all chicago final 6

STUDENT
EMERGENCY FUND
A Needs Assessment
Lara Brooks & Shira Hassan | March 2015

Lydia Stazen Michael, Vice President of Development and Communications
lstazenmichael@allchicago.org | 312-379-0301 ext. 11
STUDENT EMERGENCY FUND
I. Preface ...................................................................................... 2
II. Project Goals ............................................................................... 4
III. Literature Review ......................................................................... 5
IV. Chicago Emergency Funds ............................................................. 6
V. Methodology .............................................................................. 7
Student Demographics ........................................................ 9
VI. Student Findings ......................................................................... 13
VII. Educator & Administrator Findings ..................................................15
Key Informant Findings ........................................................ 15
Survey Findings ................................................................... 16
VIII. Side-by-Side: Educator & Student Views ........................................... 19
IX. Program Implementation & Next Steps ............................................. 20
X. Conclusion .................................................................................. 21
References ................................................................................... 22
CONTENTS
All Chicago brings together the best in prevention, systems planning and education to achieve one goal -
to make homelessness history in Chicago. On any given night, over 6,500 Chicagoans - men, women and
children - do not have a place to call home. All Chicago believes that these are our neighbors, this is our
community and together we can ensure that everyone has a place to call home.
All Chicago is a collaborative partnership of The Chicago Alliance to End Homelessness, the Emergency
Fund and The Learning Center. All Chicago leads a community of service providers, advocates, volunteers,
consumers and donors to collectively create and support city-wide, long-term and sustainable housing
solutions in Chicago.
ABOUT ALL CHICAGO
A Needs Assessment
Lara Brooks & Shira Hassan | March 2015
If you would like additional information about the Student Emergency Fund,
please contact:

PREFACE
The number of U.S. students attending college is at
a historic high, but high numbers never make it to
graduation. The number of nontraditional students,
whether first-generation, working adults, students
of color, part-time students or a combination, far
exceed the number of traditional undergraduates
and will continue to grow.1
In 2004, over half of
African-American young adults between the ages of
25 and 29 attended some college but only 17
percent of them graduated from college, an
increase of just four percentage points compared to
1990.2
The same study found that one-third of
Latino young adults had attended some college and
only 11 percent had obtained a bachelor’s degree or
higher, a rate only slightly higher than it was 15
years earlier. The same rates are true for Chicago.3
Despite educational goals shared by Chicago
students of color and their families, steep
challenges impact students’ability to immediately
transition to a four-year college and, when they do,
Chicago graduates are concentrated in local, mostly
public institutions with generally low graduation
rates. Almost two-thirds of Chicago high school
graduates attend just seven institutions.4
The
emergence of Chicago college persistence
programs, such as OneGoal, One Million Degrees,
and Chicago Scholars, have made profound inroads
to address the high school to college transition.
For many low-income and first generation college
students, financial issues are a critical barrier to
student retention, persistence, and success. In 2007,
47% of Chicago Public Schools students who
completed the Free Application for Federal Student
Aid (FAFSA) had zero expected family
contributions.5
Yet the cost of attending college
continues to skyrocket. The price tag of community
colleges has more than doubled since 1976.6
Even
after receiving all available aid, the more than 80%
of community college students who have a
demonstrated financial need7
struggle to or cannot
meet the full costs of attendance.8
According to College Board and Census Data, the
average tuition at a public four-year college has
increased by more than 250 percent over the past
three decades while family incomes grew by only 16
percent.9
Between 2008 and 2013, state funding
for higher education decreased 25 percent in real
terms. In 2012, the decline was a staggering 7.6%,
the biggest single-year decrease in 50 years. A third
of states saw double digit drops.10
The slashing of
state and federal budgets for postsecondary
education impacts policymakers, leaders in
education, and communities struggling to improve
rates of college attendance and graduation while
student costs continue to rise. Illinois was one of the
top ten states most affected by the Great Recession
and faced budget shortfalls which led to cutbacks in
higher education and increases in tuition. The top
11 states, including Illinois, appropriated $5.6 billion
less between 2007 and 2012 to public education.11
The average borrower now graduates with over
$26,000 in debt and only 58% of full-time students
who began college in 2004 earned a four-year
degree within six years.12
2
Average tuition at a
public four-year college
has increased by more
than 250% in the past
30 years.

Despite its growing costs, post-secondary
educational attainment is hugely connected to
income security, healthier working conditions,
healthier families, and safety.13
People with more
education are more likely to live longer and
experience better health outcomes.14
By nearly
every important measure—from personal earnings
to career satisfaction—young college graduates are
outpacing those without a college degree.15
In fact,
when compared against previous generations, the
economic disparities between today’s college
graduates and those with a high school diploma
have never been higher.16
Over the course of one’s
lifetime, college graduates earn nearly twice as
much as those with a high school diploma.17
In
today’s economy, the majority of recently created
jobs and most jobs created in the near future will
require at least some post-secondary education.18
Insufficient financial resources contribute to
students leaving before completion of a degree.
Further, students often face a myriad of challenges,
including academic disruption, due to a financial
emergency caused by one or more of the following:
• family emergencies
• changes in income
• changes in caregiving roles and needs
• a health crisis or medical need
• domestic violence and/or sexual violence
• an unexpected increase in rent, utilities,
transportation, or child care costs
• housing instability and/or homelessness
• a fire or natural disaster
• a combination of the above in quick
succession
Emergency financial assistance, which addresses
the acute financial challenges that many
low-income students face, is one strategy that may
help boost the rates of academic retention,
success, and graduation.
In Chicago, many community-based programs
with an emphasis on supporting college
persistence emerged to increase high school
graduation rates in low-income, highly segregated
neighborhoods and communities of color. These
programs achieve amazing results through
strategies such as individualized and family
support; dedicated class time to apply to and plan
for post-secondary opportunities, including
understanding financial aid packages; onsite
admission forums19
; extended support that lasts
through the 2- or 4-year college experience; and
offering scholarships and emergency financial aid
assistance.
3
Enrollment in Persistance
Program
Ongoing Support College Graduation
Begins in junior or senior year of
high school but several programs
begin as early as elementary
school
Curriculum with dedicated class
time
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Mentoring & Tutoring
Emergency Assistance
Scholarships
Case Management
Internships
Fellowships
Post-graduation planning
Workshops
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Frequently, a financial emergency
connects across multiple issues
resulting from a chain of events,
especially when the emergency
impacts the student’s entire family.
Various Features of College Persistence Programs

