The latest on innovative strategies that support postsecondary attainment for all students, including adults and underrepresented minority populations, by the staff of ACE’s Center for Education Attainment and Innovation (CEAI), guest writers and ACE members working to advance new higher education models to expand access and success.

From its first programs for returning World War II veterans, ACE’s CEAI has led the national movement to recognize and promote adult learner programs in higher education. As the highly respected leader in the evaluation of workforce and military training, the Center demonstrates its commitment to adult learning and attainment through a wide range of programs and initiatives that support postsecondary access and success.

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Featured Posts

The Hope Gap: Helping Adult Students Overcome Barriers to Fulfilling Careers

Many adults have considered going back to college to enhance their prospects, but they don’t perceive higher education to be a realistic option. Donald J. Laackman, president of Champlain College, writes that higher education leaders need to reckon with this hope gap.

Presidential Leadership Is Key to the Development of New Faculty Models

Among the many challenges college and university presidents face, the need to address contingent faculty roles and related work policies is among the most pressing, according to Adrianna Kezar and Daniel Scott of the University of Southern California.

ACE2018: Higher Education Leaders Gather in Washington for ACE’s 100th Annual Meeting

ACE staff are blogging on a selection of sessions and other events at ACE2018, the Council’s 100th Annual Meeting.

Fulfilling Lifelong Dreams: College Promise Programs for Adult Learners

Louis Soares and Morgan Taylor present a case for expanding Promise Programs—which help students complete their degree—to the adult student population.

ACE at 100: The GED® as a Critical and Evolving Tool for College and Career Success

Most people have heard of the GED, but many might not know that it was created by ACE in 1942, after the United States Armed Forces Institute approached ACE with a request to develop tests to measure high school-level academic skills.

Faculty Development as an Authentic Professional Practice

For most college instructors, regular participation in their teaching development is neither a workplace expectation nor a professional obligation. Yet faculty who regularly participate in professional development improve their students’ chances for success.