@inbook{a4771bd59831438b820c5c1755863a56,
title = "Students With Disabilities in Postsecondary Education: Identifying and Addressing Barriers to Access and Success",
abstract = "The time is now to examine the nation's capacity to help guide students in gaining access to, paying for, and graduating from college. College promise programs have served as an excellent model. But because a uniform, national college promise model would not adequately serve the estimated 20 million students in postsecondary education, ETS and College Promise launched an effort to expand the work on college promise programs to identify ecosystems of support for specific student populations. In 2021, we invited scholars, practitioners, and student representatives to join a design team and cocreate the college promise program for their student populations: first-generation students, youth in or aged out of foster care, students with disabilities, student parents, and students needing academic support. In multiple panel discussions, other colleagues reviewed the ecosystem designs, focusing on college promise programs in general, the design of the ecosystems of support, or the financing of the ecosystems. Several key themes emerged from the meeting: (a) Although the design teams focused on one aspect of a student's life, they stressed the importance of focusing on the intersectionality of their identities; (b) terminology and definitions are important not only for policy and practice reasons but for the messages they send to students about inclusion; (c) financing a college education is more than paying tuition and fees; (d) enhanced data collection will support research, policy, and practice; and (e) developing a college promise program requires a focus on both students and postsecondary institutions.",
author = "Ashely Taconet and Tarconish, {Emily J} and Sinclair, {Tracy E} and Vance, {Mary Lee} and Allegra, {Richard P} and Stephen Rose and Adams, {Teri A}",
note = "The Scarlet Promise Grant is funded by the university's operating budget and philanthropic donations made to a focused fundraising campaign. RU‐N to the TOP is supported by operating dollars, and the NJ‐STEP program is primarily supported through foundation giving, while Rutgers provides administrative support. I extend my utmost gratitude to Martha Kanter, College Promise, and Michael Nettles, ETS, for giving their time, talent, and passion to this multiyear effort. I deeply appreciate the contributions and input to this volume of Stephanie Saunders and Lisa Ankrah of ETS, Anjana Venkatesan and Elizabeth Narehood of College Promise, and Kristin Wilson of Stata9. I am grateful to my ETS colleagues who reviewed the report. I also appreciate the contribution of Sanura Weathers, who created the figure on students' identifications with multiple populations. I recognize the invaluable visual contributions of Maria Evans though her sketchnote art, which helped capture the voices and messages of the participants of the Expanding Promise: Depicting the Ecosystems of Support and Financial Sustainability for Five College Promise Populations symposium. While the Anchor Collaborative and the Hire.Buy.Live.Newark program are citywide policy initiatives, Rutgers also has an ecosystem of student support programs, including a promise program for newly graduated high school students. The Scarlet Promise Grant, supported by the Rutgers University Foundation, is a last‐dollar grant that supports tuition and expenses for college students with an expected family contribution of $10,000 or less. The Rutgers University–Newark Talent and Opportunity Pathways financial aid program (RU‐N to the TOP) provides last‐dollar scholarships to community college graduates, using similar guidelines as the promise program. Rutgers also provides coursework to the state prison system through the New Jersey Scholarship and Transformative Education in Prisons (NJ‐STEP) initiative. The program includes supports to help individuals transition from prison to the college campus.",
year = "2022",
month = dec,
doi = "10.1002/ets2.12350",
language = "English (US)",
volume = "2022",
series = "ETS Research Report Series",
number = "RR-22-07",
pages = "45--53",
editor = "Millett, {Catherine M}",
booktitle = "ETS Research Report Series",
edition = "1",
}