July 2020 North America Newsletter

Good morning,

Directly after high school, I enrolled in a 4-year college. I struggled throughout my first year and suddenly found myself under academic probation. After my spring semester, I decided to drop out and think about my next path.

Back home, I enrolled in the nearby and affordable Roxbury Community College (RCC) under the Broadcast Media and Technology program. In my first semester, I met Professor Justin Petty, who became my advisor, a mentor, and a friend. He helped me navigate through tough school and career decisions and connected me to clubs and internships I could have missed. Towards my last semester at RCC, Justin introduced me to Year Up, a workforce development program helping young adults establish the necessary tools to thrive in workplaces. 

After I earned my associate’s degree, I joined Year Up and earned college credits, a bi-weekly stipend, and access to a coach, coaching group, and a network of over 6,000 alumni. After graduating from Year Up, I enrolled in Northeastern University, secured a position at J-PAL, and have been able to continually build on my network of support. 

Before joining RCC and Year Up, I had negative preconceptions about the quality of education, the variety of student resources, and support systems in place to help me succeed; I couldn't have been more wrong. Everyone I met was supportive, thoughtful, and always reminded me that if I took my academic and professional development seriously, this would be an excellent opportunity to transition back into a 4-year program. The insightful conversations with people who genuinely cared about who I was and what I wanted to achieve made these programs so meaningful. Justin and Year Up provided tailored guidance and spurred my confidence, work ethic, and, most importantly, a sense of responsibility to continue working towards my goals. 

When I read about the effectiveness of community college support programs, it reminded me of the support systems I developed through RCC and Year Up that have been integral to the person that I am today. As the coronavirus pandemic affects state budgets across the cross, many state governments are considering cutting community colleges and support services budgets. It is my hope that states will continue supporting community colleges so they can continue to help students like myself succeed.

Sincerely,
Adam Farah
Events Associate, J-PAL North America

Increasing community college graduation rates with comprehensive support programs

Enrollment in community colleges increased dramatically during the 2008 Great Recession. As we continue to feel the economic impact of the pandemic, community college will be an attractive and affordable option for many people seeking an accessible path to gain new marketable skills. To ensure that students reap the economic benefits of community college, it is critical that students graduate. Due to academic and personal barriers, a large share of community college students currently drop out before they earn a credential or degree—in what is commonly referred to as a “completion crisis.” In a new policy insight, we highlight results from several rigorous evaluations of comprehensive support programs that have been effective at addressing this challenge. Results from four randomized evaluations found that combinations of counseling, tutoring, financial assistance, and other support services increased enrollment and improved academic outcomes for community college students. Read more »

Launching J-PAL North America’s Economics Transformation Project for students from backgrounds underrepresented in Economics

Economists hold positions of power in shaping policies at all levels of government, the private sector, and the social sector. Therefore, it is crucial for the economics profession to better represent the diversity of people in the United States to ensure that wide-ranging perspectives inform theory and policy. To help address this need, we are launching the Economics Transformation Project (ETP). Through this project, we will expand efforts—including workshops with high school students and mentorship pairings—to transform the field of economics by broadening support for historically underrepresented groups at multiple stages of the pipeline, including Black, Latinx, Native American, first-generation, low-income, and female students. High school and college students, teachers and professors, and college access program professionals who want to learn more about our courses and workshops should reach out to Jatnna Amador at [email protected]. Read more »

Collecting Electronic Signatures in Research Projects

Since the spread of COVID-19, researchers across the globe have experienced the challenges of conducting research in a socially distant manner. Many processes have shifted from in-person to virtual methods, including a shift to online and phone surveys and collecting consent electronically. In a new blog post staff provide an overview of how to obtain signatures—for example, to document informed consent, or to execute a legal agreement—without physical contact. The most appropriate method will vary by project; factors to consider include technological capabilities, legal requirements, Institutional Review Board (IRB) requirements, and study design. This blog post, which follows our recent blog post on conducting phone surveys, provides a high-level overview of different methods. Read more »