Undermatching

Last updated
Undermatching is a phenomenon in which well-qualified low-income school-leavers do not apply to colleges they are academically qualified for, such as elite competitive colleges or state flagship universities, like Rutgers University in New Jersey; instead, they apply to less challenging schools or do not attend college at all. UU Rutgers University stairs and pathway with trees and buildings College Avenue campus.JPG
Undermatching is a phenomenon in which well-qualified low-income school-leavers do not apply to colleges they are academically qualified for, such as elite competitive colleges or state flagship universities, like Rutgers University in New Jersey; instead, they apply to less challenging schools or do not attend college at all.
Many low-income high-caliber school-leavers do not realize about the extent of financial aid opportunities there are in higher education, and many do not complete the Free Application for Federal Student Aid or FAFSA form. FAFSA screenshot using camera.jpg
Many low-income high-caliber school-leavers do not realize about the extent of financial aid opportunities there are in higher education, and many do not complete the Free Application for Federal Student Aid or FAFSA form.

Undermatching is a phenomenon in American higher education in which well-qualified school-leavers, often from less affluent households, are not matched with competitive colleges. [1] [2] Undermatched students attend less-demanding colleges such as two-year colleges or don't attend college at all. [3] [4]

Undermatching is considered as a serious issue in higher education, and it is getting increased attention from education researchers and policymakers. Undermatching can affect long-term economic inequality and social mobility, [5] and it can negatively affect college graduation rates. According to one view, minority and less-affluent students have substantially lower graduation rates and take longer on average to get degrees when they do stay in school. [6] Low college graduation rates are a problem in the United States; one estimate is that fewer than 60% of high school graduates manage to earn a bachelor's degree, which is one of the worst completion rates of developed nations. [4] The problem of undermatched students has attracted the attention of the executive branch. [7] Proposals to reduce undermatching include making it easier to transfer between colleges, making financial aid policies more transparent, and helping students identify colleges that will challenge them academically, [6] possibly by sending high-achieving low-income seniors an information packet about college choices. [8] According to a report by NBC News in 2014, some elite colleges such as Williams strive actively to bring bright low-income students by supporting them financially but these colleges can find themselves pressed to make up the shortfall by seeking out more full-paying students; as a result, students at such colleges tend to be mostly affluent with some low-income students but few from the middle class, which reporter Nona Willis-Aronowitz described as a "middle class squeeze". [2]

While estimates vary, the numbers of undermatched students in the United States are considerable. [9] One estimate is that only a third of high-achieving students from the bottom quartile of income distribution attended any of the 238 "most selective" colleges. [5] Another estimate is that 28% of college students are undermatched and could have attended a more rigorous institution, while 25% may be overmatched or "over their heads". [10] An overall estimate is that each year there are 400,000 low-income well-qualified high school graduates who do not enroll in college, and that there are an additional 200,000 who are in college but undermatched. [11] Many undermatched students are African-American or Latinos, and generally come from poor or less affluent backgrounds. [3] Researchers studying undermatching have noticed that undermatched students are more likely to report fewer self-perceived gains from their education, and have less educational satisfaction on average, although they had more frequent meetings with faculty and were more likely to participate in collaborative learning projects, according to one study. [1] They are less likely on average to graduate from college. [12]

Undermatching is generally not believed to be caused by discriminatory policies by college admissions offices but rather by a lack of applications by well-qualified students. [5] Simply put, high-qualified low-income students do not apply to colleges they are qualified for. [5] Lack of information about choices and scholarships may be a factor, [8] [10] [13] as well as basic financial constraints. [10] This includes misperceptions about costs; many undermatched applicants are deterred by the artificially high sticker prices by elite colleges without realizing there are numerous opportunities for financial aid. [13]

See also

Related Research Articles

Social mobility Mobility to move social classes

Social mobility is the movement of individuals, families, households, or other categories of people within or between social strata in a society. It is a change in social status relative to one's current social location within a given society. This movement occurs between layers or tiers in an open system of social stratification. Open stratification systems are those in which at least some value is given to achieved status characteristics in a society. The movement can be in a downward or upward direction. Markers for social mobility, such as education and class, are used to predict, discuss, and learn more about an individual or a group's mobility in society.