4
PROJECT GOALS
In the summer of 2014, All Chicago — Making Homelessness History hired a consultant to conduct a
needs assessment to inform recommendations for the implementation of the Student Emergency Fund,
a pilot emergency fund program for low-income, first generation students experiencing a financial
emergency.
Phase One Goals:
Conduct a Chicago-based needs
assessment—through interviews, surveys,
and focus groups—with students,
educators, and administrators assessing the
need for an emergency fund for college
students
Identify and analyze key findings
Propose recommendations
Propose an evaluation strategy
Phase Two Goals:
Design a program based on the internal
capacity and existing infrastructure of All
Chicago — Making Homelessness History
Identify partners
Secure funding to expand the Student
Emergency Fund following the Pilot Year
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STUDENT EMERGENCY FUND
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LITERATURE REVIEW
A rich literature exists demonstrating the extent to
which college costs have a negative impact on college
enrollment and completion. It is clear that the
financial barriers faced by urban students are
formidable. A review of literature and research on the
subject provides insights into the challenges that
post-secondary institutions face assisting students
with a financial crisis. For the purpose of this needs
assessment, this section will also provide an overview
of key learnings from a research study conducted on
student emergency funds by MDRC and published in
2008 with support from Lumina Foundation for
Education.
How do student emergency funds respond to financial
challenges compounded by the impact of major
transitions and crises? To answer this question, one
must move beyond the importance of student and
family understanding of the financial aid process21
as
a strategy to increase degree attainment.
Understanding the impact of student emergency
funds demands an investigation of holistic approaches
that support students’complex lives as well as short
and long-term needs. Unfortunately, very little
research and data exists on the topic.
In 2008, the Lumina Foundation for Education funded
MDRC to study the Dreamkeepers and Angel Fund
Emergency Financial Aid Programs. The Dreamkeepers
and Angel Fund assist community college students at
risk of dropping out because of unexpected financial
crises.22
Both programs began in 2005 and, in their
first two years, awarded over $845,000 in emergency
financial aid to more than 2,400 students. Every fund
operated within community college financial aid
departments. Students at the Dreamkeepers colleges
most frequently requested housing assistance,
followed by transportation and books. Students at
Tribal Colleges and Universities most often needed
funds for transportation and also frequently requested
help with childcare, housing, and utilities through the
Angel Fund.23
Of the Dreamkeepers aid recipients, the
average aid disbursed per student applicant was $299 in
2005 and $430 in 2006. The maximum aid amount
disbursed per students was $2,286 in 2005 and $2,427 in
2006.
According to recipients and administrators at both the
Dreamkeepers and Angel Fund Colleges, students
persisted due to emergency aid. Data showed that
students who received emergency aid enrolled in the
term subsequent to receiving aid at rates comparable to
the average retention rate at these colleges. However,
the study could not conclude whether or not the
emergency aid alone was responsible for student
retention. There was no control group, or a group that
did not receive emergency aid, to measure against and
many colleges restricted emergency aid to students
who possessed strong academic standing.24
The report concludes with key learnings and challenges.
Community college financial aid administrators were
challenged by the task of defining a financial
emergency. Financial aid departments also varied
widely in their attempts to build a flexible,
time-sensitive process that safeguarded funding,
ensuring that all eligible students were aware of the
program and had equal opportunities to access funds.25
5

CHICAGO EMERGENCY FUNDS
Across the U.S., many two- and four-year colleges
possess student emergency funds located within
financial aid offices. A brief internet search reveals
dozens of similar online applications with comparable
eligibility requirements. Not surprisingly, student
emergency funds exist within several organizations
and institutions across Chicago.
Currently, it is difficult to assess how many
organizations and academic institutions provide
emergency financial assistance to students in crisis.
Many programs with emergency assistance programs
do not have clear communication about their
programs, do not have formal contacts or online
applications, and are hesitant to disclose the amounts
of monies distributed to students. Lastly, many of the
student emergency fund programs located within
college persistence organizations are not
publicized to students and must be initiated by a
staff member, such as an alumnus coordinator or
advisor.
Existing student emergency funds contain both
barriers and gaps in their scope. Currently, there
are few emergency student funds available for
older students, GED graduates, first generation
students, low-income students, and those who did
not participate in or have access to college
persistence programs in high school. Significant
financial aid barriers exist for undocumented
students and students with drug convictions.
Many Chicago programs with emergency assistance programs do not
have clear communication about their programs, do not have formal
contacts or online applications, and are hesitant to disclose the
amounts of monies distributed to students.
6

