Running head: STUDENT SUPPORT SERVICES AND THE COMMUNITY

The impact Student Support Services create within the community

Fernando Martinez
Ball State University

STUDENT SUPPORT SERVICES AND THE COMMUNITY

Introduction
Community Colleges exist to serve the communities in which they are located, they are
open-access and serve an array of individuals from all backgrounds and all walks of life. It is
important that students at community colleges are given the appropriate resources they need to
succeed both in the classroom and outside as well. Many of the resources available to students
serve their academic growth, however, I suggest that learning and development goes on well
beyond the classroom. A significant amount of the students who attend community colleges
have additional responsibilities besides being students, this is why it is important to meet
students where they are and provide them with additional resources that will further their
education outside of their scheduled course hours. In this essay, I will identify who the students
that use Student Support Services (SSS) are, and how they use SSS at their institutions. I will
finally identify the impact SSS have on students, provide reasons why SSS should be more
widely supported and suggest improvements.
Students who use Student Support Services
Community Colleges are among the most popular and accessible of all higher education
institutions in the United States for students who want to further their education, increase their
quality of life, for economic reasons or who do not want to or cannot access a four-year
institution. According to Boggs (2011) students who attend community colleges pay a national
average of $2,544 a year compared to an average of $7,020 at four-year institutions and
approximately 90% of the US population lives within 25 miles of proximity to a community
college (p. 3). Because community colleges are readily accessible to a large population of
students, they are also the most diverse institutions among all demographic dimensions in higher
education. Despite the many advantages of attending community colleges there are also many

STUDENT SUPPORT SERVICES AND THE COMMUNITY

obstacles, especially for children of minority and low-income families who still do not have the
same privileges as children from more advantaged families. Some of the students who need the
most resources to succeed in higher education are first generation college students, minority
students or students from low-income families, these facts apply to all institutions across the
country and are specifically true when applied to community colleges (p. 8). This is a problem
and an issue that needs to be further explored for these statistics are alarming because according
to Boggs (2011) students who use SSS represent a graduation rate of 40%, a statistic that policy
makers and educators believe are too low (p. 4).
Higher education is becoming more competitive and challenging across the United States.
Research by Choitz (2010) stated that now, more than ever community colleges are facing a
perfect storm meaning that enrollment is at an all-time high, lower state funding and higher
expectations for institutions to perform (p. 1). This is problematic to Choitz (2010) who
suggested that lower-skilled and low-income students are threatened to complete their
education, and lack the necessary resources to complete or further their education beyond their
associates degree (p. 6). Due to many institutions around the United States suffering from
budget cuts, many community colleges are restricted with the amount of resources, time and
attention that can be allocated to their students, especially lower-skilled students. This is a result
of community colleges being held accountable to produce numbers which makes disadvantaged
students forgotten as colleges make tough choices about whom to serve (Choitz, 2010, p.10).
It is important for the United States to continue its world advantage and continue
competing with other countries around the world. Providing education to its citizens is the most
essential service the country can do for its citizens. Research by Choitz (2010) stated that
economists have projected significant percentage of future careers as middle-skill jobs that

STUDENT SUPPORT SERVICES AND THE COMMUNITY

require more than a high school diploma but less than a four year degree are increasing, thus
increasing the amount of workers needed to fill these positions (p. 8). There exists the need to
better educate students thought available resources that will in turn produce skilled and
knowledgeable individuals who are ready to serve their community. In theory, more money
allocated to community colleges will result in better services to students; this is not entirely true,
for money is needed as well as specific programs that target specific student needs. Choitz
(2010) suggested that lower-skilled students will significantly benefit from emerging programs
that integrate basic course skills, and that increase funding for intensive programs designed
specifically for lower-skilled adult learners (p. 9). Creating additional programs that target
many of the problems that students face today will result in greater degree completion; will
generate more inter-mediate skilled workers, and further educated citizens who can continue to
contribute to all communities in the U.S.
Statistics show that obtaining a Higher Education degree results in the growth of wealth,
additional career opportunities and an overall better quality of life. It is no surprise that
individuals are increasingly enrolling and attending higher education to meet their goals,
however, students drive to obtain a higher education degree is often met with many barriers due
to students having additional commitments beyond the classroom. Walsh and Kankakee (2000)
stated that obtaining a college degree is a great accomplishment, but many students do not have
the resources and support needed to get through this challenging time in their lives (p. 4). SSS,
and specifically TRiO, which is a specific program within SSS, work closely with first
generation, students with disabilities, and limited-income students to offer them the resources
they need to discover what they want to achieve and assist them through their educational and
personal growth journey. Although most people do not see the efforts that TRiO and other SSS