Upward Bound

Upward Bound is a federally funded educational program within the United States. The program is one of a cluster of programs now referred to as TRiO, all of which owe their existence to the federal Economic Opportunity Act of 1964 and the Higher Education Act of 1965. Upward Bound programs are implemented and monitored by the United States Department of Education. The goal of Upward Bound is to provide certain categories of high school students better opportunities for attending college. The categories of greatest concern are those with low income, those with parents who did not attend college, and those living in rural areas. The program works through individual grants, each of which covers a restricted geographic area and provides services to approximately 59,000 students annually. The program focuses on academic and nonacademic resources and activities like visits to museums or tutoring for school work. Students are encouraged to be involved in Upward Bound for the entire academic year and a 6-week long summer program. Many students who are also granted access into the Upward Bound program are labeled as first generation college students, who are students that are the first in their family to attend college. This program is set in place for students who come from low income families as well as underrepresented schools and gives them an opportunity to excel in college.

Early decision (ED) or early acceptance is a common policy used in college admissions in the United States for admitting freshmen to undergraduate programs. It is used to indicate to the university or college that the candidate considers that institution to be his or her top choice.

University admission or college admission is the process through which students enter tertiary education at universities and colleges. Systems vary widely from country to country, and sometimes from institution to institution.

Early action (EA) is a type of early admission process offered by some institutions for admission to colleges and universities in the United States. Unlike the regular admissions process, EA usually requires students to submit an application by mid-October or early November of their senior year of high school instead of January 1. Students are notified of the school's decision by early January instead of mid-March or May 1.

College admissions in the United States refers to the process of applying for entrance to institutions of higher education for undergraduate study at one of the nation's colleges or universities. For those who intend to attend college immediately after high school, the college search usually begins in the eleventh grade with most activity taking place during the twelfth grade, although students at top high schools often begin the process during their tenth grade or earlier. In addition, there are considerable numbers of students who transfer from one college to another, as well as adults older than high school age who apply to college.

Educational attainment in the United States

The educational attainment of the U.S. population refers to the highest level of education completed. The educational attainment of the U.S. population is similar to that of many other industrialized countries with the vast majority of the population having completed secondary education and a rising number of college graduates that outnumber high school dropouts. As a whole, the population of the United States is spending more years in formal educational programs. As with income, levels differ by race, age, household configuration, and geography.

Lower Dauphin High School Public high school

Lower Dauphin High School is a midsized, suburban, public high school located in Hummelstown, Pennsylvania. It is part of the Lower Dauphin School District, serving Hummelstown, East Hanover, South Hanover, Londonderry Township, and Conewago Township. In 2013, enrollment was reported as 1,176 pupils in 9th through 12th grades, with 13% of pupils eligible for a free lunch due to the family meeting the federal poverty level. Additionally, 15% of pupils received special education services, while 5.9% of pupils were identified as gifted. The school employed 69 teachers. Per the PA Department of Education 100% of the teachers were rated "Highly Qualified" under the federal No Child Left Behind Act. The school is not a federally designated Title I school.

Sutton Trust

The Sutton Trust is an educational charity in the United Kingdom which aims to improve social mobility and address educational disadvantage. The charity was set up by educational philanthropist Sir Peter Lampl in 1997 and since then has undertaken over 150 research studies and funded a wide range of practical programmes to support young people in early years, primary and secondary school, and in accessing higher education and the professions. The charity's Chief Executive is James Turner, formerly of the Education Endowment Foundation.

Educational inequality Unequal distribution of academic resources

Educational inequality is the unequal distribution of academic resources, including but not limited to; school funding, qualified and experienced teachers, books, and technologies to socially excluded communities. These communities tend to be historically disadvantaged and oppressed. More times than not, individuals belonging to these marginalized groups are also denied access to the schools with abundant resources. Inequality leads to major differences in the educational success or efficiency of these individuals and ultimately suppresses social and economic mobility. See Statistic sections for more information.

Decreasing graduation completion rates in the United States

The graduation completion rate is the measure reflecting the number of students who complete their graduation and receive a degree from an educational institution. The drop-out rate is the measure reflecting the number of students who disengage with the educational institutions they are enrolled in. Those measures are calculated by the National Center for Education Statistics (NCES), the primary federal U.S. entity for collecting and analyzing data related to education.

The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. It manifests itself in a variety of ways: African-American and Hispanic students are more likely to receive lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while whites score lower than Asian Americans.