METHODOLOGY
The needs assessment consisted of seven phases of
work. All activities were conducted between June
and November 2014.
Survey Design and Collection: An online
survey tool was created for prospective,
current, and former college students; college
professors and teachers; college
administrators; education counselors and
case managers; GED teachers; and high
school teachers, guidance counselors, and
academic advisors. The survey asked
students and teachers 22 and 17 questions,
respectively. Students received a stipend for
their participation in the survey.
Data Analysis
Hypothesis Testing: Explore the
intersection of data-informed options,
program design, funding possibilities, and
organizational capacity.
Report Creation
7
Literature Review: Included a national study
of research about student emergency funds
and a local field scan of existing funds and
programs with similar design.
Key Informant Interviews: Interviews
engaged stakeholders through informal
conversations about existing student
emergency funds, top student needs during a
crisis, the application review and
disbursement process (if applicable), and
perspectives on the evaluation of student
emergency funds.
Focus Groups: Five focus groups with 42
current or former college students took place.
Participants received stipends and transit
assistance for their participation in the focus
groups. Two groups were conducted at Jane
Addams Hull-House at University of Illinois at
Chicago. Outreach for these groups were
conducted through programs such as
OneGoal, Chicago Scholars, and La Casa (a
program of The Resurrection Project). Two
focus groups were conducted with students at
the Broadway Youth Center (BYC), which has
operated a successful GED program for more
than eight years. The BYC focus group also
included Teen Living Programs’clients. The last
group was conducted at OneGoal, a college
persistence program, with OneGoal students.
I.
II.
III.
IV.
V.
VI.
VII.

• 17 Key Informant interviews with administrators and teachers at 13 different organizations
• 49 Surveys collected from teachers and administrators
• 38 Surveys collected from students
• 2 Focus groups with 19 students unable to return to college or between programs
• 3 Focus groups for 23 students currently enrolled in college
8
Organization Interview Focus Group Survey
Both qualitative and quantitative data were gathered to assess needs and inform the overall program design of the
Student Emergency Fund. In total, 146 individuals participated in one or more of the data
gathering methods.
The participating organizations and activities are listed alphabetically in the chart below:
1. Albany Park Community Center
2. Broadway Youth Center
3. Chicago Bulls College Prep
4. Chicago Coalition for the Homeless
5. Chicago Scholars
6. Chicago Youth Programs
7. Collaborative for Undergraduate Success
8. Gary Comer College Prep
9. Genesys Works
10. Hansberry College Prep
11. Johnson College Prep
12. La Casa-The Resurrection Project
13. Loyola University
14. Noble Network of Charter Schools
15. Northeastern Illinois University
16. OneGoal
17. Pritzker College Prep
18. Rowe-Clark Math and Science Academy
19. Roosevelt High School
20. Roosevelt University
21. Teen Living Programs
22. UChicago Charter School
23. University of Illinois-Chicago
24. Young Men’s Educational Network
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Needs assessment participants included:

STUDENT DEMOGRAPHICS
Only students were asked to respond to questions about demographics. Teacher and Administrator
demographic information was not collected. Forty-two students participated in focus groups while
another thirty-eight completed the survey. The age of participants varies from 18 to 27 (Figure 1). The
gender identity of participants represents a range of young adults (Figure 2). The race and ethnicity of
student participants is overwhelmingly students of color (Figure 3). Lastly, it is important to note that
student experiences were broadly reflected across various postsecondary settings (Figure 4). While all
students we spoke to had been enrolled in college at some point, not all were currently attending. Among
focus group participants, one in three students disclosed attending more than two post-secondary
institutions. When asked about the transition between post-secondary institutions, the leading reason for
students dropping out and re-enrolling in a different school was financial hardship. For example, several
students shared instances of enrolling in a different school because account holds or past due balances
prevented them from continuing and completing coursework.
9
9
Age 27
Age 24
Age 23
Age 22
Age 21
Age 20
Age 19
Age 18
Number of Students
1 5 10 15 20
Figure 1: Student by Age (n=80)

MALE - 39FEMALE - 27
TRANSWOMEN - 7
GENDER NON-CONFORMING - 7
Figure 2: Gender of Students (n=80)
AFRICAN-AMERICAN - 46
LATINO - 13
WHITE - 9
MIXED RACE - 8
ASIAN - 4
Figure 3: Race/Ethnicity of Students (n=80)
ENTERING
FRESHMEN - 10
CURRENT
STUDENTS - 24
NOT
CURRENTLY
ENROLLED - 46
Figure 4: Participant Enrollment
at the Time of Focus Group (n=80)
10

