2022 NYSACAC Legislative Agenda

2022 New York State Legislative Agenda

Table of Contents:

Framing the Issues (Overview)……………………………………………………………………………3 Overview of Issues within Post-secondary Attainment and how to bring attention to these areas

Main Focus………………………………………………………………………………………………………4 - 5 Points to focus on with information directly related to our overview and areas to focus on at the floor.

Additional Points of Advocacy……………………………………………………………………………6 With additional time, presented are additional points that are a concern and can provide additional areas in where we can advocate to shape future movements related to our main overview.

A note from NYSACAC’s Government Relations Committee…………………………7 Brief from NYSACAC’s Government Relations Committee Co-Chairs

Framing the Issues: Supporting Pathways to Postsecondary Persistence For those students who have been traditionally underrepresented in the postsecondary education arena (certificate programs, associate degrees, and baccalaureate and graduate programs) greater intentionality and planning are required. Postsecondary pathways is not a one-size-fits-all concept or practice. Cultural, financial, academic, and personal barriers must be addressed in a focused, coordinated, and supported manner. To be successful, each “student traveler” - with the aid of advisors and the myriad tools available - must chart his or her own course. To do so, policies and practices must be flexible. They must recognize that for many students and their families, the financial, safety, and healthy “margins” within which these individuals live are often narrow and inflexible. There is a need to optimize efficiency and minimize waste. Thus, the imperative need for personal advisors who serve as both coaches and advocates. The active presence of these advisors will allow each student to optimize their utilization of the myriad tools and resources available to them. Legislation that will provide financial and programmatic support for students aspiring to be productive members of the 21st century economy is very important and so is the human capital needed to guide them.

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The State’s economic future will depend on a workforce prepared to meet 21 st century opportunities. As cited in the Governor’s 2022 State of the State document, it is estimated that 70% of all new jobs in the U.S. will require a postsecondary credential. More specifically, an associate’s degree or higher will be required for approximately 3.5 million New York State jobs.

At present, 49% of New York State residents (ages 25-64) hold a two- or four-year degree. Within this context, only 36% of Black and 29% of Latinx citizens have earned degrees.

While the major urban regions of the State have higher than average adult populations with at least an associate’s degree, more rural Regional Economic Development Centers (i.e., Central NY, Southern Tier, Mohawk Valley, and North Country) fall below the current 49% mark.

Community colleges, a potential portal to higher education for many students – particularly firstgeneration students and those from low socio-economic situations – suffer from low completion rates. (3-year completion rate = 26% - 2018).

Next Steps 1. Support the Governor’s recommendation that New York joins 46 other states by adopting a statewide postsecondary completion goal. To meet the State’s future workforce needs, the goal should be: 67% of 25 - 64 year-old residents holding a postsecondary degree or industryrecognized certificate by the year 2030.

2. Along with providing the budgetary support – financial aid and operating – resources should be provided to fund coordinated pathways efforts that will optimize available resources – secondary school counselors, CBO access programs, community colleges, and four-year colleges – to increase student engagement and support student success. This includes efforts to complete the FAFSA form in a timely fashion and reapply in subsequent years.

3. To support the establishment of coordinated postsecondary pathways, encourage districts to prioritize using their Title IV grant dollars to support college and career counseling.

4. Encourage public-private partnerships by funding HEOP opportunities for students who commit to a 2+2 postsecondary pathways program that begins at a local community college and is completed at a NYS independent college that commits to the student by the end of the first CC semester, at the latest.

5. Increase funding for all opportunities programs, including HEOP, EOP, SEEK/CD, STEP/ CSTEP, and Liberty Partnership Program.

Main Focus College Students’ Experiencing Basic Needs Insecurity Problem Current policies and programming do not properly address college students’ basic needs including food, housing and technology needs as we continue through the COVID-19 pandemic.

Students’ basic needs include access to nutritious and sufficient food; safe, secure, and adequate housing; affordable technology.

Context Nationally, surveys report nearly 3 in 5 students experienced basic needs insecurity due to the pandemic. ● Recent reports indicate that 39% of college students face food insecurity. ○ According to a recent report regarding food insecurities among students as a continuation through the pandemic, 38% of college students reported experiencing food insecurities in 2021, compared to 32% in 2020 and 19% in 2019. 36% of students have been reported to have dropped out of college due the inability to afford food, up 2% year over year.. Another third indicated food insecurity has “impacted their ability to study”. ○ In 2018, surveys reported that 48% of CUNY students struggled with food insecurity. At SUNY community colleges, 45% of students reported they were unable to focus in class because they were hungry. Those numbers are even higher amid the pandemic, which has disproportionately impacted low-income college students. ○ Surveys found that pre COVID-19 only 20% of food-insecure college students received SNAP benefits. ○ Congress temporarily passed the Consolidated Appropriations Act, 2021, which temporarily expands SNAP eligibility for students of higher education. This needs to be a permanent adjustment for eligibility. To be eligible under the expanded rules, a student must be: ■ Enrolled at an institution of higher education at least half-time as defined by the institution, AND ■ Eligible for a state or federal work study program, even if not enrolled, OR ■ Have an Expected Family Contribution (EFC) of $0 on their Free Application for Federal Student Aid (FAFSA) for the current academic year. ●

Housing Insecurity and homelessness among college students has risen even higher during COVID-19 ○ Surveys indicate that college students were experiencing housing insecurities directly related to the pandemic with 52% of students at two-year institutions (up from 46% in 2020) were housing insecure compared to 43% at four-year institutions (up from 35%). ○ Reports show that the rate of homelessness was 14% in 2021 from students at both twoyear and four-year institutions. ○ A 2019 survey indicates that CUNY undergraduates found that 14% of students had been homeless over the previous year, 18% of community college students, while 55% said they experienced housing insecurity.

