This document summarizes a benchmarking report prepared by Wilkes Community College (WCC) to develop a unified model for providing wrap-around services to meet students' basic needs. It discusses why WCC is focusing on this issue, how peer institutions identify student needs, common needs addressed, staffing models, funding sources, strategic partners, communication strategies, engagement levels, and results achieved. The goal is to research best practices and design a program that improves student retention and graduation by addressing issues like food insecurity, housing, childcare, transportation, technology access, and mental/physical health needs.

1. Addressing Basic Needs of Students
Wrap-Around Services Benchmarking Report
Prepared January 2021

2. WCC | Wrap-Around Services Benchmarking Report | January 2021 2
Contents
Executive Summary ..............................................................................................................3
Why focus on basic needs?..................................................................................................4
How is WCC approaching this issue? .................................................................................5
What peer institutions were studied for insight? .................................................................6
How do peer institutions identify basic needs of students? ................................................8
What are the most common basic needs at peer institutions?...........................................9
How do peer institutions staff their wrap-around services? ................................................10
How do peer institutions fund their wrap-around services?................................................11
What strategic partners help peer institutions with wrap-around services? ......................12
How do peer institutions communicate wrap-around services to students? ......................13
What student engagement and results are peer institutions achieving? .........................14
What struggles or challenges have peer institutions experienced? .................................15

3. WCC | Wrap-Around Services Benchmarking Report | January 2021 3
Executive Summary
Why do students drop out or stop out of college?
According to WCC data and national data, unmet basic needs are often the cause. Hunger, homelessness, transportation
barriers, childcare limitations, emergency expenses, health issues, and mental health issues are the most common.
To successfully double its graduation rate, WCC must enhance wrap-around services to students that address basic needs.
In Fall 2020, WCC formed a taskforce to research successful models from across the United States, reaching out to 17 peer
community colleges for interviews based on a list of questions developed by the team. Below is a summary of insights:
 Improved retention and graduation are the ultimate goals of wrap-around services, and should be the guiding rationale
for communicating, resourcing, and measuring impact of the initiative
 Removing the stigma of receiving temporary basic needs support, establishing a culture of caring, and educating and
involving every college employee are all foundational to addressing basic needs insecurities more effectively
 Professional staffing, including a social worker, is recommendable; additional staffing resource limitations can be overcome
through social work interns from area universities and community college student interns
 Funding typically includes a mix of sources – grants, donations, college foundation support, state budget allocations – and
will likely evolve over time; state budget allocations typically come after impact metrics are demonstrated for a few years
 Visibility and communication are key to student awareness and engagement with wrap-around services – typically a
central, high-traffic location serves as the physical hub of wrap-around services operations
 Partnerships with nonprofits, businesses, churches, and government agencies help address basic needs beyond the scope
of college resources
 Tracking program metrics enables measurement and analysis of impact, justification of resources, and ultimate
sustainability of wrap-around services
 If you build it, they will come – the need for these services has existed for some time; when programs effectively
communicate services and make them accessible to students, they experience quick growth in the percentage of students
utilizing the services