Argosy University Chicago
College of Lake County
Columbia College Chicago
Computer Systems Institute
Concordia University Chicago
Dominican University
Eastern Illinois University
East-West University
Elgin Community College
Franklin College
Harold Washington (City College of Chicago)
Harper College (Palatine)
Illinois Institute of Technology
Art Institute of Chicago
Kendall College
Le Cordon Bleu Chicago
Lincoln College
Malcom X (City College of Chicago)
Martin Luther College
Monmouth College
Olive-Harvey (City College of Chicago)
Penn Foster
Purdue University
Truman College (City College of Chicago)
University of Central Oklahoma
University of Illinois at Chicago
University of Wisconsin
Westwood College Illinois
Wright College (City College of Chicago)
Students who participated in the focus groups
currently or formerly attended the following
schools:
Both focus groups and survey data produced
tremendous overlap in the findings. While
students were mostly aligned in their vision for
the Student Emergency Fund and their
experience of navigating financial aid systems,
they were often out of sync with the educators’
and administrators’vision of how the fund could
best be executed. These distinctions are captured
in the section,“Side-by-Side: Educator & Student
Views.”
Without question, the most resounding point
students made in both the focus groups and
surveys was the desire for an emergency fund to
remove holds on student accounts and past due
balances. Educators, administrators, and students
all knew multiple students who could not return
to school due to an unexpected fine placed onto
the student’s account unknowingly. Ten percent
of student respondents who left school said
dropping out could have been prevented with as
little as $100 in emergency assistance. Another
18% said that $500 in transit assistance would
have prevented them from leaving school that
year, and 25% reported that $1,000 would resolve
past due balances and allow reenrollment.
Perhaps the saddest statistic was from 10% of
students who said that less than $500 prevented
their graduation from a 4-year college.
11
10% of students said that less
than $500 prevented their
graduation from a 4-year college.
STUDENT FINDINGS

First Choice
Second Choice
Third Choice
Would Not Ask
1
0
1
33
4
2
2
27
1
0
6
28
4
7
6
19
7
8
12
10
2
0
3
28
1
6
6
23
18
8
6
4
1
7
7
21
Teacher
Parent/
Guardian
Student
Advisor
Case
Manager
Friend
Significant
Other/
Partner/
Spouse
School
Admin
Financial
Aid Office
Public Aid
Office/r
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WHERE DO STUDENTS TURN
FOR HELP?
Fig. 6: Where do Students Turn for Help?
0
5
10
15
20
25
30
35
One of the main surprises in the data was students’responses about to whom they would turn for help in
the event of a financial emergency (Figure 6).
College students surveyed do not depend on teachers or parents for
support – rather students go directly to the financial aid office.
Unfortunately, the financial aid office was repeatedly named as a
broken link on the path to student success by nearly all 146
individuals who participated in this study.

Students dream of an emergency fund that follows
each of them through to graduation with a set cap,
the ability to request funds multiple time per year,
and cash incentives rewarded at graduation for not
withdrawing from the fund.
Students prioritized housing
assistance, removing holds on
their accounts, and tuition.
Transportation, books, and
childcare came in at a close
second.
13
STUDENT FINDINGS
Students want a democratic application
process (e.g. transparent, accessible, available
to all, and with a clear decision-making
process).
Students recommend that the fund be
available once or twice each semester (in
contrast to teacher data that stated the fund
should be available one to two times per
lifetime).
The range of college student emergencies
is enormous and varies tremendously.
Some students needed funds for housing or
faced homelessness, while others needed as
little as $70 to cover overdue library books.
Both of these needs could prevent graduation;
however, one is also a major life crisis.
The financial aid office is one of the single
largest student barriers to student
graduation.
Students view financial emergencies as par
for the course and do not expect to
graduate without experiencing some kind
of economic shortfall.
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4.
5.

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The chart (Figure 7) reflects, by percent of student
respondents, the top six categories only. Students also
indicated the amount of money needed to alleviate
the financial crisis. Health emergencies, food, and
unexpected costs were ranked lower and therefore
not included.
It is worth mentioning, however, that students cited
critical healthcare issues preventing them from
returning to school in every focus group. Teachers and
students shared examples of medical and health
issues, ranging from dental emergencies to major
physical traumas such as gun violence. They also
described the impact of family-related health issues
on student attendance, reenrollment, and financial
stability.
Students also shared experiences of leaving
college due to family financial emergencies. One
student returned to Chicago from an
out-of-state, four-year program to assist a single
parent and his younger siblings with mortgage
payments to prevent foreclosure. Since then, the
student enrolled in a City College and is now in
the final year of a 4-year program at University
of Illinois-Chicago. This narrative depicts a
common trend of students moving between
more than two academic institutions during the
course of their undergraduate career due to
financial issues, both directly or indirectly.
0
10
20
30
40
50
$500 $1000 $1500 $2000
Housing Tuition Past Holds ChildcareBooks &
Supplies
Transportation
Figure 7: Important Needs by Category (n=80 students)

