Posts Tagged: learning outcomes
Third Way has released an update to its 2019 report examining institutional outcomes on completion, post-enrollment earnings, and student loan repayment. The organization regularly examines these key areas to better determine and map a baseline level of quality education for college students.
As core principles in designing the proposed system, the authors emphasized the need for accountability standards to apply to all institutions, while recognizing institutional differences by the level of programs.
While launching a new program requires a great deal of thinking and planning, few would have imagined the sudden emergence of the global pandemic that upended all our well laid plans in 2020 and 2021. Fortunately, the inaugural cohort of the ACE Learner Success Lab (LSL) not only pivoted successfully to a virtual environment, but learned to collaborate and thrive.
A new report from the Federal Reserve Bank of New York reinforces the value of state support in producing positive outcomes for public college students. The study analyzes the financial outcomes for two-year and four-year students up to their mid-30s.
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.
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 report published by EDUCAUSE examines major trends, new technologies, and emerging practices that might shape the future of teaching and learning.
Results from the spring 2019 National Survey of Student Engagement (NSSE) suggest positive increases in student engagement on campuses nationally.
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 Center on Education and the Workforce at Georgetown University recently released a report on how socioeconomic and work status affect students’ academic and career outcomes.
The Institute of Education Sciences has released a new report on Accelerated Study in Associate Programs (ASAP) and their impact on community college students.
A new report from the Institute of Higher Education Policy proposes several strategies to address issues of college access and success for students in rural communities.