The students at community college today represent the workforce available tomorrow. If they are in trouble, it is a major red flag for CED professionals. CED professionals need to understand the world of community college students if they are to help them develop into the workforce in the next ten years, attracting business and investment ready to tap into its potential. A growing body of data suggest the students are deep in trouble.
The community college system in North Carolina is a backbone for community development. They support CED efforts in all 100 counties through 58 individual community colleges, with targeted economic development efforts through programs such as the ApprenticeNC and Small Business Center. They serve over a half a million students of all ages and are considered a vital gateway to jobs.
New data are emerging around one important indicator of economic condition of these soon-to-be-members-of-the-North-Carolina-workforce: food insecurity. Food security reflects access by all people at all times to enough food for an active, healthy life. If someone does not have that access, they are considered food insecure. Food insecurity is such a basic indicator because it directly measures the ability of individuals and families to put healthy food on the table on a regular basis. Since food is flexible day to day, food security/insecurity is a real-time view on whether or not you can make ends meet, day in and day out—or does someone need to skip breakfast or lunch, worry about getting groceries for the kids at the end of the month, or visit a food pantry?
A number of new studies are coming out that reflect the problem at community colleges nationally. The most extensive, a national study with tens of thousands of respondents, is part of a larger effort from the Hope Center for College, Community and Justice at Temple University, which published a major report, College and Universi
ty Basic Needs Insecurity, this past year. They focused on both food and housing insecurity. The findings are important for CED professionals who are seeking to create jobs in their communities because it speaks to the potential quality and readiness of that workforce.
Surprisingly, the Temple researchers found less than half of two-year students are food secure. When also considering housing insecurity, the percent of two-year students who are food and housing secure is only 30%. In other words, 70 percent of students at two-year institutions are living on the edge of having enough food or reliable housing. Four-year college students are not far behind their community college counterparts.
What do students do in this situation? The figure below compares several of the main coping strategies from two- and four-year institutions. They clearly have implications for the students’ prospects for success.
Business professionals know that quality parts make for a quality product. As CED professionals consider how to make job training, placement, retention, and skill-building programs successful, they may wish to consider the condition of the students in those programs, and how investment in creating a stable situation for them at home will mean better worker, and therefore business, outcomes in the end.