Welfare to Careers Medger Evers College Metropolitan College of New York Pace University December 2, 2008

Who are the WTC Students? They ranged in age from 18 to 54 when they entered the program, with a mean age of years. The majority are women (98.4%) and single parents (93.3%). 84.3% are identified as African American/Black, while 13.1% are Hispanic/Latino. 42.4% enrolled in Medgar Evers College (n=97) and 57.6% entered Metropolitan College of New York (n=132).

Motivation to Enter the Program

Educational Performance 112 participants earned a high school degree 45.5% earned these degrees before participants earned GEDs 80.0% since 1990 Their average GPA while in college is % have earned a college degree and 11.7% remain registered in school.

Grade Point Average

Student Status

Graduation Dates

Degrees Earned

Majors for Degrees Earned

Progress Toward Degree

Comparisons The following comparisons will assess the differences among those who have graduated, are still progressing toward a degree, and are no longer in the program.

College There is some evidence that students enrolled in MCNY are more likely to earn a degree (p <.003).

GPA Those who have graduated from the program have the highest GPAs (p <.01). Mean GPAs Graduates = 3.05 Progressing toward degree = 2.63 No longer in the program = 2.37

Motivation Motivation for entering the program was not related to successful completion.

Employment There is no statistical difference in part time and full time employment among the groups. In all three categories, more individuals were employed full time.

Gross Family Income There is no statistical difference in the mean gross family income among the groups. Mean incomes are higher for those registered, which may reflect more recent income than for those who have graduated.

Employment Status and Income While it appears that those who work full time have a higher mean gross family income, it is not a statistically significant difference.

Graduates Upon completion of their degree, participants were asked whether the program was effective in meeting their: Educational Goals Personal Goals Employment Goals No statistical differences were found between the two schools on these items. Students were more likely to report that the program met their personal and educational goals.

Was the program effective in meeting your educational goals?

Was the program effective in meeting your personal goals?

Was the program effective in meeting your employment goals?

Conclusion The WTC program is successfully helping a high risk population (many who earn high school degrees before 1990 or GEDs after 1990) enter college and earn degrees. 50.5% have earned college degrees 11.7% are progressing toward their degrees 5.4% indicated their reason for leaving the program was to transfer to another school

Questions for Further Research Further analysis is necessary to identify the factors that place individuals at risk for leaving the program and not completing their degrees. Are there population or program differences that account for the differences in graduation and dropout/withdrawal rates for the two college?

What factors account for graduating students reporting that the program did not meet their employment goals. Are students expectations realistic? Are they using Career Services effectively? Are the factors external to the program? Once factors affecting success are identified, can services be developed to improve retention and graduation rates.