STUDENT SUPPORT SERVICES AND THE COMMUNITY

professionals offer to students, TRiO/SSS is on the frontline to develop students; as a result of

participating in TRiO/SSS, students integrate well into higher education and achieve great
successes.
SSS make a great difference in students lives. Research by Boughan (1996) suggested
that there are more students that participate and take advantage of the resources that SSS offers
than others typically believe (p. 3). According to Boughan (1996) the numbers of students
who utilize SSS may be as high as one-third of all entering students to a college or university,
this is much higher than some believe (p. 4). The numbers of students who take part of SSS do
so because of their accessibility and their presence on campus offered to a diverse student
population. Many of the students who qualify and take part of SSS are students who are
disadvantaged and whom tend to perform less fluently than their peers who come from
privileged backgrounds. According to Boughan (1996), a student who is considered lowincome comes from a combined family income of $40,000 or less, having a disability or be a
first generation student for the 1996 year that this study was conducted (p. 4). When compared
to non-eligible SSS students, findings by Boughan (1996) suggested that SSS student perform at
the same level, if not more competitively and graduate at the same rate than students who are not
eligible for SSS services (p. 5).
Bettinger, Boatman and Long (2013) explored graduation rates in higher education across
the United States and found that less than 60% of students in traditional 4-year institutions
graduate within 6 years, and the rate is even worse for older adults and/ or students with
disadvantaged backgrounds (p. 60). Additionally, Bettinger, Boatman and Long (2013)
discovered that many higher education students are ill-prepared to handle the rigorous work of
higher education (p. 93), thus causing a greater need for resources. Instead of being quick to

STUDENT SUPPORT SERVICES AND THE COMMUNITY

place students in remedial courses, educators should further explore creating programs that
specifically address the resources that SSS need. Research by Bettinger, Boatman and Long
(2013) demonstrates the need to re-think how higher education makes away with students that
are perceived to be ill-prepared and to better gauge exactly how ill prepared students really are
(p. 93). This research serves to remind education that some students need resources, specifically
resources that equip students and prepares them for the rigorous world of academia.
The Impact of Student Support Service
A quality education in the United States is expensive and Policymakers in a handful of
states have recognized the significant challenges that lower-skilled and low-income students
face for assessing and succeeding in postsecondary education (Choitz, 2010, p.4). Many of the
students who attend community colleges are from underrepresented backgrounds and need
additional support outside of their course work; this includes financial support, support resources
for themselves and their families. Additional barriers for community college students suggested
by Choitz (2010) include being academically under-represented, underprepared for college level
work and often having little understanding of career and educational opportunities (p. 10). As a
result, according to Choitz (2010), many colleges and policymakers have adopted state funding
strategies to provide resources that help students address and overcome these challenges (p. 7).
Some states, such as Washington, Illinois, and California recognize student difficulties and are
actively pursuing and funding programs that will begin to assess these issues by creating and
implementing programs that directly serve low-income and underprivileged populations
(Choitz, 2010, p.8). Programs such as the ones proposed by Choitz (2010) will specifically
increase grants for students to afford textbooks, cost of tuition, and provide students with
additional counseling and tutoring services. These initiatives suggested by Choitz (2010) are

