In the 50 years since its creation, the Pell Grant has helped more than 80 million students attend college and pursue their dreams. The Pell Grant has increased access to higher education for countless low-income and first-generation students. That access has helped close a massive opportunity gap – a bachelor’s degree holder earns a median of , which is about 75% more than if they had only a high school diploma.

At the University of Louisville, the opportunity gap has been closing for the past several years thanks to a dedicated focus on supporting underrepresented and at-risk students, including those who receive a Pell Grant. UofL’s six-year graduation rate has improved by 8% over the past six years, for instance, marking the highest rate in university history.

Geoff Bailey, executive director of the REACH program, believes UofL is among few that has made such material strides.

Part of this success comes from our vast ecosystem of programs and resources provided for students to help them navigate their educational journey. This includes REACH, which provides peer tutoring, academic coaching, seminars, intervention courses, financial and academic workshops and more. There is also the Student Success Center, which REACH partners with frequently. It consists of student success coordinators, the First Year Experience office, exploratory advising and first-gen programming.

Additionally, last year UofL launched the Cardinal Commitment Grant, a last-dollar scholarship that pays for the remainder of a student’s tuition after they have received and applied for federal and state grants and additional institutional aid. Students must be eligible for a Pell Grant to take advantage of this new program.Ìę

Leveraging data to identify students most in need of supportÌę

Another way UofL differentiates itself is by having the resources in place to dive deeply into metrics and understand what programs are working. For instance, REACH has the ability to pull data sets to examine how students from certain cohorts – such as first-generation or Pell Grant-eligible – are faring when they use its services compared to those who do not.Ìę

“This allows us to make sure our students are performing well and retained. It’s pretty rare to have this sort of staffing and political support. I can think of maybe four other schools that have this type of support,” Bailey said. “We want to make sure our most vulnerable populations are receiving support so they can take advantage of our resources. We know there is a correlation between our deep dives and graduation rates.”

Having the resources in place also allows REACH to target students who may need the most help getting through their academic careers.

“For the students who are not using us and who have below a 3.0 grade point average, this allows us to get into the weeds with them, message with their advisers and follow up. We make sure we’re bending over backwards with a support message because we are seeing that Pell Grant recipients who use our services are going to thrive and do better than those who don’t,” Bailey said.

To get to that point, Bailey and his staff have to find out why a student may not be leveraging these resources. There are three primary reasons – they’re thriving and don’t need the help; they prefer to figure things out on their own and don’t want to come in; or they have jobs and are simply too busy.

“The third one is the one that scares me because they can’t carve out more time to get more help and we can’t move the needle so easily on those students,” Bailey said.

At a high level, tutoring services are what make the most difference for students who are most at risk of dropping out, but there are additional services they can receive during their time here. UofL’s student-facing teams also work to make sure these services run tandem with students’ courses, so they can get support outside of class, apply knowledge beyond class and develop better habits overall. Bailey said it’s critical that all of these services and resources are top-of-mind for students and their parents.

“When students take tours, even if they’ve not yet applied, they’re hearing about our services and support. They end their campus tours at the Belknap Academic Building, where they learn about critical support services offered by the Student Success Center and REACH. Advisers are reminding them constantly of the services we have,” he said. “We wrap around and reinforce the key areas that students need to pay attention to as they transition to college. Without that, we’d be like any other school.

“Our ability to forge campus partnerships is what makes an impact and where we distinguish ourselves. It’s woven into our institution that everyone has a role in student success.”

Why it’s important to prioritize Pell Grant students

Zooming out a bit, it’s important to understand the impact the Pell Grant has, and has had for the past 50 years. The biggest barrier to obtaining a college degree is funding.

Kentucky has one of the , at 16.3%. , only about one-fourth of Kentuckians have a bachelor’s degree or higher.

Thirty-four percent of undergraduate , and 51% of funds go to students whose families earn less than $20,000 a year. In Kentucky, nearly 94,000 students are Pell Grant recipients, averaging about $4,000 a year.

“Economically, a good portion of our state is depressed. If we’re going to move the needle, a college education is the great equalizer. We play a critical role in helping to break the cycle of poverty,” Bailey said. “The Pell Grant fosters opportunities those students wouldn’t otherwise have and we’re not just issuing money and saying, ‘good luck.’ We’re focused on being stewards and helping to change lives.”

UofL’s work is hardly done. The institution will continue to target Pell Grant-eligible students as part of its overall priority to increase access to higher education. For example, the 2022-23 budget allows for a 0.0% tuition increase for undergraduate students, as well as the continued development of the Cardinal Commitment financial aid program.

NCLCA Award

For its work, REACH was recently awarded the National College Learning Center Association President’s Outstanding Learning Award for Specialized Populations. UofL was the only four-year institution to be recognized this year.

Last fall, the J.B. Speed School of Engineering partnered with GE Appliances to develop a scholarship for pre-engineering students to pursue their studies in STEM. The GEA Scholars Program is designed for students whose dreams and aspirations centered on becoming an engineer, but who struggled to make that dream a reality because of a lack of opportunity. The program also strengthens the pipeline of minority engineering professionals.

“We know what a Speed School student looks like. You see the 75%, but what about the other 25%?” said Jonathan Hughes, director of admissions and community engagement. “If you look at engineering, that’s a lot when it comes to diversity.”

