Running head: STUDENT SUPPORT SERVICES

Student Support Services: A Historical Monograph Lauren Bell Georgia Southern University

STUDENT SUPPORT SERVICES Abstract This historical monograph explores Student Support Services, one of the many products of higher education legislation that emerged after World War II. During this era, policies were developed to increase access to higher education, and those previously excluded from colleges and universities took advantage of these new opportunities. Many of these students were firstgeneration, low-income, minority, and/or disabled, so Student Support Services became necessary in helping these students succeed.

STUDENT SUPPORT SERVICES Shortly following World War II, an entirely new perspective on higher education

developed. While the demand for highly skilled labor increased, it became obvious that higher education was going to play a vital role in economic development (Brock, 2010, p.111). The 1944 establishment of the G.I. Bill and President Trumans Commission on Higher Education in 1947 lead to the beginning of a substantial shift in the nations expectations about who should attend college that would forever shape the American system of Higher Education (Hutcheson, 2007, p.107). These were two of the important catalysts in opening access to post-secondary education opportunities to minority, low-income, female, and disabled students. While these changes were positive ones that have had a significant impact on our society, new measures had to be taken to ensure the success of this expanding population of students. One such program developed to meet the changing needs of the students entering higher education was Student Support Services. Special Services for Disadvantaged Students, as it was originally named, was established in 1968 by the Higher Education Amendments (U.S. Department of Education). It was one of the many initiatives created to expand and sustain diversity in education and ensure the success of students. The Department of Education states that the overarching goals of Student Support Services are focused around increasing retention and graduation rates of the students that participate in the services. In accomplishing this goal, institutions with Student Support Services must include the following services: academic tutoring, which may include instruction in reading, writing, study skills, mathematics, science, and other subjects; advice and assistance in postsecondary course selection, assist student with information on both the full range of student financial aid programs, benefits and resources for locating public and private scholarships; and

STUDENT SUPPORT SERVICES assistance in completing financial aid applications. Education or counseling services designed to improve the financial and economic literacy and assist students in applying

for admission to graduate and professional programs; and assist students enrolled in two-year institutions and applying for admission to, and obtaining financial assistance for enrollment in four--year programs U.S. Department of Education (retrieved fromhttp://www2.ed.gov/programs/triostudsupp/index.html) Student Support Services are expected to fulfill all of these requirements, and some go beyond this to provide additional services in areas such career development or cultural development. While each institution is required to fulfill certain requirements, Bridges points out that student support services are most effective when they are tailored to match the campus culture and address the needs of the typical student on the campus (2008, p.1). While in wanting to improve a program, there is usually the temptation to standardize practice in attempts to have a base level of performance, but this validates that each institution should implement Student Support Services to best individual needs. With all of the variation in practice, and the many factors that lead to the success or failure of a student, it can be difficult to determine if Student Support Services are benefitting students and playing a significant role in higher education settings. Studies have been conducted and the findings have shown a number of trends. The Pell Institute reports that studies show that students that participated in Student Support Services were more likely to remain enrolled in higher education, accrue more college credits, and earn higher grade point averages (2009, p.2). They also report that the size of the Student Support Services program at each institute was positively correlated with amount of participation.

STUDENT SUPPORT SERVICES It seems obvious that putting measures in place that help a more diverse student

population navigate the complex structures of higher education would produce beneficial results, it is also important to address the disparities that still exist and the current issues that are facing Student Support Services today. The expanding student population, that was initiated post WWII but still is expanding today, have unique needs that require these services. Students from low income and minority families are more likely to come from schools that did not adequately prepare students for post-secondary education. Also, students with disabilities often need additional resources to achieve in college. Finally, many students are first generation college students, and while others may be able to use parents and other family members as a source of guidance and advice in preparing for and succeeding in college, first generation students need to be put in contact with advisors and mentors that can provide a replacement of this. While these services do require funding, it is well worth the investment for all students to succeed. Unfortunately, not all students are being similarly invested in. For example, studies have found that while the minority, underprivileged, and disabled students originally intended to benefit from Student Support Services are most highly concentrated in community colleges, these are the schools with the most underdeveloped and understaffed programs. One report stated that in community colleges, counselor-to-student ratios of 1 to 1,000 are not uncommon while Ivy League schools and highly selective liberal arts colleges, that enroll the best prepared and most traditional students tend to offer the most [services] (Brock, 2010, p.119). While today we are facing similar issues that prompted changes in higher education today as those present in the mid-twentieth century, it is not only important that measures to expand access to education are initiated, but also the programs that can sustain the success of these newly entering students be a focus as well. In accordance with such a task, Bridges offered

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recommendations based on the successful Student Support Services programs he studied. First he recommended that institutions first assess data to see where the most needs exist. Once data is collected, he advises that Student Support Services administrators engage in detailed planning to determine how to meet these needs in innovative ways and gain the confidence of other faculty and staff at the school. He also encouraged Student Support Services to work closely with other departments on campus to expand the benefits and scope of the services and ensure that the most number of students can easily access resources. Finally, he recommended that all faculty and staff be trained in what services are going to be offered and how to connect students with these services. By making the entire institution an integral part of creating success for underserved populations, and ultimately all students, the higher education system can fully realize the potential of expanded access to post-secondary education. (Bridges, 2008, p.4).

STUDENT SUPPORT SERVICES References Building Engagement and Attainment for Minority Students. (2008). Student Support Services: A Practice Brief Based on BEAMS Project Outcomes. Washington, DC: Bridges, B.

Brock, T. (2010). Young adults and higher education: barriers and breakthroughs to success. The Future of Children, 20 (1), 109-132. Hutcheson, P. (2007). The Truman commissions vision of the future. The NEA Higher Educaiton Journal, Fall 2007, 107-115. The Pell Institution. (2009). National Studies Find TRIO Programs Effective at Increasing College Enrollment and Graduation. Washington, DC: No author listed. U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, National Evaluation of Student Support Services: Examination of Student Outcomes After Six Years, Washington, D.C., 2010. U.S. Department of Education. Student Support Services Program. Retrieved from http://www2.ed.gov/programs/triostudsupp/index.html on 19 November 2012. U.S. Department of Education. History of the Federal TRIO Programs. Retrieved from http://www2.ed.gov/about/offices/list/ope/trio/triohistory.html on 19 November 2012.