EDUCATOR & ADMINISTRATOR FINDINGS
In addition to key findings, the researcher found
consistencies in the tremendous infrastructure
being built to prepare students for college that
did not exist five years ago. Student
capacity-building inside college persistence
programs is incredibly well structured. And it is
working. For example, 87 percent of OneGoal's
high school graduates have enrolled in college
to date. Of those who enroll, 85 percent are
persisting in college or have graduated with a
college degree.26
Both the Young Men’s Educational Network
(YMEN) and Chicago Youth Programs (CYP)
begin preparing students for college as early as
elementary school. This indicates that success
rates for students are dependent on family and
community engagement that is both systematic
and rooted in long-term relationship building.
Based on an analysis of interviews conducted
with 17 key informants who were employees of
13 different college persistence programs,
universities, GED programs, and charter and
public schools, three key findings were
identified.
MAJOR LIFE CRISIS: Many of the emergencies
students experience are beyond the student’s
control and frequently include major life changes
or crisis. This includes a parent losing
employment, a death in the family, family
members moving to another city, illness/disability,
or a family emergency.
FINANCIAL AID CHANGES: Students lose
scholarships (with GPA requirements) due to life
circumstances, transitions, and difficulties. These
changes mean that students lose access to grants
or other funded programs. In worst case
scenarios, students are left owing money for
funds borrowed and cannot reenroll until this
money is paid back. In best case scenarios,
students are left scrambling to find last minute
sources to cover tuition and costs.
HIGHER EDUCATION SYSTEM CHALLENGES:
Teachers and education leaders report significant
student challenges related to the financial aid
office. The financial aid advocacy needed to assist
students with amendments or changes to a FAFSA
application are often unavailable or inaccessible.
Other system failures include the length of time
needed to obtain additional loans during an
emergency. As a result, there is agreement that
college financial aid offices should not operate
student emergency funds.
15
Below is a summary of key findings from the informant interviews, focus groups, and surveys. This data was extremely
textured and at times contradictory. The synthesized findings were used to create a data driven proposal of options for
the operation of the Student Emergency Fund. Educators and Administrators participated in the Key Informant Interviews
and responded to the surveys but did not participate in focus groups.
Key Informant Findings
1.
2.
3.

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Almost everyone interviewed talked about the lack of
adaptability on the part of financial aid offices to
respond to the specificity of student need. The failure
of the financial aid office to understand and support
students was consistently expressed as a major
barrier. Secondary issues with the financial aid office
included poor customer service, overwhelming
bureaucracy, and the lack of employee expertise.
These issues seem to happen across universities and
colleges and were not specific to any one institution.
Many respondents stated that the failure of
financial aid offices to respond to a student’s
changing financial realties directly or indirectly led
to increased drop-out rates. For example, many
educators and administrators noted the failure of the
financial aid office to adjust the student’s Expected
Family Contribution (EFC) when a parent became
disabled or a student was kicked out of the home.
While the financial aid office should be able to adjust
the EFC, allowing students access to more aid, this
only occurred if the student self-advocated and had a
skilled advocate familiar with higher education
systems.
Some educators and administrators shared instances
of emergency funds being applied inappropriately to
student accounts by the financial aid office. Because
the financial aid office is so bureaucratic, students
awarded emergency funds from their college
persistence programs sometimes found themselves
losing aid because the funds were treated as adjusted
income. As a result, students still had an outstanding
balance and an even smaller financial aid package.
Among education counselors, advisors, teachers, and administrators, respondents shared their organizational
affiliation, which is indicated in the table below:
Educational Organizations & Institutions # of Respondents
High School (Public and Charter)
Colleges & Universities
Social Services
College Persistence Organizations
GED Programs
Total Respondents
24
12
1
10
2
49

17
In addition to the Key Informant Interviews, 49 education
counselors, advisors, teachers, and administrators from
high school and college settings completed the survey.
These questions were both qualitative and quantitative
and asked educators and administrators to reflect on
their experiences working with students who need(ed)
emergency funds. Educators and administrators who had
access to emergency fund programs as a part of their
institutions were also asked to offer insight about what
worked and what could be learned from their existing
fund programs.
1. College professors and teachers; college
administrators; education counselors and case
managers; GED teachers; and high school teachers,
guidance counselors, and academic advisors all
agree that a student emergency fund is critical to
student success.
2. Many teachers and staff did not know if their
own organizations possessed internal student
emergency aid programs or scholarships. Survey
respondents provided contradictory information about
whether or not their organization or school had an
emergency student fund, which indicates a lack of
communication about student emergency funds and
the application process. Undoubtedly, this impacts
student access. Many programs were intentionally not
promoted or transparent to students.
3. Of the educators who reported that an
emergency student fund exists within their own
organization, a majority indicated that the fund
was not promoted to students due to the small sum
of money available. Teachers and program directors
are typically the gatekeepers to these funds and can
choose whether or not to inform the student of the
opportunity based on their own assessment of the
crisis.
4. Teachers engage many students who have left
school or had to extend their college timeline due
to financial reasons. Of the 49 teacher responses, 45
Survey Findings
confirmed the statement,“I have known a student
who dropped out for financial reasons.” 57% knew
of 25 or more students who left due to financial
reasons. A significant number of respondents were
unable to provide a number because “it is the most
common reason we hear from our Alumnae for
dropping out.” One respondent reported that
“50-75% of all the undergraduate students I work
with” must extend their time to degree completion
due to financial issues. The same respondent reports
losing one or two students each term because of
tuition costs. The stressors of working full or
part-time while attending school full or part-time
simultaneously means that approximately “30% of
the students I work with do not have enough time
to focus on classes specifically because of their work
schedule.”Another respondent echoes the danger of
elongating student timelines towards graduation:
“More students [are] taking longer to graduate
because they have to take semesters off when they
are unable to pay their tuition before designated
deadlines.” This increases the risk of a student
leaving school altogether.
6. Educators did not have consensus on the
amount of money that would be helpful to
students experiencing a financial emergency. Of
those who responded in the survey, 50% of
respondents were unsure of food costs and 40%
were unsure of housing and transportation costs.
The only strong consensus was that book costs
could be covered with $500 (as indicated by 76% of
respondents). Respondents were split regarding the
amount of money required to remedy student holds
preventing registration, with ranges spanning $500
to $2000. Respondents were equally split regarding
tuition and fees. The loss of scholarships due to
academic performance, which does not
contextualize the impact of massive life transitions
and difficult circumstances for first generation
students and their families, hinders persistence,
retention, and graduation.

