Posts Tagged: access & success

Teaching during the pandemic is demonstrating that the challenges from COVID-19 go beyond the drastic health and economic consequences we are confronting—they are also social. The primary lesson is simple: in a time of physical distancing, social solidarity is more important than ever.

A recent report published by the National Center for Education Statistics uses the High School Longitudinal Study of 2009 to examine postsecondary enrollment rates for students who took Career and Technical Education (CTE) credits in high school.

A new study from the National Bureau of Economic Research examines how enrolling at a public four-year university impacts degree attainment and income earning outcomes among Georgia students.

In the wake of the COVID-19 pandemic, we can expect a surge in demand for higher education that will disproportionately come from post-traditional students. To respond, colleges and universities must swiftly adapt by broadening their view of learning.

Amid all the transitions that students and colleges will be going through in the coming months, we need to start experimenting with new tools and practices—like blockchain—that hold the potential to equitably safeguard, verify, and share learning no matter where it happens, writes ACE’s Louis Soares.

MDRC has published a brief following a review of community college Career and Technical Education (CTE) programs.

COVID-19 is pressing millions of students and faculty into an experiment in teaching and learning that has implications for a new form of college-going that may transform our understanding of higher education. ACE’s Louis Soares writes that our knowledge of how students learn can help us figure out how to move forward.

A recent report from the Association of Community College Trustees highlights the impact of prior learning assessment (PLA) policies for colleges.

Using New York’s 2018-19 high school graduation rate data, a policy brief published by the New York Equity Coalition examines how the use of alternative “4+1” diploma pathways may lead to disparities in students’ access to advanced opportunities.

The Urban Institute released a study examining the gap in homeownership rates between Black and White communities in the United States.

A recent study by New America reveals considerable equity gaps in access to postsecondary education and job training programs for incarcerated adults.

MDRC’s recent study suggests that comprehensive support programs boosted community college completion rates in Ohio.