STUDENT SUPPORT SERVICES AND THE COMMUNITY

intended to meet students where they are at and help them overcome the difficulties that many
community college students face in order to earn a higher education degree.
Research by Choitz (2010) suggested that programs specifically aimed to aid students
academic goals are a success. For instance, the state of Washington has invested $11.5 million
per year in SSS specifically for low-income students (Choitz, 2010, p. 10). Additional
resources, according to Choitz (2010) have been allocated to colleges who receive $1,500 for
each student that qualifies for SSS; these funds are then used by institutions to provide singlepoint-contact, one-on-one tutoring, advising, emergency child care, and emergency
transportation care, among others (p. 10). Data presented by Choitz (2010) shows that students
who participate in SSS programs have completion rates of 81 percent compared to similar
students who are also Pell grant recipients who have completion rates of 54 percent (p. 10).
These statistics are significant for they show influence SSS has on similar students that perform
very differently due in part to SSS.
A more applied example of SSS at work is evident in a report by Austin Community
college (1995) in Texas which implemented a project aimed at providing support for 586
enrolled students who were single parents and displaced homemakers (p. 4). The program was
able to provide a variety of support services for students, and demonstrated good outcomes with
the specific resources allocated to students needs. According to Austin Community college
(1995), results show that students who took part of SSS programs earned above a 3.1 GPA and
concluded to have 89% retention rate (p. 4). By conducting this research, Austin Community
college (1995) was able to demonstrate that resources invested in students result in greater
academic achievements compared to students that do not receive such services. There is a clear

STUDENT SUPPORT SERVICES AND THE COMMUNITY

implementation and a clear result from these programs and the need for SSS programs needs to
be further supported in other community colleges across the U.S.
Higher Education and the community
Community Colleges serve the most diverse populations of students, this specially
includes Latino and Hispanic students who according to Brewer (1990) are soon projected to be
the majority across many cities in the U.S (p. 5). By collecting data from scholars and other
higher education practitioners, Brewer (1990) suggested that students benefit from institutions
commitment to minority students, while suggesting the need for greater commitment from the
entire community, beginning from grade school all the way through higher education (p. 14). In
order to provide the appropriate resources for minority students, higher education institutions
need to create and fund stronger student offices sensitive to the needs of minority student needs,
good staff and in general good assessment to measure progress (p. 12). The research provided
by Brewer (1990) is essential because it demonstrates the need of higher education to be
involved with the prospective students they will be assisting in the years to come and to follow
with their needs throughout their education while both serving as one entity.
The U.S strives to generate more educated populations, according to Barnett (2010);
President Obamas goal for 2020 is to have the highest proportion of college graduates in the
world (p. 1). In order to do so, Barnett (2010) suggested that high schools in the country need
to partner closer with higher education institutions in order to provide students with a full range
of post-secondary options (p. 2). One example of achieving this, proposed by Barnett (2010) is
to provide dual enrollment opportunities for students who are currently enrolled in high school
and to expose them to college campus, this will offer students a few credits worth of campus
experience and expose students to the rigors of higher education (p. 3). Traditionally, these

STUDENT SUPPORT SERVICES AND THE COMMUNITY

programs are specifically aimed for students in high school that hold at least a 3.0 GPA or
higher, however, Burnett (2010) stated that the population who should be given this opportunity
should not be those students who are already college bound and instead granted to students
whos participation may be life changing; first generation students (p. 3). This initiative of
high schools collaborating with community colleges will expose students to higher education
while providing disadvantaged students a college ready protocol which will prepare students for
success and away from college remedial courses which can lead to increased college dropout
rates. El Paso Community Colleges have already taken this initiative and data by Burnett (2010)
shows that El Paso incoming students are college-ready, score higher on colleges entrance
exams and placing into higher levels as a result of early SSS (p. 4).
It is not enough for institutions to advertise SSS programs when they are not
implemented well and they are not consistent across other institutions in the nation. By
interviewing administrators and faculty in community colleges of California, Barr (1993)
identified specific programs that California Community Colleges provide while suggesting
improvements for students to receive the kind of support they require in order succeeding (p. 4).
Barr (1993) suggested that SSS in community colleges are generally offered to students, but
student suffer from these programs when too few students receive the actual support they need
(p. 5). With the diversity and changing needs of student populations, especially in community
colleges, there is a need to better understand the current structure of services. In order to
maximize the services that are already available to student, institutions need to be ready to
change their structure, assess more effective strategies and fully fund restructured strategies.
This, according to Barr (1993) will further develop students and provide them with resources
that are both available and effective (p. 6).

