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.
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.
AIR evaluated several competency-based education (CBE) programs to build evidence related to student outcomes. The evaluation was a response to the minimal availability of evidence-based student achievement and cost outcomes surrounding CBE programs. The goals of the evaluation were to build evidence about student outcomes in CBE programs and provide tools for program leaders and researchers to support evaluation and continuous improvement efforts.
The Regional Educational Laboratory Midwest, operated by AIR, is conducting a study to better understand career and technical education (CTE) course offerings in Indiana and Minnesota and identify gaps in access to high-quality CTE programming in these states.
The Regional Educational Laboratory Midwest, operated by AIR, in collaboration with the Management Performance Hub, used student demographic, academic, and financial aid variables to examine what percentage of students achieved early college success. The purpose of this study was to examine the relationship between receiving Pell Grants and 21st century scholarships and early college success among the 2014 cohort of Indiana public high school graduates entering public Indiana colleges in the fall after graduation from high school.