18
Educators and administrators shared different priorities for the emergency fund than students. While both agree
on using the fund to pay for holds and past due fees,27
students prioritzed housing above all else, while
educators lifted up the importance of healthcare. Educators were reluctant to indicate dollar amounts for each
category and instead felt that decisions should be made based on the urgency, the student’s efforts to correct
the situation without the help of the fund, and the degree of life crisis. Educators also placed a priority on
making deposits and on lab fees—two categories students did not include in their priority list (Figure 10).
*Teachers are not requesting that the
Student Emergency Project cover costs
related to family illness but emphasized the
domino effect this has on student finances.
Teachers want priority given to students
whose families are experiencing a
crisis—including parent job loss due to
disability or illness—and the myriad of costs
associated with this sudden change in
financial status. This includes the cost of
dropped/failed classes as a result of taking
care of a sick parent or extended
bereavement.
FAMILY
SICKNESS*
TRANSPORTATION
BOOKS
HOUSING
PAST
BALANCES
REMOVING
HOLDS
LAB
FEES
DEPOSITS
STUDENT
HEALTH
CARE
CRISIS
Figure 10: Emergency Fund Priorities according to Educator & Administrator Data

Teachers want an emergency fund located within
their institution or programs so that requests can
be easily monitored and informed by their
perception of capacity. Teachers would like to be
able to“reject”students who cannot demonstrate
the ability to“manage funds”or“emergencies.”
“Emergencies mean mismanagement.” For
administrators, students who encountered
emergencies lacked either maturity, ability or
were not working hard enough and required a
“teachable moment.” This is not true across the
board and many administrators and educators
inside university and high school settings
understood that there is a difference between
working hard and larger systems negatively and
structurally impacting educational outcomes.
Emergencies need to be“exceptional and real
emergencies.” Teachers view things like health
emergencies to be more deserving of emergency
status than an expense like childcare. This is
reflected in the ways that funds are set up at
college persistence programs and universities.
Teachers want control over the fund and do not
want the fund to be made public in any way.
Teachers also believe they "know which students
are struggling and most deserving." Teachers are
also concerned that they will be inundated with
requests that cannot be filled.
Students want a fund located within an
organization/program that provides supports
to assist with the entire emergency, not just the
financial components. Ideally, students would
like the fund to be located outside of their
university altogether.
“Emergencies are a part of school.” Students
regularly multi-task work, school, and family
life. With so many responsibilities and the high
cost of tuition, students consider emergencies
to be a regular part of going to school.
Emergencies are not“exceptional life crises.”
Students navigate many urgent situations
simultaneously and feel strongly that transit
costs, childcare and housing are as equal
barriers as deaths in the family and health care
crisis. Simply put, if something stops a student
from enrollment, then emergency funds should
cover it.
Students think the information should be
shared democratically and transparently. Some
students even wanted names published of
students who faced emergencies to build peer
support networks.
SIDE-BY-SIDE: EDUCATOR & STUDENT VIEWS
Although all 146 participants in this needs assessment agreed that an emergency fund for college
students is absolutely necessary, students, educators and administrators had different perspectives on the
nature of emergencies, where funds should be housed, and how to access the funds.
19
Educator & Administrator Student

PROGRAM IMPLEMENTATION
& NEXT STEPS
20
In response to these findings, All Chicago is proud to
launch the Student Emergency Fund in mid-2015. The
Student Emergency Fund will provide immediate financial
assistance to Chicago college students experiencing a
crisis or transition via a network of partner organizations
with experience in supporting students persist towards
college graduation.
During the Pilot Year, the Student Emergency Fund will
select partner organizations with a demonstrated
capacity to support students experiencing a financial
crisis. These partner organizations will identify Fund
Managers to assist students, distribute financial
assistance, and follow-up with students.
The Student Emergency Fund
provides immediate financial
assistance to Chicago college
students experiencing a crisis or
transition by distributing critical
and timely financial assistance via
a network of partner
organizations.
Student Emergency Fund
Mission:
Student Emergency Fund Process
Student experiences a crisis or transition
Student contacts fund manager at affiliated partner
organization
Fund Manager contacts the student to set up a meeting
Students, Fund Manager, and Support Staff work
together to identify solutions
Payments for assistance are made on the student’s behalf
Students and staff work together to prevent and
prepare for future needs
SEEK ASSISTANCE
STUDENT CRISIS
FUND MANAGER
SUPPORT
FINANCIAL ASSISTANCE
FOLLOW UP

Process & Evaluation
21
The Student Emergency Fund process will
possess minimal barriers for students,
including a simple application process, a quick
turnaround for fund disbursement, and a
transparent process so that all students can equally
access monies. Neither students nor administrators
and educators need another laborious, high
investment process in the midst of what is already
a confusing and emotional experience.
It is essential that partner organizations make a
strategic selection for the role of Fund Manager.
Fund Managers must have excellent
relationship-building skills and the ability to
navigate and explain complex systems, like
financial aid.
All parts of the Student Emergency Fund—from
application, to award, to follow-up—will be
transparent and accessible. At the same time, the
Student Emergency Fund must maintain
confidentiality and students must be in charge of
all disclosure about the nature of the emergency.
Systems collaboration and advocacy efforts, in
tandem with emergency financial assistance,
promote student persistence towards
graduation. Whenever possible, the Student
Emergency Fund will address systemic issues that
leave students in situations vulnerable to repeat
emergencies.
The Fund Manager will support the student
through the crisis or emergency. Linking the
student to supportive services is a natural part of
the Student Emergency Fund’s goal to ensure that
students remain in school and recover from
extenuating circumstances.
1.
2.
3.
4.
5.
The impact of the Student Emergency Fund
will be measured through an evaluation
strategy that tracks multiple data points,
including student persistence. This
evaluation approach will:
1. Demonstrate the impact of emergency
assistance on college re-enrollment and
graduation
2. Provide insight into changing student
needs over time
3. Offer organizational partners
information about ways to improve current
programming (e.g. supplementing
program curriculum with information
about accessing health services and public
benefits)
Evaluation
Recommendations

