In 2015, more than 35 million Americans aged 25 and older had completed some college but had not completed a degree. A recent report by the Institute for Higher Education Policy (IHEP), examines how two degree-reclamation initiatives, Project Win-Win and Credit When It’s Due, can be scaled up to the national level.
Title: Labor Market Returns for Graduates of Hispanic-Serving Institutions Author: Toby J. Park, Stella M. Flores & Christopher J. Ryan Jr. Source: Florida State University News This journal article highlights how earnings of graduates of Hispanic-Serving Institutions (HSIs) compare to those from non-HSIs. The authors examined data for three cohorts who graduated from public high schools… Read more »
Developing an appropriate accountability system for broadening participation is crucial to achieving a STEM workforce that reflects the diversity of the American population. Colleges and universities, on the front line of STEM research and education, must lead the way.
Before colleges can constructively evaluate and improve their pricing and financial aid policies, they should have a solid understanding of what should go into determining how realistic it is for students and families in different circumstances to pay for the education offered, writes the Urban Institute’s Sandy Baum.
According to a new report released by NACUBO, private colleges and universities are discounting their tuition revenue at the highest rates to date. By offering grants, scholarships and fellowships, the institutions that participated in the 2016 NACUBO Tuition Discounting Study averaged an estimated 49.1 percent institutional tuition discount rate for first-time, full-time students in 2016-17—the highest in the history of the survey.
The National Science Foundation today launched its virtual showcase event, 2017 NSF STEM for All Video Showcase: Research & Design for Impact. For the next week, the site will showcase work funded by NSF and other federal agencies with the aim of improving teaching and learning of STEM fields.
Authors of a recently released policy brief by The Hamilton Project argue that institutional accountability in the federal student loan program has weakened. As a solution, the authors propose the use of risk-sharing based on cohort repayment rate to increase institutional accountability.
Elizabeth Holcombe and Adrianna Kezar of the University of Southern California look at the possibilities of shared leadership for the higher education sector, which they say will ultimately allow campuses to become more nimble in a complex, constantly changing environment.
The Institute for College Access & Success (TICAS) recently released an issue brief analyzing the net price of college as a share of a student’s family income. According to the brief’s findings there are great inequities in the affordability of public colleges within and across states.
A recent blog post from Young Invincibles examines equity gaps between white, African American and Latino students. Data shows that over the past 10 years, educational attainment gaps between white and African American students widened in 38 of the 45 states, and the gap between white and Latino students widened in 39 states and DC.
Higher Ed, Not Debt—a multi-organizational project of the Center for American Progress—is asking colleges and universities to respond to a survey for a dataset that will showcase the breadth and type of actions institutions are taking to support their undocumented students.