pfeifer Vandekerckhove is the Roosevelt Institute's Director of Operations.

Candace Richardson is a Policy Intern for the Four Freedoms Center.

Chart from the Campaign for Grade-Level Reading.

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Daily Digest - June 25: Konczal Rebuts Brookings' Findings on Student Debt

Jun 25, 2014Rachel Goldfarb

Click here to subscribe to Roosevelt First, our weekday morning email featuring the Daily Digest.

The Devastating, Lifelong Consequences of Student Debt (TNR)

Click here to subscribe to Roosevelt First, our weekday morning email featuring the Daily Digest.

The Devastating, Lifelong Consequences of Student Debt (TNR)

Roosevelt Institute Fellow Mike Konczal points out that the student debt crisis isn't about monthly payments, as the Brookings Institution suggests, but the life choices necessitated by debt.

What if We Treated Labor Like a Startup? (The Nation)

David Rolf, president of SEIU 775NW, suggests that organizing labor movements like startup incubators would help to develop new projects to improve working conditions.

Why Government Pension Funds Became Addicted to Risk (NYT)

Higher-risk investments have become necessary if pension funds are to hit return targets, writes Josh Barro, but come at a price in management fees and hide the real cost of the pensions.

  • Roosevelt Take: Roosevelt Institute Senior Fellow Rob Johnson considers how big money in politics affects pension investment choices.

Why the Gap Thinks a Higher Minimum Wage is Good for Business (Vox)

Danielle Kurtzleben speaks to a vice president at Gap about the company's attempt to retain skilled and educated staff by setting a higher minimum wage company-wide.

Making a Withdrawal: Banks Shut Branches in Poorer Communities (AJAM)

Ranjani Chakraborty and Sarah Hoye examine what happens to communities where banks have eliminated branches. Fees from payday lenders for cashing checks and other services add up fast.

Mortgage-Investor Group Asks DOJ to Leave It Out of Bank Settlements (WSJ)

When banks get credit in their settlements with the Justice Department for modifying loans, mortgage investors want the loans they own excluded, writes Christina Rexrode.

Congrats, America. You Have Less Economic Opportunity Than You Did in 1970 (WaPo)

A new study quantifies varies kinds of opportunity over 40 years and finds that decreasing opportunity overall in the past decade is mostly due to the economy. Jim Tankersley and Jeff Guo report.

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