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National Center for Education Statistics (NCES) highlights patterns of inequity in access to educational technology by socioeconomic status, both before and during the coronavirus pandemic. Although the majority of schools and institutions have returned to in person classes in 2021 the need for equitable access to internet and technology services is imperative for postsecondary attainment with continued and rising cases that require quarantine and completing school work remotely. ○ In 2020 a survey reported that many students struggled to pivot to online learning from needing to secure technology and internet service, citing that the stalling of governmental aid was too late and impacted their performance significantly. ○ Reports indicate nearly 40% of students reported experiencing internet or computeraccess issues. With 13%-14% of students suffering from academic challenges because they did not have sufficient internet access. ○ 8% of urban residents, nationally, lack access to broadband service speeds that meet industry standards; by contrast 53% of individuals who live in rural areas are limited by

these same constructions. 43% of these individuals who do not have sufficient access to broadband service cite price as the highest contributing factor. Resulting in an equity gap for postsecondary attainment and retention.

Next Steps New York State can continue to address these issues by investing further in services for basic needsinsecure college students by supporting the proposed bills outlined below.

Senate Bill S1151 - Relates to establishing the “Hunger-Free Campus Act”; appropriation. This legislation creates the hunger-free campus act, aimed at addressing food insecurity on public college campuses. Currently in the Senate Finance Committee (still in committee - no change over 2021).

2. Senate Bill S1863 - Relates to fees associated with agreements between municipalities and fiber optic utility companies. Currently in the Senate Transportation Committee. All students should have reasonable access to the internet as part of their education. (still there) 3. Senate Bill S844/A302/S4461 - Relates to requiring at least a ratio of one clinical, non-student mental health staff member per one thousand students on all SUNY and CUNY campuses.

Currently in the Senate Higher Education Committee. (still there) 1.

Student Financial Aid Problem Student debt is crushing graduates and current students, which cripples their ability to invest in NYS. The average U.S. household with student debt owes about $57,520, as of 2020. 2021 census data indicates that 43 million Americans have student loan debt – 1 in 8 Americans. No public or private four year institution in NY State has tuition below $5,665 which results in both students and colleges & universities scrounging to make up the difference, since this cannot be covered by State aid alone.

Context ● The maximum Federal Pell Grant award is $6,346 for the 2020-21 award year. ● NYS budget is providing a $500 increase in maximum TAP award for the 2021-2022 academic year. This means TAP has increased from a maximum award of $5,165 to $5,665. ● Students are still struggling to pay the cost of attendance and the cost needed to be a student (i.e. textbooks). ● The erosion of state support and the creation of growing funding gaps is translating into an erosion of student services and quality of education. ● State aid is unavailable to students during summer and winter months, prohibiting students from earning credits during those times.

Next Steps 1. The State should expand access to higher education grant funds by increasing the dollar value of State grant aid and expand its use beyond tuition; for example, to cover room and board, which many New York City students struggle to afford.

2. Consider the effects of the pandemic and how we can better support our students to graduate and reinvest in NYS economy by creating more opportunities for loan forgiveness like S7916.

3. S7916: Increases the minimum tuition assistance award from $500 to $1,000 and increases the tuition assistance program income threshold from $80,000 to $100,000.

4. A2323: Establishes the commission on postsecondary correctional education to examine, evaluate, and make recommendations concerning the availability, effectiveness and need for expansion of post-secondary education in the NYS prison system 5. S1385: Relates to reestablishing part-time tuition assistance program

Additional points of Advocacy For Profit Colleges Problem The challenge of student debt is disproportionately high at for-profit colleges.

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4% of college students in New York State attend a for-profit college, but over 40% of New Yorkers in default on their loans attended a for-profit school Over a third (39%) of for-profit schools in New York leave students with less earning power than a typical high school degree-holder. Nearly half (47%) percent of students who start at New York for-profit colleges default on their loans; 3 black students default for every 4 for-profit starts.

In 2022, students that attended for-profit institutions defaulted on their loans at the highest rate of 14.7%, compared to public non-profit of 9.3% and private non-profit of 6.7%.

Bills to consider to support the overall mission: a. A3321- Prohibits awarding TAP grants to those enrolled at non-profits universities b. A3295- Requires for-profit higher education institutions to spend no less than fifty percent of such institution's annual revenues on expenditures in the areas of student instruction, academic support and advising, or career service c. A1344 - promote professional staff development/increase, which will better support student development d. A2663 - Adoption of Statewide innovative pricing techniques and payment options for textbooks, supplemental materials, and other course materials. e. A6669 - removal of scholastic aptitude test and ACT assessment in the admissions process for 2024-2025 academic year and requires SUNY and CUNY to create a new standardized test by 2025-2026. f. S167 - Freezes tuition and creates a task force looking to create a report on the affordability of these public institutions g. S5047 - creation of appeals process for students who are denied the state resident tuition rate at any public university or college. h. S4461- finally establish a NEW Deal for CUNY; Enacts The New Deal for CUNY; increases the ratio of faculty and mental health counselors to full-time students; requires that certain amounts of tuition be replaced by federal, state, and city funds

A note from NYACAC’s Government Relations Committee

Thank you for being a part of our Legislative Advocacy Day, and sharing your time with us. If you would like to further the conversation or have any follow up questions, please feel free to reach out to us. We welcome the conversation and appreciate all the hard work you do!

**Please note, none of this could have been accomplish without the hard work, dedication, and support of NYSACAC's Government Relations Committee members.

Alex El Helou, SUNY Maritime College Nicole Ramos, Global Learning Collaborative High School Co-Chairs, Government Relations Committee government.relations@nysacac.org