Short Takes

With the pause on student loan repayments ending soon, a new report looks at the advantages of income-driven repayment plans for borrowers.

A recently published article offers insights on how times of crisis impact faculty diversity related to gender, but in particular race and ethnicity.

A new report sponsored by the State Higher Education Officers Association (SHEEO) and Arnold Ventures explores and analyzes the role that state authorization plays in ensuring postsecondary educational quality and public accountability within the U.S.

The Council for Adult and Experiential Learning (CAEL) recently released a new brief that investigated the gaps in equity surrounding prior learning assessment/credit for prior learning (PLA/CPL) for Black and lower-income adult students’ credential completion.

er insights on enrollment patterns from fall of 2019 to fall of 2020 for particular U.S. regions, locales, and states.

Georgetown University’s Center on Education and the Workforce recently released a report demonstrating more education does not always mean higher earnings for graduates.

With over 20 percent of total undergraduate students identifying as student parents, new research from the JED Foundation and Ascend at the Aspen Institute offers specific recommendations for supporting these individuals in their academic pursuits.

The Century Foundation recently released a report that draws attention to the historical and systemic lineage of public underfunding for historically Black colleges and universities (HBCUs).

In a recent report, the Common App highlighted the shift in test score reporting rates and the variance across communities and student subgroups.

A recently published review of research on rural college access offers policy and practice implications to support rural student college enrollment.

A new brief from MRDC discusses the value of multifaceted student support programs to address college completion barriers and improve graduation rates.

ITHAKA S+R recently released an in-depth descriptive qualitative report that highlighted and probed the experiences of both students and staff surrounding the concept of stranded credits.