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Why focus on basic needs?
Student retention and graduation are significantly impacted by unmet basic needs that force students to drop out, stop out, or
struggle with college.
In 2020, WCC data showed that nonacademic barriers related to basic needs accounted for nearly half of the reasons cited by
students for dropping a course.
This is consistent with national data, which estimates that two out of three community college students are food insecure and about
half are housing insecure.1 For students in rural areas like ours, reliable transportation can be a barrier.2 As more classes have
moved online due to the pandemic, reliable internet and computer technology are barriers for others.3 Mental illness is another
nonacademic barrier faced by community college students, which often goes untreated.4 A recent study of community colleges
revealed that half of the students enrolled were currently or recently experiencing a mental health condition, and of these students
facing a mental health condition, less than half were receiving mental health services.5
Addressing unmet basic needs of students can boost graduation rates and protect college revenue. Amarillo College implemented a
one-stop, centralized, stigma-free Poverty Initiative that helped the college improve graduation rates from 26% to 45%.6 Bunker Hill
Community College was able to quantify over $200,000 in direct revenue saved in one year by addressing basic needs that allowed
students to remain enrolled.7
WCC’s current strategic plan sets a target of doubling its three-year graduation rate and placing more students into careers that pay
a family-sustaining income. Accomplishing this bold target requires better addressing basic needs of students. Currently, WCC does
not have a unified model for the promotion, collaboration, and management of Wrap Around Services to meet the diverse non-
academic needs of students.
1
Goldrick-Rab, S. Richardson, J. Hernandez, A. (2017). Hungry and Homeless in College: Results from a National Study of Basic Needs Insecurity in Higher Education. The Wisconsin HOPE Lab
2
Smith, A. (2016). Finding a ride. Inside Higher Ed.
3
Crampton, D. (2018, September 28) Closing the homework gap: Why accessibility to high-quality broadband matters to U.S. schoolchildren. Washington Center for Equitable Growth.
https://equitablegrowth.org/closing-the-homework-gap-why-accessibility-to-high-quality-broadband-matters-to-u-s-schoolchildren/; Speak Up Research Initiative. (2017, September) How America’s
Schools are Addressing the Homework Gap: Speak Up 2016 findings. https://tomorrow.org/speakup/speakup-2016-addressing-homework-gap-september-2017.html; Kater S. E-Learning, the Digital
Divide, and Student Success at Community Colleges. EDUCAUSE Review. 2016;51(5):1.
4
Eisenberg, D., Goldrick-Rab, S., Lipson, S. K., & Broton, K. (2016). Too distressed to learn? Mental health among community college students. Association of Community College Trustees (ACCT).
5
Ibid.
6
Goldrick-Rab, S. & Cady, C. (2018). Supporting Community College Completion with a Culture of Caring: A Case Study of Amarillo College. The Wisconsin HOPE Lab. Temple University.
7
Bunker Hill Community College. (2019). Office of Office of Institutional Effectiveness: Single Stop Report

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How is WCC approaching this issue?
Process
Wilkes Community College (WCC) is looking to develop a unified model for the
promotion, collaboration, and management of Wrap Around Services to meet the
diverse non-academic, basic needs of students. We believe that broad-based
support, alignment, and ownership is critical for a successful launch and long-term
sustainability. Developing the model requires input from peer institutions, research
and reports, WCC students, WCC data, and WCC cross-functional employee
perspectives.
Cross-Functional Team
The following individuals represent a diverse core team charged with researching,
analyzing, and designing the program.
Team Member Title Team Member Title
Scott Johnson, Co-Lead Dean, Student Services Roberta Harless Director of Financial Aid
Debbie Woodard, Co-Lead Dean, College & Career Readiness Erica Harper Director-Medical Assisting & Human Services Technology
Zach Barricklow VP, Strategy Jon Hutchins Director of SAGE
Lynda Black Director, Counseling & Career Services Renee Macemore Director of Disability, Inclusion, & Diversity
Elisabeth Blevins Director, Admissions Cinnamon Martin Dean, Advising
Kim Faw VP, Instructional Support & Student Services Susan Nilo Director, Alleghany Center
Debbie Furr Employability Services Counselor Kendra Perkins Director of Curriculum & Student Services - Ashe
Tammy Griffin-Garcia Coordinator, College & Career Readiness Kim Perkins Academic Advisor/ ACA Instructor/ Food Pantry Coordinator
Peer
Institutional
Benchmarks
WCC Cross-
Functional
Perspectives
WCC Data
WCC
Student
Perspectives
Research &
Reports