STUDENT SUPPORT SERVICES AND THE COMMUNITY

10

It is essential to increase collaboration between community colleges and the community.

Houser (1991) suggested that Tribal colleges are attracting and educating Native Students
which are mostly nontraditional, female and of limited income (p. 1). Through collaboration
with the community, colleges are able to build an accepting campus climate where support and
resources are readily available and part of the culture in these colleges. According to Houser
(1991), by having a college that is easy accessible to their isolated homes, student are able to
commute and stay close to their families which offer the primary source of support (p. 7). As a
result, students feel comfortable attaining Tribal college institutions, this is because the
community is not separated from their education and instead welcomes the community to take
part in many of the extra-curricular activities (Houser, 1991, p. 6). Houser (1991) suggested
that Tribal colleges are able to produce high numbers of graduates whom are rapidly employed
in their community and many of which go on to further their education (p. 6). Research
provided by Houser (1991) demonstrates the need for communities to be involved in community
colleges where resources are allocated to students and their families for the success of students as
well as the community where community colleges serve.
Recommendations and Applications
Strategic plans and further acknowledgement of the impact SSS programs have on a
significant portion of higher education students is essential to better prepare all students,
specially underprepared, and first generation students. Despite decreases in resources allocated
to intuitions that may seem like a bad time to advocate for social change, Choitz (2010)
suggested that this time of crisis is actually not bad to request change (p. 8). Often times,
drastic change and great reform is a result of drastic times and desperate needs. It is time to reconsider where peoples money is allocated, we as citizens need to understand our values and the

STUDENT SUPPORT SERVICES AND THE COMMUNITY

11

importance of investing in education for the wellbeing of current and future students who will
one day lead us. Creating effective SSS programs is not new, according to Choitz (2010) states
such as Washington, and Illinois have already began establishing taskforces to rethink state and
higher education funding to meet the needs of students and regain economic and social
strengthening of this nation (p. 8).
There needs to be an increase development in the way education teaches students starting
in elementary school and begins implementing SSS to students before they enter higher
education. According to the Denver Post (Torres, 2013), Denver Public School (DPS) has
begun collaborative efforts with local community colleges to enroll students in college level
courses and/or remedial courses, this will aid students integration into higher education early
on. Collaborative efforts like these make sense because they are preparing student early on to
tackle and become accustomed to higher education very early on instead of sending their DPS
graduates to college and then watching them fail. Torres (2013) suggested that this initiative
between DPS and community colleges is offering students resources at no cost to them, the cost
is expected to be about $51,000 for summer courses for the expected 150 students who are
waiting to take advantage of this program. The program of sending DPS students to community
colleges has already received great approval and praise by admission presidents such as Kevin
MacLennas, director of admissions at the University of Colorado Boulder, who was quoted in
the Denver Post (2013) stating that programs such as these are making a big difference in
boosting graduation rates (Torres, 2013).
Community colleges and the communities they serve should not be two individual
entities; instead they should both act to complement each other. Research by Houser (1991)
looked at Tribal colleges approach to building an increased educated community by connecting

