Resources

This journal article used a systematic review methodology to identify and summarize findings from studies that examined the effects of losing grant aid due to policy changes and students’ failure to meet renewal requirements. The studies reviewed show negative effects on student outcomes when grant aid was reduced or eliminated.

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.

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.

In a recent virtual event, College Promise hosted a panel featuring top academic voices to discuss this disconnect. The panel heard from CARPE Director, Alexandria Walton Radford, and other experts on top priorities for research in the field, including economic benefits from a national, federal, and state partnership, the future of the workforce, and how this affects postsecondary education and underemployment amongst college graduates.

Projects

AIR is providing support for the Longitudinal Studies Branch, which is responsible for the design and operation of three national early childhood cohort studies and several longitudinal studies of middle school, high school, and postsecondary students. AIR is providing support across the full range of design and reporting activities associated with the major data collection projects and statistical studies, including study development, cognitive laboratory work, field test and national data collection activities, review of data files and data documentation, report review and development, outreach, user support, and training activities.

AIR conducted an in-depth examination of articulation policies in six states and their 20 institutions of higher education (IHEs). The study findings are based on more than 100 telephone interviews and focus groups with (a) state-level higher education administrators, policy staff, and representatives from articulation oversight committees; (b) senior academic administrators, faculty, and staff from IHEs; and (c) students who had transferred or were planning to transfer between a 2-year and a 4-year IHE within the state. The findings address policy approaches to articulation, governance structures, the roles played by various stakeholders, and supports provided to transfer students.

AIR developed a coaching series, administered biannually to Wisconsin Technical College System staff. The aims of the series were to support the colleges’ abilities to use research, research methods, and data collection and analysis strategies.