Summarizes the results of the 2018-19 Student Expenses and Resources Survey (SEARS) that sampled 150,000 California college students from all segments of higher education about their experiences and perceptions of college affordability.
Describes how Ohio two-year colleges are approaching guided pathways reforms. It is based on research on the guided pathways reform efforts by colleges during fall 2016 and spring 2017. Although a handful of Ohio colleges are leaders in guided pathways reforms, the focus in this report is on colleges that are just beginning to engage in such reforms.
Summarizes the findings of business leaders and parents to discuss firsthand information about workplace demands and aspirations for high school graduates. The listening tour visited five five communities over the course of a year: Oakland, CA; Westfield, MA; Tupelo, MS; Marysville, OH; and Norfolk, VA.
Uses the "Learning is Earning" map as a way to understand the innovation investments undertaken as a part of the Doing What MATTERS for Jobs and the Economy (DWM) framework and to determine the California Community Colleges’ trajectory as they prepare to better serve the students of the future.
Offers key considerations and analytic tools to aid policy designers in their efforts to balance equity and efficiency when creating their funding models. The report relies on a simple regression model—based on a study using data from the California Community Colleges system—that demonstrates the impact of weighting these different priorities within funding models on the appropriations that institutions receive.
Examines the intersection of race, gender, and higher education. Hear My Voice draws upon on-campus interviews with male students of color, parents, educators, and administrators, as well as reviewing existing research.
Provides final results from the U.S. Department of Education’s Investing in Innovation (i3) Validation grant of the New Teacher Center's (NTC's) teacher induction model. Results show that the model for new teachers increases student learning in grades 4-8 by an additional 2-4 months in ELA/reading and an additional 2-5 months in math.
Examines graduation rates at California State University (CSU) - the nation's largest university system - and the financial and economic impact on students and the state. The report outlines improvements CSU has made, as well as areas for continued work, including assistance for underrepresented students and on-time (four-year) graduation rates. It also includes promising programs and policies.