Higher Education Policy for Minorities in the United States

Permanent URI for this collection

https://hdl.handle.net/10919/111122
The Collection of Higher Education Policy for Minorities contains a variety of open access resources that provide a comprehensive and balanced view on higher education policy analysis for minorities in the United States. This Collection aims to disseminate high quality research to encourage the academic community, policymakers, and the public to engage and improve educational aspects and challenges that minority groups face. The collection contains population characterizations and policy analysis especially for the following minority groups: Latin American students, African American students, and Asian students. The selected materials come from approximately 70 organizations at the international, national, and local levels, as well as public, profit and non-profit organizations. The materials particularly focus on issues related to higher education access, educational attainment, educational financing, admission process and retention policies, cultural mismatch, socioeconomic barriers, and normative analyzes of educational equity. Most resources are available in English, but there are a few available in Spanish.

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Browsing Higher Education Policy for Minorities in the United States by Author "ACT"

Now showing 1 - 11 of 11
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    Accelerated Learning and Financial Aid Associated with Positive Academic Outcomes for Hispanic First Generation College
    ACT (ACT, 2017-12-01)
    This report compares several college outcomes between Hispanic first generation college students (FGCS) and Hispanic non-FGCS.
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    The Changing Demographics of the Student Population
    ACT; College Board (ACT, 2018-06-05)
    This report points out statistics about the changing demographics of the student population in the United States. 2018.
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    College Choice Report: Class of 2014
    ACT (ACT, 2015-11-06)
    This report for the graduating class of 2014 focuses on testing behaviors that may expand college opportunities available to students and the relative influence of these behaviors on enrollment, persistence, and transfer.
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    The Condition of College & Career Readiness 2012: Hispanic Students
    ACT (ACT, 2012-08-27)
    Using ACT test scores and the ACT College Readiness Benchmarks, The Condition of College & Career Readiness 2012 provides a series of graphics highlighting the college and career readiness of the ACT-tested high school class of 2012. This report highlights the condition of college and career readiness for Hispanic students.
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    The Condition of College & Career Readiness 2013: Hispanic Students
    ACT; Excelencia in Education (ACT, 2014-05-22)
    The report provides a national snapshot of academic performance among Hispanic students in the high school graduating class of 2013 who took the ACT® college readiness assessment. The report makes clear that although many Hispanic high school students are making progress toward college and career readiness; overall levels of readiness among Hispanic students are not yet where they should be. To this end, the report offers several recommendations for improving readiness for Hispanic students and all students including establishing clear, high, and common academic standards in the classroom; increasing the rigor of high school core courses; monitoring student performance beginning in the early grades; and making academic interventions with off-target students as soon as possible, based on timely and reliable performance data.
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    The Condition of College & Career Readiness 2014: Hispanic Students
    ACT; Excelencia in Education (ACT, 2015-06-01)
    Latinos represent almost one quarter of all public high school students, and projections show a continued increase. They have made progress in measures of college and career readiness, but more needs to be done. The Condition of College & Career Readiness 2014 – Hispanic Students provides a snapshot of academic performance for Latino high school students graduating in 2014 who took the ACT college readiness assessment. This report offers recommendations for policy and practice that policymakers and schools can implement to increase Latino college and career readiness.
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    The Condition of College & Career Readiness 2018
    ACT (ACT, 2018-10-17)
    This report looks at the progress of the ACT®-tested 2018 US high school graduating class relative to college and career readiness. The data in this report are based on more than 1.9 million graduates—55% of the students in the 2018 national graduating class—who took the ACT at some time from grade 10 to 12. The ACT was taken by the majority of 2018 graduates in 28 US states. In 19 of those states, the ACT was taken by all or virtually all graduates, typically as part of a state-funded assessment program.
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    The Condition of College and Career Readiness 2015: Hispanic Students
    ACT; Excelencia in Education (ACT, 2016)
    There is historic growth in Latino numbers entering colleges and universities in the United States, and many Latino students are making progress toward college and career readiness. Yet Latino high school students demonstrate college readiness in key academic areas in 2015 at largely similar levels to previous graduating classes, which is below other groups of students. While this report benchmarks Hispanic students’ college and career readiness, it also describes how the US educational system serves this large and growing proportion of today’s students and future employees. This report includes several recommendations about improving readiness for Hispanic students and all students by involving Latino parents in the educational system, increasing Latino teacher recruitment and development, encouraging education system alignment, supporting practitioners’ educationally purposeful data use, and increasing STEM curriculum development and STEM interest and career exploratory pathways. This report coincides with the announcement from ACT to establish the ACT Center for Equity in Learning, designed to create, lead, and coordinate strategic approaches to improve equity, access, opportunity, and success for all.
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    The Condition of College and Career Readiness 2015: Pacific Islander Students
    ACT (ACT, 2016-06-14)
    The Condition of College & Career Readiness 2015 is the ACT annual report on the progress of US high school graduates relative to college readiness. This year’s report shows that 59% of students in the 2015 US graduating class took the ACT® test, up from 57% last year and 49% in 2011. The increased number of test takers over the past several years enhances the breadth and depth of the data pool, providing a comprehensive picture of the current graduating class in the context of college readiness as well as offering a glimpse at the emerging educational pipeline. This report highlights the condition of college and career readiness for Pacific Islander students.
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    El Estado de Preparación Para la Educación Superior y Una Carrera Profesional 2011: Estudiantes Hispanos
    ACT (ACT, 2011-09-20)
    Anualmente ACT prepara una visión general del estado de preparación para la educación superior y una carrera profesional entre los egresados de preparatoria que presentaron el examen ACT. Este reporte ofrece información para los legisladores y profesionales sobre ciertos indicadores de eficacia y qué significado tiene esto desde el punto de vista de la preparación. Su finalidad es propiciar el debate, la averiguación y la acción. Este informe fue diseñado para respaldar las siguientes preguntas que impulsan las iniciativas nacionales encauzadas hacia fortalecer la educación superior. ¿Están los estudiantes hispanos preparados para la educación superior y para una carrera profesional?, ¿Hay suficientes estudiantes hispanos que están tomando materias fundamentales?, ¿Son suficientemente rigurosos los cursos fundamentales?, ¿Están bien encaminados para la educación superior y para una carrera profesional los estudiantes hispanos más jóvenes?
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    What Works in Student Retention? Four-Year Colleges & Universities with Twenty Percent or More Hispanic Students Enrolled
    ACT (ACT, 2010-11-15)
    This report presents the findings for colleges and universities with twenty percent or more Hispanic students enrolled that participated in ACT’s 2010 What Works in Student Retention survey. The report contains information pertinent to only these institutions. For more information concerning the history of ACT’s involvement in retention research; various aspects of the study’s methodology (e.g., database, administration, etc.); response rates by type of institution; findings for background information; and retention and degree-completion rates for other types of institutions, the reader is directed to the Report for All Colleges and Universities. In that report, the reader will find data for community colleges, private four-year colleges and universities, public four-year colleges/universities, and colleges/universities with ≥ 20 Black students enrolled. More in-depth information can be found for each of these types of institutions in their respective executive summaries.