The world in which recent high school graduates have entered is dramatically different than what they expected it would look like pre-pandemic with many reassessing the value of college degrees.
A number of students announced a delay or a reassessment of their postsecondary education due to COVID-19, according to a new report from Strada Education Network. And many students rearranged priorities to focus on career outcomes and long-term financial burdens when making college decisions.
Strada reported three key findings that stood out: First, that students are now questioning if traditional paths of financing, education and career paths are still relevant. Second, students are looking for personalized guidance and resources to help them in choosing a career and tools for switching career paths down the line. Finally, students believe commitment to removing financial barriers should be a core priority.
Data from the Strada report was presented during a recent webcast led by a panel of experts including Elvin Bucu, Deputy Director for Foundation for Tacoma Students; Zenia Henderson, Director of Member and Partner Engagement for the National College Attainment Network; and Tomikia LeGrande, Vice President for Strategy, Enrollment Management and Student Success at Virginia Commonwealth University.
Janet Salm, Managing Director of Research, Strada Education Network, opened the discussion
with survey statistics, noting that students postponed higher education during the pandemic for many reasons including stress and anxiety, affordability, family obligations, health concerns and the online learning environment.
More specifically:
- One-third of US adults changed or altered their education plans when the pandemic hit
- 2021 spring postsecondary enrollment dropped by 5% among 18-21-year-olds, that’s 500,000 people postponing their education journeys
- Enrollment for community colleges dropped 13%
- Enrollment postponement for students from high-poverty school districts was four times the rate of students from low-poverty school districts
- Postponement was twice the rate for schools predominantly made up of students of color versus schools with a small percentage of students of color
“Leading up to the pandemic there was progress, reaching 43.8% attainment of high school grads in postsecondary education, but that number not the same for minorities and the lines are stubbornly staying flat,” Salm said.
According to co-author of the report, Mellissa Leavitt, director of research, Strada, students interviewed for the survey were focused on relevance versus risk—scrutinizing decisions and weighing financial burdens against career goals.
Underlying these comments was an overall need for student greater guidance including help with tech tools, online resources, academic advising and career opportunities.
“The learning connection to career must be tighter,” said Elaine Leigh, a postdoctoral fellow at Strada. “We need to plan, pivot and prepare for a changing world.” Leigh played a video containing some student interviews.
“People that earned a degree in the pandemic, how valuable really is it? Because I know for some degrees, you have to get hands-on experience in the field. People will question how qualified you are for the job that you get. That does scare me a little bit … how people will think that, well, ‘Does she really have what it takes?’” said one student.
The webinar discussion then turned towards the panelists working in higher-ed administration and organizations to find out what is being done to meet these emerging student needs.
For Bucu, the focus for the next 10 years at the foundation for students in Tacoma, Washington, will be answering the “why” when it comes to students questioning the validity of a postsecondary degree. While the rate of students graduating high school has gone up significantly in the past 10 years in his state, postsecondary enrollment has remained relatively flat. He argued that many students are not getting the support they need to get into higher education, stay there, and come out with a successful career.
“Students need a support network. It’s not just about coming in and showing up to class,” he said. “That may sound simple, but a lot of institutions forget to be empathetic to life in general.” Bucu put the onerous on the counselors, the financial aid officers, the career advisors, the faculty, to reach out to the students and guide them.
LeGrande noted that the student body at Virginia Commonwealth University “is less confident in their academic abilities than previously, but less receptive to help.” So, if the students are struggling yet not interested in seeking help, it is the responsibility of the staff to guide students in asking the right questions.
“How do we design proactive systems of help where we’re advising them and also including them in that conversation,” LeGrande said. And this advising extends to all students, no matter their race or economic status. She advocates financial advising for all students, not just those on financial aid and recurring career counseling to students throughout their academic careers and beyond.
“That traditional model of student is gone,” she said. “And every student is individual.” This includes seeing students as partners and embracing what life skills they bring into the higher educational system.
Bucu agreed: “We need to be a system responsible for individual students.” This includes personalizing student attention.