What do we know about post-traditional learners, and how can we better help them earn the higher education credentials they need to succeed? Jonathan Gagliardi and Louis Soares on the results of a new ACE report, The Post-traditional Learners Manifesto Revisited.
While rewarding, being a college president has always been hard work. Today, environmental and industry pressures have converged to make leading an institution more complex than ever before. Jonathan Gagliardi looks at ACE’s recent report, the American College President Study 2017, and the future of the presidency in the 21st century.
The invisibility of Native American perspectives—those of Native students, researchers and their communities—continues to plague higher education, despite numerous calls for action from educational advocates across the country. Christine Nelson of the University of Denver considers what can be done to solve this problem.
Asian American and Native American Pacific Islander-Serving Institutions play a unique role in ensuring success for a complex, heterogeneous, and quickly growing population of students, according to Dina C. Maramba of Claremont Graduate University.
Predominantly Black Institutions (PBIs) are not well understood in the higher education lexicon, despite serving a large number of students of color: namely, a large number of black or African American students. Robert T. Palmer and Jared Avery of Howard University look at the role of PBIs in facilitating access and success for low-income, first-generation students of color.
By embracing expansive ideas of success, HBCU leaders inspire their students to strive beyond degree completion and understand how collaboration, civic engagement, and entrepreneurship are essential attributes in a new knowledge economy and global citizenry.
Recent surveys demonstrate that many college students do not know whether they have borrowed or how much debt they have accrued during college. What can higher education institutions—and the federal government—do to help?
With the increase in Latinx students enrolling in postsecondary education and the subsequent increase in the number of HSIs, these institutions should remain at the top of all policy priority agendas, write Gina Garcia and Morgan Taylor.
As the high school population in the United States grows increasingly diverse, so too should those professionals who work on college campuses. Diversity is especially critical in college and university admission offices, write David Hawkins and Tara Nicola of the National Association for College Admission Counseling.
Despite the passage of the Civil Rights Act of 1964 that set a clearer path for women and minorities pursuing top leadership positions in both the public and private sectors, they remain underrepresented—including in higher education. A new data tool linked to ACE’s American College President Study 2017 helps explain what it will take for the presidency to reach gender and racial parity.
We know that postsecondary education changes lives and provides a stepping-stone to prosperity. Though we recognize education’s transformative power, those who stand to benefit the most are often cut off from access—especially individuals in the criminal justice system, write Julie Ajinkya and Allison Beer of the Institute for Higher Education Policy and Caroline Cox of George Washington University.
A new report out from ACE’s Center for Policy Research and Strategy aims to provide a more complete picture of the contributions MSIs make to the higher education landscape and the communities in which they reside. CPRS' Morgan Taylor shares the upshot: Ensuring the success of students of color requires further investment in the very institutions that educate them.
Place is an influential determinant of college opportunity and success. But geography should not be destiny. States and higher education institutions should adopt policies and practices that recognize place-based disadvantage, write Roman Ruiz and Laura W. Perna of the University of Pennsylvania.
While the share of parents enrolled in college has been steadily growing—according to the most recent data, the proportion of students with dependent children has increased 30 percent from 2004-12—the share of parenting students who complete college remains low. Melanie Kruvelis of the Institute for Women’s Policy Research looks at steps institutions can take to better understand and support students with families.
Wick Sloane writes that more data is needed on the issue of campus hunger before a comprehensive solution can be advanced—and on that score, an upcoming study from Government Accountability Office is a welcome development.
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.
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.
While access to a high-quality and affordable college education is essential, access means little if students are unable to meet their educational goals once they arrive, writes CPRS Senior Policy Research Analyst Jon Turk. A new brief from ACE and Hobsons explores upward transfer—the movement from a community college to a four-year institution—for students who matriculate soon after high school.
Aligning policy, practice, programming and pedagogy to support LGBTQ students remains a challenge and an opportunity for higher education leaders, writes Michigan State University's Kristen Renn.
A major challenge confronting U.S. colleges and universities today is the need to disentangle the complexities of diversity, social justice and free speech. Graduate Research Associates from CPRS - Vincent Carales, Wei-Lin Chen, Jermain Griffin, and Sue-Yeon Song - talked to Crossing Borders Education founder Arnd Wächter about his organization and its work promoting dialogue as a way to build diversity and inclusion.
College Promise Programs: Designing Programs to Achieve the Promise
Promise programs have the potential to increase higher education attainment and close persisting gaps, write Laura Perna & Elaine Leigh. But success depends on how the programs are structured, implemented and sustained.