I teach at an urban public university—a “Research 1,” top-of-the-Carnegie-rankings institution. I’m not one of Philadelphia’s school teachers; I’m a professor with just one class to teach each term and a big research budget. But those trappings of prestige no longer shield me from the realities of poverty in our city, and more importantly, they don’t help my students.

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Since 2008, my team’s research on how students finance college has revealed that the main barrier to degree completion isn’t tuition; it’s having a place to sleep and enough food to eat. The best estimates suggest that food insecurity affects as many as 1 in 2 college students—much higher than the rate in the general population. Just as many struggle with housing insecurity, and a significant number (14 percent at community colleges) are homeless.

This is a largely invisible problem. Stereotypes of Ramen-noodle diets and couch-surfing partiers prevent us from seeing it. They trick us into thinking that food insecurity is a rite of passage, that hunger and even homelessness among our students is normal. But it is time to admit that we have a serious problem in higher education.

Some campuses have begun implementing small reforms to address food insecurity. The College and University Food Bank Alliance has more than 525 members from coast to coast, with food pantries housed at community colleges and universities, public and private. This is a stunning increase, since in 2012 there were just over 10. That provides emergency assistance to the students who are lucky enough to know about them, though what they actually stock varies. Sometimes there are fresh fruits and vegetables, but usually there are cans and bags, some bread, and the occasional bottle of shampoo or body wash.

In some cases, colleges are moving beyond food pantries. Just over two dozen schools operate a program known as Swipe Out Hunger, which reallocates unused dollars on meal plans to students who need them. Homegrown efforts such as Single Stop are helping students apply for SNAP, and some institutions are beginning to accept EBT on campus. In Houston, the local food bank is offering “food scholarships” to community college students, proactively providing groceries rather than waiting for emergencies to occur. There are food recovery networks, nutrition programs, and educational activities like Challah for Hunger, where students gather to break bread and learn about poverty. These efforts are entry points to systemic change, and they make it possible to envision a time in which the National School Lunch Program operates on all campuses, providing breakfast and lunch to every student who needs it.

But when it comes to housing, things don’t look so good. When colleges and universities think about housing, they see dollar signs to be gained from residence halls catering to wealthy and international students, rather than opportunities to facilitate affordable living. Given massive state disinvestment throughout the country, it is hard to blame the public institutions. But it means that a growing number of students are being left out in the cold.

Students who struggle to pay rent are at risk of eviction, like so many other low-income adults around the country. Those who seek out shelters find the same overcrowded and sometimes dangerous conditions that have long plagued those temporary accommodations, and students often miss out on beds because the lines form while they are still in class. Even young people who grew up in public housing can lose their housing when they enroll in college if their local housing authority deprioritizes full-time undergraduates.

The financial aid system contributes to these problems. Consider a 23-year-old adult living on the streets, estranged from two middle-class parents because he is queer. Under federal law, his parents’ income is used to determine his financial aid, even though he lacks access to those resources. His only hope of disregarding their income and qualifying for more support is to endure a “special circumstances” process that requires documentation verifying that he is homeless, which can be challenging if he was not homeless in high school and is not in the shelter system. In 2015-16, nearly 32,000 college students completed the Free Application for Federal Student Aid (FAFSA) verification process and were officially deemed homeless for financial aid purposes. However, more than 150,000 students indicated that they were homeless on an initial filtering question, but could not complete the necessary documentation process.

The oversight of the very real housing and food needs of undergraduates is hypocritical given the intense pressure we place on people today to complete college degrees. It is very difficult to complete anything—whether it is a vocational training program for a welding certificate, an associate’s degree in nursing, or an engineering program—without first having your basic needs met.

I am trying, in my own way, to do what I can. Last year, I created the FAST Fund to provide students with cash, quickly, when it is needed. And I added a statement to my syllabus that will remain there indefinitely:

Any student who has difficulty affording groceries or accessing sufficient food to eat every day or who lacks a safe and stable place to live, and believes this may affect their performance in the course, is urged to contact the CARE Team in the Dean of Students Office for support. Furthermore, please notify me if you are comfortable in doing so. This will enable me to provide any other resources that I may possess.

It is but a start, meant to help establish a culture of care in my classroom, one that I hope can be transmitted and reflected throughout the university. We can and must go further. Every college and university must help its students connect to every public benefits program for which they are eligible. That support, coupled with emergency cash assistance, can help shield students from hunger and help them keep a roof over their heads. Colleges should also pursue external partnerships with local food banks, housing authorities, and homeless shelters. And most of all, higher education has a responsibility to tackle poverty among its students in a data-driven way that acknowledges that students without resources do not lack talent, drive, or intellect. They simply need access to the same sorts of supports that students from families with money enjoy every day.

Talk about social mobility is all the rage in higher education right now. But let’s get real: College is a great route out of poverty, but for that path to work students must escape the conditions of poverty long enough to complete their degrees.

There’s a long shadow cast over Baltimore’s children. Like young people across America, they know that the ability to get a good-paying job depends on college. As teens, many of them finish high school, fill out college applications, and complete financial aid forms.  But then they find out the truth: college is unaffordable.

There is a lot of talk about elite universities offering “no loans” promises and sending letters to low-income families across the country urging their children to apply.  But that effort is relevant to a tiny few. Most people who attend college go to institutions that are far from free.

Despite massive public investment in financial aid, students from families like Kayla’s who earn less than $20,000 a year are now required to pay at least $8,000 for a year of community college and more than $12,000 a year at a public university. That “net price” is what researchers like me have found to be the real bill that students and their families face after all grants (including the federal Pell and state and institutional grants) are subtracted from the sticker price of attending college. This price has gone up substantially over time, particularly since the Great Recession.  It’s climbed as real family income for most has fallen. Worse, it may well be under-stated.

