Search results

Objectives The object of this study was to examine whether college-intending, low-income high school graduates are particularly susceptible to having their postsecondary education plans change, or even fall apart, during the summer after high school graduation. College access research has largely overlooked this time period. Yet, previous research indicates that a sizeable share of low-income students who had paid college deposits reconsidered where, and even whether, to enroll in the months following graduation. We assess the extent to which this phenomenon-commonly referred to as 'summer melt'-is broadly generalizable. Methods We employ two data sources, a national survey and administrative data from a large metropolitan area, and regression analysis to estimate the prevalence of summer melt. Results Our analyses reveal summer melt rates of sizeable magnitude: ranging from 8 to 40 percent. Conclusions Our results indicate that low-income, college-intending students experience high rates of summer attrition from the college pipeline. Given the goal of improving the flow of low-income students to and through college, it is imperative to investigate how to effectively intervene and mitigate summer melt. Adapted from the source document.

Despite decades of policy intervention to increase college entry among low‐income students, substantial inequalities in college going by family income remain. Policy makers have largely overlooked the summer after high school as an important time period in students' transition to college. During the post‐high school summer, however, students must complete a range of financial and informational tasks prior to college enrollment, yet no longer have access to high school counselors and have not engaged yet with their college community. Moreover, many come from families with little college‐going experience. Recent research documents summer attrition rates ranging from 10 to 40 percent among students who had been accepted to college and declared an intention to enroll in college as of high school graduation. Encouragingly, several experimental interventions demonstrate that students' postsecondary plans are quite responsive to additional outreach during the summer months. Questions nonetheless remain about how to maximize the impact and cost effectiveness of summer support. This chapter reports on several randomized trials to investigate the impact of summer counselor outreach and support as well as the potential roles for technology and peer mentoring in mitigating summer attrition and helping students enroll and succeed in college. The authors conclude with implications for policy and practice.

ObjectivesThe object of this study was to examine whether college‐intending, low‐income high school graduates are particularly susceptible to having their postsecondary education plans change, or even fall apart, during the summer after high school graduation. College access research has largely overlooked this time period. Yet, previous research indicates that a sizeable share of low‐income students who had paid college deposits reconsidered where, and even whether, to enroll in the months following graduation. We assess the extent to which this phenomenon—commonly referred to as "summer melt"—is broadly generalizable.MethodsWe employ two data sources, a national survey and administrative data from a large metropolitan area, and regression analysis to estimate the prevalence of summer melt.ResultsOur analyses reveal summer melt rates of sizeable magnitude: ranging from 8 to 40 percent.ConclusionsOur results indicate that low‐income, college‐intending students experience high rates of summer attrition from the college pipeline. Given the goal of improving the flow of low‐income students to and through college, it is imperative to investigate how to effectively intervene and mitigate summer melt.

Socioeconomic gaps in college enrollment and attainment have widened over time, despite increasing returns to postsecondary education and significant policy efforts to improve access. We describe the barriers that students face during the transition to college and review the evidence on potential policy solutions. We focus primarily on research that examines causal relationships using experimental or quasi-experimental methods, though we draw upon descriptive evidence to provide context. Our review is distinctive in three respects. First, in addition to the literature on financial aid, we examine the evidence on informational and behavioral interventions, academic programs, and affirmative action policies intended to improve college access. Second, we incorporate a wealth of recent research not included in prior reviews. Finally, we conceptualize college access broadly, as including not just whether but also where students attend and whether they have access to college-level courses. We conclude with a discussion of implications for policy and research.