This journal article uses student-level data to investigate how the college application behavior of underrepresented minorities (URMs) changed in response to the 1998 end of affirmative action in admissions at the University of California (UC). The results show that all URMs experienced a drop in their probability of admission to at least one UC campus.

This research seeks to understand the financial characteristics of HBCUs that enroll a large proportion of students who come from low-income families and how these characteristics influence student success in STEM. The study used secondary data from the Integrated Postsecondary Education Data System (IPEDS) to examine the financial metrics of HBCUs that are associated with the percent of students awarded Pell grants. The sample size consists of 84 four-year HBCUs that submitted financial information to IPEDS. Included in this sample are HBCUs that serve undergraduate students with active grants funded through the National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program.

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

This journal article presents findings from a study of whether disability status and course delivery format affect course completion at a Historically Black College. The results show that students with disabilities are just as likely as peers without disabilities to complete courses, but students with disabilities were less likely to complete online versus traditionally delivered courses.

Colleges across the United States are now placing most or all students directly into college-level courses and providing supplementary, aligned academic support alongside the courses, also known as “corequisite remediation.” To better understand the potential for differential impacts of English corequisites for Latinx students, this study leverages data from a randomized control trial across five large urban community colleges across Texas. We also utilize student survey data to develop a deeper understanding of how corequisites shape the experiences of Latinx students in their college-level English courses.

Black College Leadership in PK–12 Education amplifies the research and perspectives of HBCU leaders, including four HBCU education deans, on how HBCUs help school districts optimize education for Black preschool, elementary and secondary students. Chapter 6, "HBCU's as a Pathway to Becoming a Scientist", includes the HBCU STEM Success survey work from the HBCU Core Project. 

This journal article uses data from the National Educational Longitudinal Study and hierarchical generalized linear modeling to examine both student- and school-level characteristics that explain variations in college enrollment among African American men and women (with Caucasians included as a contrast group). The results showed that student-level characteristics, including gender, socioeconomic status, and race, were all significant predictors of postsecondary enrollment.

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.

AIR’s College and Career Readiness and Success Center (CCRS Center) collaborated with CareerWise, the Colorado Department of Education, and the Colorado Workforce Development Council to support the expansion of work-based learning (WBL) opportunities in Colorado. The CCRS Center developed the capacity of a Colorado team to maintain and revise WBL geographic information system map applications. The goal of the project was to improve place-based and data-driven decision making.

AIR supported the annual reports and information staff in preparing three major annual reports, as well as a variety of other analytic, indicator, and tabular reports and studies on education statistics. The aim of this work was to support NCES’ annual reports and information staff in compiling, maintaining, and analyzing survey data; writing reports; and disseminating the information gathered and maintained by NCES, the U.S. Census Bureau, and other federal and nonfederal education data sources.