The GEA Scholars Program aims to redefine student success at the Speed School and what a scholarship means. The scholarship provides pre-engineering students who are taking pre-requisites in the College of Arts & Sciences with tuition assistance as well as tutoring and mentoring opportunities.

“GE is providing other capital that contributes to student success like mentorship, networking, and future career opportunities,” said Hughes. “There’s one thing giving people money, but what about that additional opportunity? There is talent everywhere, but few opportunities.”

With the strenuous workload that comes with following their academic endeavors to the fullest potential, both in the classrooms and through co-ops, GEA and UofL hope the Scholars Program will alleviate some of the hardship of having to work more hours to receive an education.

“This scholarship is not about equality but about equity,” said Hughes. “The scholarship combats the negative connotation of pre-engineering students and better prepares them for all the skills needed to succeed in their career path.”

The first recipient of the scholarship was Sarah Bogan, who received $10,000Ìę– $5,000 per semesterÌę– to pursue her degree in civil engineering. As a first-year Speed School student and second-year UofL student, Bogan found a home in Speed School and plans to pursue a master’s degree in hopes of improving infrastructure after graduation.Ìę

To apply for the GEA scholarship, click .

Nearly 37% of JCPS students are African-American, yet just over 12% of its full-time teachers are black.

“When students identify with a teacher in their classroom it fosters a sense of belonging, promotes engaging interactions, and improves student outcomes,” said JCPS Superintendent Dr. Marty Pollio. “The Louisville Teacher Residency program strives to not just increase the number of minority and other high-needs teachers, but to make sure those teachers have the skills and experience they need to make a positive impact on our students.”

The LTR program offers college graduates who did not major in education the opportunity to obtain a master’s degree and teaching certification in one year, in exchange for their commitment to teach in a high-needs JCPS school. , the program is modeled after similar programs in Chicago and St. Louis.Ìę

The program kicks off in June, with an inaugural class of 30 residents.ÌęFollowing a Thursday press conference, that the goal is to expand the program to offer 100 slots. This would provide one solution to the district’s teacher shortage problem. The CJ reports that JCPS’ 155 schools had more than 100 vacant teaching positions midway through this school year.ÌęÌę

Though there are benefits for the school district in bridging the teacher shortage gap, and for UofL students in gaining hands-on experience, Kaarmel Eaves, a third-grade teacher at Semple Elementary, that the program should especially be beneficial for her students.Ìę

“Kids when they see somebody that looks like them and has the same life experiences as them, it just matters to them,” she said. “I think they relate better, and when you instruct them, they receive the information better.”Ìę

During the residency year, participants will spend four days a week in the classroom alongside JCPS master teachers, who will mentor them while the residents engage in hands-on teaching experiences. During the summer and on Fridays, residents will attend classes at UofL, and complete coursework co-designed by JCPS and the university.

Participants will earn $30,000 plus benefits from JCPS during their residency then commit to work for five years in an Accelerated Improvement School (AIS) within JCPS.Ìę

“The University of Louisville is honored to partner with Jefferson County Public Schools to implement the first teacher residency program in the commonwealth,” said UofL Provost Beth Boehm. “UofL is committed to preparing high quality educators to meet the district’s needs and to improving P-12 student achievement. The Louisville Teacher Residency program is a unique opportunity for UofL and JCPS to diversify the teacher workforce and is an extension of the university’s call to celebrate diversity, foster equity and strive for inclusion.”

In addition to experience, a salary and benefits, candidates in the program can also receive a boost from Class Act Credit Union, which is committing up to $300,000 over three years for $3,000 scholarships to participants, as well as funding assistance for faculty evaluations and programming.

Individuals interested in applying for the LTR program should . Candidates must have a bachelor’s degree and at least a 2.75 GPA. Participants need not be a minority to apply, though the district is prioritizing candidates in high-needs areas, including minority representation and math and science teachers.

In fall 2016, 21 racial/ethnic minority students enrolled at Brandeis Law, compared to the 13Ìęracial/ethnic minority students who enrolled in fall 2015. That’s an increase of 42 percent.Ìę

Camilo Ortiz, the law school’sÌęassistant dean for admissions, credits the increase to a mix of more scholarships, increased outreach and stronger relationships with campus partners.Ìę

“I would also credit my admissions team for their commitment and forward thinking, involvement from the Brandeis Diversity Committee and amazing student ambassadors who helped with our outreach efforts,” Ortiz said, adding that he also credits Dean Susan Duncan’s ability to think strategically and globally.

“A diverse student body is important to the Brandeis School of Law,” Duncan said. “Not only does a diversity of opinions and backgrounds add value to classroom interactions, but it also sets up the legal profession to better reflect the diverse makeup of our country.”

This increase ofÌęracial/ethnic minority students reflects the school’s overall commitment to a diverse student body.

InÌęÌęof American Bar Association-accredited public and private law schools, Brandeis Law is No. 6 in terms of how well it reflects Kentucky’s population.

The list, compiled by Texas A&M University School of Law program director Jack Manhire, measures how well law schools reflect the gender, race and ethnicity of the states in which they operate.

Brandeis got a score of 99.00 out of a possible 100.