Muhlenberg High School Public school in Laureldale, Pennsylvania, United States

Muhlenberg High School is a midsized, public high school in Laureldale, Berks County, Pennsylvania. In 2013, Muhlenberg High School's enrollment was 868 pupils (10-12th), with 41% eligible for a federal free or reduced-price lunch due to the family poverty. Additionally, 16% of pupils received special education services, while 3.5% were identified as gifted. According to a report by the Pennsylvania Department of Education, 100% of its teacher were rated "Highly Qualified" under the federal No Child Left Behind Act. Muhlenberg High School is the only high school in the Muhlenberg School District.

Waynesboro Area Senior High School Public school in Waynesboro, Franklin County, Pennsylvania, United States

The Waynesboro Area Senior High School is a midsized, suburban public high school located in Franklin County, Pennsylvania. It is the sole high school operated by the Waynesboro Area School District. It serves the boroughs of Waynesboro and Mont Alto, as well as all of Washington Township and Quincy Township, and a portion of Guilford Township. In 2013, enrollment was reported as 1,272 pupils in 9th through 12th grades, with 24% of pupils eligible for a free lunch due to family poverty. Additionally, 9% of pupils received special education services, while 1% of pupils were identified as gifted. Waynesboro Area Senior High School employed 87 teachers. Per the PA Department of Education 1% of the teachers were rated "Non‐Highly Qualified" under the federal No Child Left Behind Act.

Mount Carmel Area High School Public school in Mount Carmel, Northumberland County, Columbia County, Pennsylvania, United States

Mount Carmel Area High School is located at 600 West 5th Street, Mount Carmel, Northumberland County, Pennsylvania. In 2016, enrollment declined to 420 pupils in 9th through 12th grades, with 55% of pupils eligible for a free lunch due to the family meeting the federal poverty level. The poverty level is to increase in years to come. Additionally, 12.6% of pupils received special education services, while none of the pupils were identified as gifted. The school employed 39 teachers. Per the Pennsylvania Department of Education, 100% of the teachers were rated "Highly Qualified" under the federal No Child Left Behind Act. It is the sole high school operated by the Mount Carmel Area School District.

Williamsport Area High School Public school in Williamsport, Lycoming, Pennsylvania, United States

Williamsport Area HIgh School is a large, urban, public high school located in Williamsport, Lycoming County, Pennsylvania. The School is located at 2990 West 4th Street, Williamsport. In 2015, enrollment was reported as 1,475 pupils in 9th through 12th grades, with 51% of pupils eligible for a free lunch due to family poverty. Additionally, 17% of pupils received special education services, while less than 1% of pupils were identified as gifted. The school employed teachers. Per the PA Department of Education,97 % of the teachers were rated "Highly Qualified" under the federal No Child Left Behind Act. Williamsport Area High School is a federal Title I school. It is the sole high school operated by the Williamsport Area School District.

Shenandoah Valley Junior Senior High School Public school in Shenandoah, Schuylkill County, Pennsylvania, United States

Shenandoah Valley Junior Senior High School is a small suburban, public junior senior high school located at 805 West Centre Street, Shenandoah In Schuylkill County, Pennsylvania. In 2015, enrollment was reported as 443 pupils in 7th through 12th grades, with 59% of pupils eligible for a free lunch due to the family meeting the federal poverty level. Additionally, 20% of pupils received special education services, while 4.5% of pupils were identified as gifted. The school employed 38 teachers according to US News and World Report's annual hIgh school ranking report. Per the Pennsylvania Department of Education, 12% of the teachers were rated "Non‐Highly Qualified" under the federal No Child Left Behind Act. This is the sole junior high or senior high school operated by the Shenandoah Valley School District.

Educational inequality has existed in the Southeast Michigan area of the United States since the birth of institutional, urban schooling in the US. Inequality between lower and higher class districts have perpetuated divisions in educational opportunities and outcomes between Michigan communities, especially areas in and around Detroit, the state's largest city. According to a report by the Kerner Commission from 1967, "spending per pupil in Detroit suburbs was 27% greater than in the city and that spending since World War II had risen more in the suburbs than in the city. ." More recently, the economic decline of Detroit culminating in the 2013 Detroit bankruptcy has aggravated the educational tensions.

Higher education in the United States is an optional stage of formal learning following secondary education. Higher education, also referred to as post-secondary education, third-stage, third-level, or tertiary education occurs most commonly at one of the 4,360 Title IV degree-granting institutions, either colleges or universities in the country. These may be public universities, private universities, liberal arts colleges, community colleges, or for-profit colleges. US higher education is loosely regulated by several third-party organizations.