6. WCC | Wrap-Around Services Benchmarking Report | January 2021 6
What peer institutions were studied for insight?
The following community colleges have been identified as state and national leaders in addressing basic needs of students.
College
(Location)
Size Urban, Rural,
Suburban
Website Why on the list Assigned
Team Member
Alamance Community
College
(Graham, NC)
4,328 Rural Click
Here
 Top 150 Community Colleges Eligible for 2021 Aspen Prize for Community College
Excellence
 Single Stop partner
Angela Roten
Amarillo College
(Amarillo, TX)
9,739 Urban Click
Here
 Achieving the Dream participant Tammy Griffin-
Garcia
Blue Ridge Community
College
(Weyers Cave, VA)
3,834 Rural Click
Here
 Dr. Jason Barr – co-author of Serving the Whole Student: Addressing Nonacademic
Barriers Facing Rural Community College Students.
 Dr. Jason Barr is an associate professor of English at Blue Ridge CC.
Roberta
Harless
Chattahoochee Technical
College
(Marietta, GA)
10,184 Suburban Click
Here
 Office of Student Resources – see website link Debbie
Woodard
Clark College
(Vancouver, WA)
9,233 Urban Click
Here
Click
Here
 Working Students Success Network (Achieving the Dream initiative)
 Top 150 Community Colleges Eligible for 2017 Aspen Prize for Community College
Excellence
Susan Nilo
Dabney S. Lancaster
Community College
(Clifton Forge, VA)
1,032 Rural Click
Here
 Dr. Matthew McGraw – co-author of Serving the Whole Student: Addressing
Nonacademic Barriers Facing Rural Community College Students.
 Dr. McGraw is the Associate Vice President of Institutional Effectiveness and
Academic Services at Lancaster CC.
Debbie Furr
Davidson County
Community College
(Thomasville, NC)
3,734 Rural Click
Here
 Referenced in the book, Serving the Whole Student: Addressing Nonacademic
Barriers Facing Rural Community College Students, for their collaboration with local
DSS office. Onsite staff assist students with SNAP applications and recertifications.
 Single Stop partner
Cinnamon
Martin
Lake Area Technical
College
2,228 Rural Click
Here
 2017 Aspen Prize for Community College Excellence Kim Faw

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(Watertown, SD)
Nash Community College
(Rocky Mount, NC)
2,666 Rural Click
Here
 Referenced in the book, Serving the Whole Student: Addressing Nonacademic
Barriers Facing Rural Community College Students, for their collaboration with local
DSS office. Onsite staff assist students with SNAP applications and recertifications.
 Single Stop partner
Kendra
Perkins
North Arkansas College
(Harrison, AR)
1,676 Rural Click
Here
 Top 150 Community Colleges Eligible for 2021 Aspen Prize for Community College
Excellence; Working Students Success Network (Achieving the Dream initiative)
 Northark Help webpage
Scott Johnson
Northern Virginia
Community College
(NOVA)
51,822 Suburban Click
Here
 Working Students Success Network (Achieving the Dream initiative) Renee
Macemore
Palo Alto College
(San Antonio, TX)
10,763 Urban Click
Here
 2019 Rising Star Award Winner – Aspen Institute
 SHARE Center
Pasadena City College
(Pasadena, CA)
26,971 Urban Click
Here
 2019 Aspen Finalist for Community College Excellence
 Dedicated Social Services Coordinator in Counseling Department
Dr. Lynda
Black
Porterville College
(Porterville, CA)
4,285 Suburban Click
Here
Click
Here
 Working Students Success Network (Achieving the Dream initiative) Elisabeth
Blevins
Randolph Community
College
(Asheboro, NC)
2,903 Suburban/
Rural
Click
Here
Click
Here
 Top 150 Community Colleges Eligible for 2021 Aspen Prize for Community College
Excellence
Kim Perkins
West Kentucky
Community and
Technical College
(Paducah, KT)
6,327 Rural Click
Here
 Top 10 Finalist for 2021 Aspen Prize for Community College Excellence Erica Harper
Tarrant County College
(Fort Worth, TX)
39,612 Urban,
Suburban
Click
Here
 Featured in Journal Report: Rural Partnership Models
 Achieved 36% increase in persistence with Stay the Course program
 May have lessons for how WCC can partner with faith community
Jon Hutchins

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How do peer institutions identify basic needs of students?
The student perspective and mapping of the student journey are critical ingredients to designing the right wrap-around services
program for WCC. There are several sources of student perspective, including:
 Individual Student Intake
 Freshman Survey
 Noel Levitz Student Opinion Survey
 Community College Survey of Student Engagement (CCSSE) + Basic Needs Supplement
 Student Focus Groups
 Trellis Financial Need Survey
 HOPE Center Study
 Northstar Digital Literacy Assessments

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What are the most common basic needs at peer institutions?
Common basic needs relate to food, housing (and utilities), childcare, finances (e.g., emergency expenses, financial literacy),
transportation, internet, technology (e.g., devices, software), medical, legal, and mental health concerns. Among these, food,
housing, and unforeseen emergency expenses seem to be the three most common. Wrap-around services correspond to these
needs to varying degrees, depending on the college’s resources, capacity, and strategic partnerships.

