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.
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.
Provides information on the outcomes of students who attended Macomb Community College during or after 2003 and who transferred to University Partners Advisory Council (U-PAC) institutions between fall 2007 and spring 2009. The study examines the rate at which students earn bachelor’s degrees, for U-PAC colleges as a group and in some cases for each individual de-identified U-PAC member. It also examines excess credit accumulation.
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.
Discusses College Promise programs, which now number more than 200. These program provide financial support to pay local students’ tuition and fees. They have received bipartisan support from state and municipal policymakers to improve students’ access to college, putting college financially in reach. But these programs do not typically address college success. Increasing completion rates is the next step.
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.
Presents an in-depth, mixed-methods case study of a need-based tuition discounting program at a public four-year institution in New Jersey. Focusing on the first full academic year of the program’s implementation, this preliminary report complements analysis of enrollment and academic performance data with insights from student interviews.