Our Impact

The National Center for College Costs (NCCC) strives to include an evaluation component in all that we do, and we routinely collect feedback from students, parents, and educators. While in-depth data analysis requires extensive time and resources, we have accumulated a great deal of information over the years that speak to the impact of our work.

College Costs Estimator Workshop Results

After receiving their family reports and participating in the workshop, the majority of parents felt their children had more financial options for college:

After participating in this program, nearly 70% of parents felt their students had different college options than previously expected:

Nearly 80% of parents rated the program "Very Helpful" in understanding their family’s situation when it comes to paying for college:

When asked if parents thought the service should be continued for the benefit of others in their communities, 100 % replied yes:

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FAFSA Filing Day Results-- 2014

Staff from NCCC hold FAFSA Days during the month of February to help students and parents file the Free Application for Federal Student Aid (FAFSA). Families know instantly which colleges are apt to work best financially...and which ones may not! View our results from the 2014 FAFSA Days.

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More In-Depth Results: The Lumina Report

2002-2005 Lumina Foundation for Education Grant Project Profile

The Purpose of the Grant:

The Lumina Foundation for Education challenged NCCC to find an efficient way to have an impact on the postsecondary pursuits of students at high schools with disproportionate numbers of low-income, potentially first-generation college students. NCCC staff developed a series of workshops which was implemented each of the three years of the project involving sophomores (1 day), juniors (2 days), and seniors (3 days). At those high schools where 1) NCCC was able to implement the full range of workshops and 2) the school staff actively engaged in and collaborated with NCCC staff on the workshops, the increases in the quality of high school course selections, Academic Honors Diploma rates, SAT scores, and changes in college enrollment patterns were substantial.

Participating Schools:

Cardinal Ritter High School (37% non-white, 18% Free/Reduced Lunch)
Elmhurst High School (30% non-white, 51% F/R Lunch)
Franklin Community High School (6% non-white, 30% F/R Lunch)
Hammond High School (87% non-white, 68% F/R Lunch)
Shakamak High School (2% non-white, 35% F/R Lunch)
West Noble High School (39% non-white, 54% F/R Lunch)

Key Findings:

  1. Improvements in the quality of high school student course selections: The workshop activities driving these changes were the College Costs Estimator service and the Mock College Admissions Case Studies. As an example of the impact, one of the high schools quadrupled its Advanced Placement (AP) enrollments in a three-year period and the Academic Honors Diploma rate increased from 19% to 46% in one year.
  2. Changes in college enrollment patterns: The workshops that were the primary drivers in affecting college enrollment patterns were the College Costs Estimator service, bus trips to visit colleges, and verbal and written critiques on the first drafts of persuasive personal statements (or essays) for employers, admissions representatives, and scholarship committees.
  3. College-bound rates: In addition to affecting where students applied and enrolled, the grant also had an impact on overall college-bound rates. The overall national college entrance rate (2-year and 4-year) was 65.2% in 2002, compared to the average overall rate of the students in the project schools of 71.8%. This also compares to college-bound rates across all Indiana public schools (according to the Indiana Department of Education) of 71.1% in 2003 and 72.1% in 2004 (the highest in the history of the state at that time). Further, the average college-bound rates for African American and Hispanic students from the project schools were 79.3% and 61.3% respectively. This compares to overall rates of 58.7% and 53.5% for these two groups respectively at that time.

Click here for more information about the programming mentioned above.

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