Browsing by Author "Glynn, Jennifer"
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- Equal Talents, Unequal Opportunities, Second Edition: A Report Card on State Support for Academically Talented Low-Income StudentsPlucker, Jonathan; Glynn, Jennifer; Healey, Grace; Dettmer, Amanda (Jack Kent Cooke Foundation, 2018-03-01)The Cooke Foundation issues this periodic state-by-state analysis to measure state policy support for advanced learning and to highlight disparities in educational participation and outcomes of advanced learners from low-income families. This report measures the extent to which states are addressing the needs of high-ability, low-income students, and identifies best practices that states may adopt.
- Making College AffordableCoker, Crystal; Glynn, Jennifer (Jack Kent Cooke Foundation, 2017-11-01)College affordability is a complicated and multi-faceted challenge. The price students and families are asked to pay has steadily increased over the past several decades, despite the existence of federal, state, and institutional grant programs, which are often not sufficient to fill the gap in need. Just as troubling, most students and families aren't given clear and useful information about what they should expect to pay or how to navigate the system. This report offers 11 best practices to institutions to help students pay for college and stay in school. These strategies are organized into three categories: clarifying financial information, easing the financial burden, and filling in financial aid gaps. Specifically, the authors discuss how schools can provide students with better information to help them make more informed choices, to make going to college more affordable, and to understand how financial aid programs work so that they can maximize the aid they receive.
- Opening Doors: How Selective Colleges and Universities Are Expanding Access for High-Achieving, Low-Income StudentsGlynn, Jennifer (Jack Kent Cooke Foundation, 2017-09-01)Today a college degree is the ticket to a good job and the gateway to economic advancement. A student’s chances of gaining admission to college, however, are often based more on parental wealth than the student’s achievements. This is true at all levels of America’s higher education institutions. This research shows that when high-achieving, low-income students attend selective institutions, they perform equally well academically, earning similar grade-point averages, and graduating in equal numbers. Denial of admission to low-income students who can do the work is a profound violation of these students’ fundamental human dignity. By denying them college admission, society is denying them and their families perhaps their only opportunity for social and economic advancement.
- Persistence: The Success of Students Who Transfer from Community Colleges to Selective Four-Year InstitutionsGlynn, Jennifer (Jack Kent Cooke Foundation, 2019-01-01)With an ever-increasing number of college-aspiring students coming from families facing financial need, many are opting to start their higher education journey at a community college. This report, for the first time, disaggregates the transfer student population to examine the patterns and outcomes of students transferring from two-year colleges versus those transferring between four-year institutions. Notably, at the 100 most selective colleges, 14 percent of students transfer in, but only 5 percent have transferred from a community college.
- Small Town, Big Talent: Identifying and Supporting Academically Promising Students in Rural AreasLynn, Randy; Glynn, Jennifer (The Jack Kent Cooke Foundation, 2019-09-01)This is particularly evident in America’s rural communities — where students are more likely to graduate from high school, but less likely to go to college than their counterparts in the nation’s cities and suburbs. This disconnect between K-12 achievement and postsecondary achievement further disadvantages communities that are already struggling to attract industry and talent. It also is a complex situation — with rural students more likely than non rural ones to have some postsecondary education but no degree. In this new report, the Jack Kent Cooke Foundation draws on its experience supporting students in rural communities, along with lessons from others doing on-the-ground work, to both draw attention to this challenge and highlight promising approaches to addressing it.