College education is central to the American Dream. But the ladder people must climb to get there has eroded, and a critical rung fell off.  After a semester or two, even the most talented students from the bottom half of the income distribution find that the price of college is more than they can afford.  They have enough money to register for classes, but they cannot pay the bills long enough to graduate.  

The young people of Baltimore know this.  Researchers tracked a set of the city’s children beginning in 1982, when the kids were in 1^st grade.  A decade and a half later, almost two-thirds enrolled in college. But by age 28, just 17 percent had earned an associates or bachelor’s degree, with another 13 percent earning a certificate.  Nearly half who grew up poor, ended up poor, especially if they were black.

It wasn’t for lack of trying. Researchers like Stefanie DeLuca, who met Kayla while doing research on young people from Baltimore’s highest poverty neighborhoods, confirm that a strong work ethic is omnipresent there. But enrolling in college exacerbates their poverty: working two or three jobs while also taking on federal and private loans takes a heavy toll. Growing numbers of undergraduates find themselves living without sufficient food or adequate housing even as they try and focus on school.

When college is unaffordable, hope is lost.  Without degrees, young people are returning to the streets with debt, disillusioned and fearful for their futures.

Today colleges and state governments set most college prices. They are failing at this job. The opportunity to get a college education is distributed in highly inequitable ways.  Rather than promoting mobility, the broken college financing system is ensuring that economic and racial inequality gets passed down – and worsened – from one generation to the next.  Americans deserve better.

Last year, Republican Governor Bill Haslam began to restore hope in Tennessee by offering tuition-free community college.  The predecessor to the Tennessee Promise, Knox Achieves, is proving effective at helping young people who would have otherwise never experienced even a 13^th year of education earn college credits.  Helping those students complete a 14^th year, and attain a credential, may require more investment, along the lines of America’s College Promise proposed by President Barack Obama.

The initiatives of Haslam and Obama were preceded by wisdom and a smart initiative in New York. In 1969, large numbers of African Americans and Puerto Ricans demanded that the City University of New York become a place that they could enter to pursue better lives.  University administrators responded by instituting an open admissions policy to complement a very low price.  An evaluation conducted over the next 30 years revealed that while the new policy did not wipe out disadvantages due to race or class (or high school academic record), it more than doubled the proportion of black women who would attain degrees. That finding is consistent with more recent studies that raise sharp questions about the contention that “college isn’t for everyone.”

National leaders need to provide hope to young adults in Baltimore and cities like it.  Federal policy must change. Simply providing financial aid isn’t getting the job done, as it requires too little from those who establish college costs.  Instead, we need a national conversation about what it means to provide a high-quality 13^th and 14^th year of public education to everyone, and then we need to pay for it. New taxes are an option – but we can also simply stop spending where investments aren’t pay off. Ending subsidies to for-profit universities is a good place to start.

There is much to do to provide hope, dignity, and a chance at a better life to America’s poor urban youth. Part of the solution must include making college affordable.

If only this were true.

The average out of pocket cost facing community college students from low-income families ranges from $8,000-$11,000 per year. That is after all grant aid is taken into account, and it represents the amount that students must borrow and earn in order to make college possible. The situation facing moderate-income families is not much better—and they are often in a more difficult situation since they have little disposable income and yet cannot access the federal Pell Grant.

Thirty years ago, high schools were focused on helping more students envision college as part of their future. Two decades ago they began really focusing on academic preparation for college. But today, ambitious, academically prepared high school graduates are attending college and leaving without degrees because they cannot afford to be there. Among the academically prepared, more than one in five high school graduates from low-income families forgoes college entirely, and about 30 percent who start at a two-year college never complete any degree. These non-completion rates signal talent loss, and things have gotten worse over the last decade.

As an education scholar and researcher who has published extensively on the topic of college affordability, I’m troubled by the response of many progressives and scholars who criticize President Obama’s free community college proposal for not being “narrowly targeted.” The implication is that only a plan that exclusively serves low-income students, and no one else, can meet their needs. This is a false narrative, capable of sowing confusion and killing the prospects of legislation that could do real good.

The truth is that low-income students stand to benefit from free community college in real and measurable ways that will increase their access, boost their persistence, and raise their graduation rates. Since the president’s plan is a “first-dollar” plan, low-income students would receive the greatest subsidies. Students would not have to give up their Pell grants; instead, because tuition would be free, Pell grant funding could be used to meet costs other than tuition. Thus, I predict that low-income and moderate-income students would realize greater gains than their more affluent classmates. The clear and inclusive signal created by “free community college” coupled with the progressive distribution of monetary benefits makes this effective “targeting within universalism.”

Rigorous studies have shown that reducing the cost of community college by even $1,000 a year results in substantial increases across the board. More low-income students enroll directly from high school. More low-income students enroll who would not otherwise have enrolled at all. More low-income students transfer to four-year colleges. And the students who would not have enrolled—except for the fact that community college became more affordable—are more than 20 percent more likely to earn a bachelor’s degree within eight years of high school graduation. All that for a $1,000 discount? Imagine what those numbers would be if the first two years of community college—or any college, as Senator Bernie Sanders recently proposed—were made free.

To help advance a greater understanding of the value and mechanics of making the first two years of college free, I’ve written a response to questions many people have about the president’s proposal. In addition, I’ll be participating in a public discussion with economist Steven Durlauf on the topic that will be held March 12 on the campus of the University of Wisconsin-Madison and televised in the state and online via Wisconsin Eye. Our national dialogue on the merits of making postsecondary education available to everyone—and affordable—is, finally, beginning.