References

  1. 1 2 AERA 2014 Annual Meeting, April 4, 2014, Kevin John Fosnacht, Indiana University, Bloomington, Selectivity and the College Experience: How Undermatching Shapes the College Experience Among High-Achieving Students, Retrieved Aug. 30, 2014, "...attending less selective institutions was associated with a less academic challenging academic environment, fewer self-perceived gains, and lower levels of college satisfaction during the first college year..."
  2. 1 2 NONA WILLIS ARONOWITZ, October 3rd 2014, NBC News, Middle-Class Squeeze: Is an Elite Education Worth $170,000 in Debt?, Retrieved Oct. 3, 2014, "...recruiting high-achieving, low-income kids to apply ... 18 percent of Williams students now pay no tuition ... To offset the cost, these schools often aggressively recruit students whose families can pay the full cost...."
  3. 1 2 William G. Bowen, Matthew M. Chingos, and Michael S. McPherson, September 8, 2009, Chronicle of Higher Education, Helping Students Finish the 4-Year Run, Retrieved Aug. 30, 2014, "...A surprisingly large number of students—especially those from poor families and those who are African-American or Hispanic—"undermatch."..."
  4. 1 2 Justin Pope, Associated Press, Sept. 8, 2009, San Jose Mercury News, Research: Students don't aim high enough for college, Retrieved Aug. 30, 2014, "...Students aren't aiming high enough, settling for less selective schools they imagine will be easier..."
  5. 1 2 3 4 DAVID LEONHARDT, March 16, 2013, The New York Times, Better Colleges Failing to Lure Talented Poor, Retrieved Aug. 30, 2014, "...Most low-income students who have top test scores and grades do not even apply to the nation’s best colleges...."
  6. 1 2 9/10/2009, Mary Beth Markein, USA TODAY, Q&A: Minority, low-income students need to aim higher, Retrieved Aug. 30, 2014, "...minorities and students from poor or less educated families have markedly lower graduation rates and take longer to earn degrees than their more privileged peers.."
  7. ↑ Angel B. Pérez, July 21, 2014, Chronicle of Higher Education, The 'Best and Brightest' Aren’t Always Obvious, Retrieved Aug. 30, 2014, "...the White House is paying a lot more attention to the work of higher education ... to solve the problem of 'undermatching,'..."
  8. 1 2 Beckie Supiano, March 29, 2013, Chronicle of Higher Education, A Low-Cost Way to Expand the Horizons of High-Achieving, Low-Income Students, Retrieved Aug. 30, 2014, "...phenomenon of "undermatching," in which high-achieving, low-income students rarely enroll in or even apply to the selective colleges...
  9. ↑ January 5, 2009, David Glenn, Chronicle of Higher Education, Economist Describes a Missing Pool of Low-Income College Applicants, Retrieved Aug. 30, 2014, ".. thousands of high-achieving students from low income families do not apply to selective colleges that would almost certainly accept them...."
  10. 1 2 3 Casey McDermott, August 13, 2013, Chronicle of Higher Education, Researchers Explore Factors Behind Mismatched College Choices, Retrieved Aug. 30, 2014, "..About 28 percent of students in the sample who started at a four-year college probably could have gone to a better institution..."
  11. ↑ Carina Woudenberg (the San Mateo County Times), October 23, 2011, San Jose Mercury News, Young entrepreneur helps kids 'Strive for College', Retrieved Aug. 30, 2014, "...another 200,000 "undermatched" by attending schools with lower graduation rates ...."
  12. ↑ April 4, 2014 by Beckie Supiano, Chronicle of Higher Education, How ‘Undermatching’ Shapes Students’ College Experience, Retrieved Aug. 30, 2014, "...undermatched students reported a less-challenging academic environment, lower satisfaction, and fewer gains...more interactions with professors and higher engagement in active and collaborative learning styles....
  13. 1 2 September 23, 2009, updated April 4, 2012, Debra Viadero, Ed Week, Student-to-College 'Mismatch' Seen as Graduation-Rate Issue, Retrieved Aug. 30, 2014, "...barrier for lower-income families may have been the “sticker prices” for the elite schools..."
This page is based on this Wikipedia article
Text is available under the CC BY-SA 4.0 license; additional terms may apply.
Images, videos and audio are available under their respective licenses.