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How do peer institutions staff their wrap-around services?
Typically, the program is headed up by a licensed master social worker, sometimes with one or more other full-or-part-time
community college staff. This college staff is then supplemented in three ways: (1) social work interns are placed in the program
from nearby 4-year university programs, (2) paid community college student employees are placed in the program through work-
study arrangements, and/or (3) unpaid community college student volunteers are placed in the program through work-based
learning, internship, or student club arrangements. For example, at one college the student government association staffed the food
pantry with student volunteers.
Apart from the day-to-day operation, community partners play a critical role in providing services and assistance beyond the scope
of the community college, such as:
 Tax preparation support through the IRS Volunteer Income Tax Assistance program
 Legal assistance through pro bono legal service providers
 Counseling services through community agencies and partners
 Food and Nutrition Services through the Department of Health and Human Services
College Staff
Headed by a licensed
master social worker
Social Work
Interns
In partnership with nearby
4-year university programs
College Student
Employees
Work-Study students
College Student
Volunteers
Work-Based Learning
students or Student Clubs

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How do peer institutions fund their wrap-around services?
Peer institutions noted a heavy dependence on grants, donations, and partnerships to sustain wrap-around services. Often the core
staff or director positions are funded by a college budget allocation. Several institutions noted that institutional budget allocations to
the program increased only after the investment was justified by program data and student retention improvements.
Types of grants and donations noted:
 College Foundation
 Community Foundation Grants
 Private Family Foundation Grants
 Bank Trust Fund Donations
 Industry/Corporate Donations
 State and Federal Grants (e.g. Perkins)
 Church Donations
 Individual Donations

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What strategic partners help peer institutions with wrap-around services?
The following are common partners cited by peer institutions to supplement wrap-around services provided by the college:
 DSS
 VITA
 Legal Aid
 Churches and Faith Community
 Transportation Authority
 Food Banks
 Businesses – Walmart, Tyson, McDonalds, NAPA Auto
 Housing Authority
 Non-profit consortiums
 Goodwill
 AmeriCorps Vista

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How do peer institutions communicate wrap-around services to students?
Communications to students included promotion, information, and targeted “nudges” through the following mediums:
Emails Social Media
Text Messages Banners & Signs
Voice Calls Website
Mailings Presentations to Classes & New Student Orientation
Referrals Food & Events
#1 Insight: Location, Location, Location
When wrap-around services office is in a central, visible, welcoming, and snack-ready location, students see it and drop in.

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What student engagement and results are peer institutions achieving?
Engagement
Northern Virginia Community College 5-6% of students use services
Davidson Community College 7-8% of students use services
Dabney Lancaster Community College 10% of students use services
Amarillo College 32% of students use services, up from 6% in 2016
Chattahoochee Technical College 33% of students use services
Results
Davidson Community College Single Stop tracks students who use wrap-around services and noted a 90%
graduation rate for users as compared to 77% graduation rate among the general
student population8
Tarrant County College “Stay the Course” program operated by faith community on each campus resulted
in a 36% increase in student persistence9
Amarillo College Moved from 26% to 45% graduation rate after implementing a one-stop,
centralized, stigma-free No Excuses Poverty Initiative10
Bunker Hill Community College Saved the college $201,907 in direct revenue from retention achieved through a
Single Stop Program that addresses basic needs11
8
Nelson, M. (October 2020). Personal Interview.
9
Klement, E. (2019). Rural Partnership Models. New Directions for Community Colleges, 2019(187), 41-50.
10
Goldrick-Rab, S. & Cady, C. (2018). Supporting Community College Completion with a Culture of Caring: A Case Study of Amarillo College. The Wisconsin HOPE Lab. Temple University.
11
Bunker Hill Community College. (2019). Office of Office of Institutional Effectiveness: Single Stop Report

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What struggles or challenges have peer institutions experienced?
Interviews with peer institutions as well as researchers uncovered the following struggles and challenges in providing wrap-around
services to address basic student needs:
 Funding and sustainability of funding for these types of community college services (“So many needs, so few resources.”)
 Staffing adequate to serve and counsel the large volume of community college students who need these supports
 Faculty buy-in and active involvement
 Overcoming the stigma of asking and receiving help
 Spreading the word of available resources – via marketing, referrals, etc.
 Information – maintaining updated information and referral systems
 Creating a centralized operation and consistent approach to this type of programming
 Housing – there are very limited options/resources available to students, and this is a common need