CONCLUSION
22
Across the U.S. and within Chicago, emergency financial aid initiatives are supporting college students. These
programs use an array of methods to disburse financial assistance, often without adequate resources to
demonstrate the program’s effectiveness or impact on college persistence. A coordinated, citywide
approach in Chicago—one in partnership with local college persistence programs—creates numerous
opportunities to support students with financial emergencies and understand more fully the impact it has
on student reenrollment and graduation. The Student Emergency Fund, slated to launch in 2015, will
respond to student financial crises via a network of partner organizations using a similar program model and
funding disbursement process. It is our hope that knowledge gained from the Student Emergency Fund will
spark ideas to further address the root causes of financial emergencies. Emergency financial aid initiatives
are both a pragmatic and critical solution to student financial barriers and provide a pathway to
post-graduate success.

ENDNOTES
1. National Commission on Higher Education
Attainment, An Open Letter to College and University
Leaders: College Completion Must Be Our Priority,
American Council on Education,
http://www.acenet.edu/news-room/Documents/An-
Open-Letter-to-College-and-University-Leaders.pdf
(January 2013).
2. Jenny Nagaoka, Melissa Roderick, Vanessa Coca,
Barriers to College Attainment: Lessons from Chicago,
The Consortium on Chicago School Research at The
University of Chicago,
http://ccsr.uchicago.edu/sites/default/files/
publications/CAP_ChicagoSchools-1.pdf, 4. (January
2009)
3. http://ccsr.uchicago.edu/sites/default/files/
publications/CAP_ChicagoSchools-1.pdf, 4.
6. Stephen Provasnik, Michael Planty, Community
Colleges: Special Supplement to The Condition of
Education 2008. Statistical Analysis Report. NCES
2008-033. National Center for Education Statistics.
http://nces.ed.gov/pubs2008/2008033.pdf (August
2008).
7. Demonstrated financial need is the difference
between the total cost of attendance (COA) at a
particular college and a student’s expected family
contribution (EFC)—a federal guidelines calculation
of what a family is expected to contribute financially
toward the cost of attending college.
8. Rashida Welbeck, Michelle Ware, Oscar Cerna, Ireri
Valenzuela. Paying It Forward: A Technical Assistance
Guide for Developing and Implementing
Performance-Based Scholarships, MDRC
http://www.mdrc.org/sites/default/files/Paying_It_F
orward.pdf (February 2014).
9. The White House, Office of the Press Secretary,
“FACT SHEET on the President’s Plan to Make College
More Affordable: A Better Bargain for the Middle
Class.”
http://www.whitehouse.gov/the-press-office/2013/
08/22/fact-sheet-president-s-plan-make-college-mo
re-affordable-better-bargain- (August 22, 2013).
10. http://www.acenet.edu/news-room/Document
s/An-Open-Letter-to-College-and-University-Leader
s.pdf, 9.
11. Nate Johnson. College Costs, Prices and the Great
Recession, Lumina Issue Papers (April 2014).
12. http://www.whitehouse.gov/the-press-office/
2013/08/22/fact-sheet-president-s-plan-make-colle
ge-more-affordable-better-bargain-
13. Robert Wood Johnson Foundation, Why Does
Education Matter So Much to Health? Health Policy
Snapshot Issue Brief http://www.rwjf.org/content/
dam/farm/reports/issue_briefs/2012/rwjf403347
(March 2013).
14. Robert Wood Johnson Foundation, Commission
to Build a Healthier America, Issue Brief 6: Education
and Health, http://www.commissiononhealth.org/
PDF/c270deb3-ba42-4fbd-baeb-2cd65956f00e/Issu
e%20Brief%206%20Sept%2009%20-%20Education
%20and%20Health.pdf (September 2009).
15. Pew Research Center,“The Rising Cost of Not
Going to College,”http://www.pewsocialtrends.org/
files/2014/02/SDT-higher-ed-FINAL-02-11-2014.pdf/
(February 11, 2014).
16. http://www.pewsocialtrends.org/files/2014/
02/SDT-higher-ed-FINAL-02-11-2014.pdf/
17. http://www.rwjf.org/content/dam/farm/
reports/issue_briefs/2012/rwjf403347
18. http://www.acenet.edu/news-room/Document
s/An-OIpen-Letter-to-College-and-University-Leade
rs.pdf
19. A live, college admissions event hosted by
Chicago Scholars each year.
20. Social capital reflects the ability of individuals to
secure benefits through familial and extra-familial
networks; include role of guidance, information, and
support in helping students navigate the college
search and application process. For example,
exposure to college campuses and family members

