Historically Black colleges and universities (HBCUs) are important for diversifying the science technology, engineering, and mathematics (STEM) workforce. This study aims to develop a scale to understand the experiences of HBCU STEM students to spur research on the factors associated with HBCUs’ success with recruiting, retaining, and graduating Black STEM students. Nearly 3,000 undergraduate STEM students across 30 HBCUs participated in this study. The authors conducted exploratory and confirmatory factor analysis to examine the construct validity. The survey had a seven-factor structure with a comparative fit index of 0.9 and high reliability with Cronbach’s alpha ranging from 0.68-0.91. Five factors significantly predicted student outcomes, indicating predictive validity. The resulting survey, HBCU Student STEM Success Survey, provides a reliable and valid measure for HBCU STEM students’ experiences.

This report examines student veterans' experiences with and perceptions of having their military learning recognized by a postsecondary institution.

This report identifies type of high school enrollment (e.g., traditional public schools, charter schools, and private voucher schools) for Indiana students enrolled in grade 9 in 2010/11–2013/14 and examines their performance on indicators of college and career readiness and early college success.

This report discusses three CTE-related research topics: (1) The associations between participation in CTE programs and later student outcomes, and the potential for variation in relationships across CTE career clusters and student groups; (2) the associations between CTE teacher qualifications and later student outcomes; and (3) student entry into Massachusetts’s RVTSs.

This brief highlights evidence-based practices related to early college high schools that promote college and career readiness.

This report summarizes findings from a study examining ASLOMP participant characteristics, experiences, and education and career outcomes.

This policy brief summarizes findings about effective articulation policies and practices.

This report volume provides state-by-state case studies and technical appendices related to data collection and analysis.

This report volume covers key findings related to statewide articulation and transfer policies, statewide governance and oversight, and implementation at the level of postsecondary institutions.

This brief summarizes findings from a recent study on the relative return to two training pathways to middle skills — credit-bearing and non-credit-bearing credentialing.