Examining How College Promise Programs Promote Student Academic and Financial Readiness

Abstract

Currently college promise programs are proliferating in number at the local and state levels. Most promise programs provide financial resources beyond conventional state and federal student aid to students who live in designated places and meet local‐ or state‐defined eligibility criteria. There is an immense variety of models and funding designs for these programs. In this study, we conducted a rigorous content analysis of the public web sites for a diverse subsample of 35 promise programs to explore how college promise programs promote student academic and financial readiness. Although our analysis made it clear that there is more to learn about promise programs, including understanding general administrative processes and program operations, we highlight several design and implementation considerations that may increase the capacity of these programs to promote equity in higher education access and success.

Is a College Promise Program an Effective Use of Resources? Understanding the Implications of Program Design and Resource Investments for Equity and Efficiency

“…Third, building on prior research (e.g., Dowd & Shieh, 2013; Millett et al, 2018), programs should recognize the implications of eligibility requirements for vertical equity and efficiency. Eligibility requirements determine who can receive program resources.…”

Interventions for Postsecondary Success for Low-Income and High-Potential Students: A Systematic Review

“…Students from different racial and ethnic backgrounds or those from varying income brackets differ in terms of amount of funding and attainment. Although research on state promise programs, such as those examined by Domina (2014), is limited (Millett, Saunders, & Fishtein, 2018), a systematic review of these programs has also contended that these financial aid programs positively relate to a host of postsecondary outcomes for students (Swanson, Watson, Ritter, & Nichols, 2017). Additional research must consider the intersectional role of race, ethnicity, and income in understanding the financial barriers to college education faced by this group, especially considering the positive outcomes associated with the GMS program that provides financial and academic supports for students from diverse backgrounds.…”

Depicting the Ecosystems of Support and Financial Sustainability for Five College Promise Populations

“…Based on national models, all college promise programs should have required elements (Millett et al, 2018). Figure 7.4 notes these requirements and adjustments for serving undocumented populations.…”

“…A central design assumption taken by all five design teams is that college promise programs have the capacity, and perhaps obligation, to promote educational equity (Kanter, 2019; Perna, 2016a). Although college promise programs work to transform perceptions about the affordability of college, provide students the opportunity to earn postsecondary credentials without significant debt, and raise the rates of college enrollment and completion, equity must be central to the development of these programs for underserved students to achieve the full benefits of these initiatives (Lepe & Weissman, 2020; Millett et al, 2018; Rauner & Lundquist, 2019). As they applied an ecological lens, each design team made equity, as it is defined by the needs of their respective populations, central to the framework.…”