REFERENCES
with information about financial aid assistance.
21. The Secretary of Education’s Commission on the
Future of Higher Education concluded that“our
financial aid system is confusing, complex,
inefficient, duplicative, and frequently does not
direct aid to students who truly need it,”A Test of
Leadership: Charting the Future of U.S. Higher
Education, http://www2.ed.gov/about/bdscomm/
list/hiedfuture/reports/final-report.pdf, 3 (2006).
22. Christine Geckeler, Carrie Beach, Michael Pih,
Leo Yan, Helping Community College Students Cope
with Financial Emergencies: Lessons from the
Dreamkeepers and Angel Fund Emergency Financial
Aid Programs, http://www.mdrc.org/sites/
default/files/full_383.pdf (May 2008)
23. http://www.mdrc.org/sites/default/files/full_
383.pdf
383.pdf, ES-5
383.pdf, iii.
26. http://www.onegoalgraduation.org/onegoal-
results/
27.“Removing holds”is also called a“Student Hold.”
There are many types of holds that are placed on
student accounts and records for different
circumstances. Each hold prevents basic
institutional privileges, such as, but not limited to,
the right to register, add/drop classes, cash checks
or receive copies of unofficial/official transcripts or a
diploma.“Past balances”is a balances not paid by
the due date. Students are often assessed late
charge fees for past due balances.
Christine Geckeler, Carrie Beach, Michael Pih, Leo
Yan, Helping Community College Students Cope with
Financial Emergencies: Lessons from the
Dreamkeepers and Angel Fund Emergency Financial
Aid Programs, http://www.mdrc.org/sites/default/
files/full_383.pdf (May 2008)
Jenny Nagaoka, Melissa Roderick, Vanessa Coca,
Barriers to College Attainment: Lessons from Chicago,
The Consortium on Chicago School Research at The
University of Chicago, http://ccsr.uchicago.edu/
sites/default/files/publications/CAP_ChicagoSchool
s-1.pdf, 5. (January 2009)
Nate Johnson. College Costs, Prices and the Great
Recession, Lumina Issue Papers (April 2014).
National Commission on Higher Education
Attainment, An Open Letter to College and University
Leaders: College Completion Must Be Our Priority,
American Council on Education,
http://www.acenet.edu/news-room/Documents/An
-Open-Letter-to-College-and-University-Leaders.pdf
(January 2013).
Pew Research Center,“The Rising Cost of Not Going
to College,”http://www.pewsocialtrends.org/
files/2014/02/SDT-higher-ed-FINAL-02-11-2014.pdf/
(February 11, 2014).
Rashida Welbeck, Michelle Ware, Oscar Cerna, Ireri
Valenzuela. Paying It Forward: A Technical Assistance
Guide for Developing and Implementing
Performance-Based Scholarships, MDRC
http://www.mdrc.org/sites/default/files/Paying_It_F
orward.pdf (February 2014).
Robert Wood Johnson Foundation, Commission to
Build a Healthier America, Issue Brief 6: Education and
Health, http://www.commissiononhealth.org/
PDF/c270deb3-ba42-4fbd-baeb-2cd65956f00e/Issu
e%20Brief%206%20Sept%2009%20-%20Education
%20and%20Health.pdf (September 2009).

Robert Wood Johnson Foundation, Why Does
Education Matter So Much to Health? Health Policy
Snapshot Issue Brief http://www.rwjf.org/content/
dam/farm/reports/issue_briefs/2012/rwjf403347
(March 2013).
The Secretary of Education’s Commission on the
Future of Higher Education, A Test of Leadership:
Charting the Future of U.S. Higher Education,
http://www2.ed.gov/about/bdscomm/list/hiedfutur
e/reports/final-report.pdf, 3 (2006).
Stephen Provasnik, Michael Planty, Community
Colleges: Special Supplement to The Condition of
Education 2008. Statistical Analysis Report. NCES
2008-033. National Center for Education Statistics.
http://nces.ed.gov/pubs2008/2008033.pdf (August
2008).
The White House, Office of the Press Secretary,
“FACT SHEET on the President’s Plan to Make
College More Affordable: A Better Bargain for the
Middle Class.”http://www.whitehouse.gov/
the-press-office/2013/08/22/fact-sheet-president-
s-plan-make-college-more-affordable-better-bargai
n- (August 22, 2013).
IMAGE SOURCES
“Black Female College Graduates Bennet College
IMG_5822”by Steven Depolo, Licensed under CC by
Flickr - https://www.flickr.com/photos/stevende-
polo/2466967508/in/photostream/
"Students work on robots at Cañada College" by
Hoodr - Own work. Licensed under CC BY-SA 3.0 via
Wikimedia Commons - http://commons.wikime-
dia.org/wiki/File:Students_work_on_ro-
bots_at_Ca%C3%B1ada_College.jpg#mediaviewer/
File:Students_work_on_robots_at_Ca%C3%B1ada_
College.jpg
“Student in Class”by Tulane Public Relations.
Licensed under CC BY-SA 3.0 via Wikimedia Com-
mons -http://commons.wikimedia.org/wiki/File:Stu-
dent_in_Class_(3618969705).jpg
"UP Grad" by Jbak87 - Own work. Licensed under CC
BY-SA 3.0 via Wikimedia Commons - http://com-
mons.wikimedia.org/wiki/File:UP_Grad.jpg#media-
viewer/File:UP_Grad.jpg
All other images courtesy photographer J. Kotting,
2015.

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