STUDENT SUPPORT SERVICES AND THE COMMUNITY

12

community members who are often their students and family members. The model presented by
Houser(1991) suggest that when community colleges work closer with the community they are
creating a welcoming community where students feel supported to overcome academic and
social factors that lead to graduation and are encouraged to further their education or are well
prepared to enter the professional world (p. 8). Models such as these should not be limited to
Tribal colleges and instead should be implemented to local community colleges across the U.S
by listening to students needs, providing resources that students want and for institutions being
involved in the community not only having local communities involved with institutions.
Providing students with additional resources beyond the classroom are not only a U.S
initiative because other countries are actively taking the initiative to support their students
despite of national economic hardships. For example, according to Schaferbarthold (1999)
German universities aim to provide services to their higher education students through the
German Association for Student Affairs, or as they call it; Studentenwerke (p. 34). These
services aid students with meals and other accommodations to succeed. Some of the limitations
German universities face when providing these resources to students are monetary limitations.
Despite of budget cuts and limited finding, Germany is able to adapt to tighter budgets by
finding funds elsewhere, enhancing their staff performance all in an effort to provide equal
opportunity for all. Not only does the US face monetary limitation, but as do other countries,
providing a more generalizable example that these services work beyond the American Student
and beyond budget limitations. I suggest that providing resources to students of all types,
including food, monetary funds and quality resources is a concept that exists far beyond the U.S
despite of economic hardships. Other countries continue to adopt SSS programs are their statics
are proving to be beneficial for students, their citizens and the well-being of Nations overall.

STUDENT SUPPORT SERVICES AND THE COMMUNITY

13

Conclusion
All in all, there are a multitude of students who need and want Student Support Services
to succeed in higher education, specifically at community colleges. The high diversity within
community colleges is partially a result of these institutions affordability, accessibility and
ability to provide students with the specific skills needed for career mobility. However, due to
budget cuts and lack of attention by policymakers and educators there is less support, less
assessment and less resources allocated to SSS programs. SSS programs are necessary and
essential to better prepare students and are constantly proving their worth by increasing the
livelihood of students who attend community colleges. Students benefit from SSS programs
because they connect students with resources that will motivate and encourage students to
graduate and pursue additional education. There needs to be more assessment on this topic,
resources need to be further allocated to SSS and institutions need to be willing to change and
implement more effective programs. The recommendations I provided are essential to furthering
SSS because they will increase graduation rates and progress the communities that these
institutions serve.

STUDENT SUPPORT SERVICES AND THE COMMUNITY

14

References
Austin Community Coll., T. (1995). Building College and Community Services for Single
Parents and Displaced Homemakers. PY95 Final Detailed Report.
Barnett, E., Hughes, K., & Columbia University, C. C. (2010). Issue Brief: Community College
and High School Partnerships. Community College Research Center, Columbia
University.
Barr, R., Community Coll. League of California, S. P., & And, O. (1993). Straightening the
Pipeline: Helping Students Move More Efficiently and Effectively through the California
Community Colleges.
Bettinger, E. P., Boatman, A., & Long, B. T. (2013). Student Supports: Developmental
Education and Other Academic Programs. Future of Children, 23(1), 93-115.
Brewer, C., Washington State Board for Community Coll. Education, O., & Washington Center
for Improving the Quality of Undergraduate, E. (1990). Minority Student Success in
College: What Works. Minority Student Success Project.
Boggs, G. R. (2011). The American Community College: From Access to Success. About
Campus, 16(2), 2-10.
Boughan, K., & Prince George's Community Coll., L. A. (1996). The Academic Impact of
Student Support Services Program Participation in Fiscal Year 1996. Program
Evaluation.
Choitz, V., & Center for Law and Social, P. (2010). Getting What We Pay for: State Community
College Funding Strategies that Benefit Low-Income, Lower-Skilled Students. Center
For Law And Social Policy, Inc. (CLASP).

STUDENT SUPPORT SERVICES AND THE COMMUNITY

15

Houser, S. (1991). Underfunded Miracles: Tribal Colleges.

Schaferbarthold, D. (1999). The Place of Student Services in German Universities. New
Directions for Student Services, (86), 33-38.
Torres, Z (2013, June10). New Denver Public Schools remedial classes aimed at college success.
The Denver Post. Retrieved from http://www.denverpost.com/ci_23425193/new-denverpublic-schools-remedial-classes-aimed-at
Walsh, J., & Kankakee Community Coll., I. (2000). Unique and Effective Practices for TRIO
Student Support Services Programs.