Access and Retention of Low-Wage Working Parents

Access and Retention of Low-Wage Working Parents

EDINFO No. 2003-04
May 2003
ERIC Clearinghouse for Community Colleges

In November 2001 the Manpower Demonstration Research Corporation published a qualitative study of educational access and retention issues for low-wage working parents. Six two-year colleges across the nation were chosen based on demonstrated commitment to low-wage working parents and demographic and geographic representation. A total of 181 working parents participated in focus groups and completed demographic surveys and telephone interviews. Highlighted here are participant suggestions and potential institutional solutions that can assist two-year colleges to increase access and retention for low-wage working parents.

Participant Suggestions and Potential Institutional Solutions:

Make available quality and affordable childcare - childcare was the biggest factor influencing a participant’s ability to access and complete postsecondary education. Offering childcare during evening or weekend hours, as well as guidance for older children would allow more low-wage working parents to take classes.

Advertise and offer financial and employment incentives - employer flexibility would allow for greater educational participation, and financial support for working parents would offset the loss of income associated with reduced employment.

Offer and encourage academic advisement and career counseling - an accessible and interested advisor who can work with low-wage working parents at each phase of the educational process (e.g. selecting classes, scheduling employment, career counseling, etc.) would greatly improve access and retention. This can often be offered through “one-stop” student support centers on campus.

Offer intensive, short-term certification programs – these programs might be more attractive to students who cannot reduce their work hours for a long period of time. Short-term certification programs might include employers or trade associations in high growth industries, use flexible modularized classes, integrate basic academic and technical skills, or afford the opportunity to earn credit toward an A.A. degree.

Support distance learning for low-wage working parents – targeted distance learning programs allow working parents more flexibility in attending classes and reduce barriers related to transportation.

This information was reported in ED465038, "Opening Doors to Earning Credentials: Impressions of Community College Access and Retention from Low-Wage Workers" by Lisa Matus-Grossman and Susan Tinsley Gooden. A full-text copy of this document may be obtained by contacting ERIC Document Reproduction Services (EDRS), 7420 Fullerton Road, Suite 110, Springfield, VA 22153-2852; or by calling (800) 443-ERIC. This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-99-CO-0010. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. ERIC EdInfos are in the public domain and may be freely reproduced.

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