This journal article provides a review of causes and policy solutions of two equity problems: (a) Too many college students from disadvantaged backgrounds in the United States do not complete their coursework with any college credential, whereas others earn degrees or certificates with little labor market value; and (b) many of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. Solutions include those focused on both individual students and institutional reform.
This journal article discusses a study that used data from the Integrated Postsecondary Education Data System and the Delta Cost Project to identify institutional predictors of bachelor’s degree completion rates for Pell Grant recipients and nonrecipients at public and private not-for-profit 4-year institutions. The results suggest that Pell Grant recipients are relatively concentrated in institutions with demographic and structural characteristics associated with lower completion rates, including lower SAT scores, enrollment, and residential intensity.
This brief highlights evidence-based practices related to early college high schools that promote college and career readiness.
This call to action discusses the disproportionate impact from COVID-19 on Black, Latinx and Indigenous students, who have been hardest hit by practices and policies that result in credit loss when they transfer.
In this journal article, researchers examine whether, how, and for whom a new counseling model aimed at providing college-related social resources may improve college enrollment. Following nearly all seniors in Chicago Public Schools from their senior year through the fall after high school, the findings indicate that coaches may improve the types of colleges that students attend by getting students to complete key actions.
The Delta Cost Project at AIR used quantitative descriptive analyses of patterns and trends to prepare two briefs. The aim of these briefs was twofold: (a) examine the academic workforce across different types of institutions and (b) explore the financial implications of changes to the higher education workforce.
AIR is examining the impact of attending a deeper learning network school on students’ civic engagement, college completion, and workforce outcomes and the differences in their college experiences versus those who attend comparison schools. The aim of this study is to measure the longer term impacts of attending a deeper learning network high school not yet captured in previous research.
AIR is evaluating STEMfast, a program developed by New Mexico Highlands University to provide comprehensive support services to Hispanic students and students from low-income backgrounds who are studying science, technology, engineering, and mathematics. STEMfast addresses the underrepresentation of these students in STEM fields and works to decrease the likelihood that developmental core subject courses will deter these students from persisting and graduating from college.
AIR is evaluating the implementation and impact of the New Tech Network’s (NTN) partnership with 10 high schools in Texas, which is intended to improve student advising during the transition to college. The goals of this evaluation are to help NTN address any implementation issues and determine the effectiveness of their revised advising practices.
AIR’s College and Career Readiness and Success Center launched the State Work-Based Learning Initiative to help support states in designing, scaling, and implementing work-based learning (WBL) efforts as a strategy to improve student college and career readiness. This initiative is based on four state-led, peer-to-peer networks that focus on specific WBL priorities, promote cross-state learning, and engage external WBL experts. The goals of the initiative are to collect and share emerging strategies, identify common challenges, and develop resources related to the implementation of WBL.