The Compass

Our research over the last several years has taken us into high schools where fewer than 10% of a graduating class will go on to a four-year institution. When we factor in the attrition rate from 9th grade, the number of students who go on to college in America's poorest communities is abysmal. Those who work in college access programs struggle mightily to increase the percentage of college-going. These programs come in myriad shapes and sizes. Some are 'one-shot' inoculations that provide youth with a particular skill; others begin in the 9th grade and invest in a small number of students the 'college knowledge' needed to navigate the admission process. Some programs focus on mentoring and others on out-of-class academic activities. Some programs work in the schools and others are on college campuses.

I have consistently stated that not all activities are equally effective, and with finite time and finite money, we would be well-advised to focus on some activities rather than others. We know, for example, that academic preparation trumps social activities if an individual must choose between one or another for an after-school program. However, a more fundamental concern that plagues college preparation is related to issues of scalability.

Virtually all of these programs are small and dependent on the hard work and charisma of those who work in them. I have no doubt that some programs make a significant difference in the lives of their participants. But this effect is miniscule with regard to changing the conditions that lead to inadequate access to postsecondary education. The ability of these programs to scale up to an extent that results in systemic change is impossible. They are, by and large, small programs that defy replicability.

To that end, we focus here on an alternative strategy that may have promise: What might technology be able to do that a finite number of human hands cannot? I do not view technology as a panacea. I am equally certain that the current efforts on college access, however admirable, will not create long-standing significant change. In this issue of the Navigator, we ask five scholars in higher education to consider how technology can be utilized in innovative ways to improve college access. In particular, what technological methods can be employed to most effectively reach a large number of students?

As we refine and improve what we do in our local activities, we also need to consider ways to scale up what we know works. Such an effort will be one focus of CHEPA in the coming years as we continue our work on college access and the significance of financial aid for students.

--Bill Tierney