Browsing by Author "Engle, Jennifer"

Now showing 1 - 6 of 6
  • Thumbnail Image
    Access to Attainment: An Access Agenda for 21st Century College Students
    Miller, Abby; Valle, Katherine; Engle, Jennifer; Cooper, Michelle (Institute for Higher Education Policy, 2014-12-01)
    This report examines the challenges facing 21st century students and presents strategies for addressing these challenges through policy- and practice-based solutions at the institutional, state and national levels. Recommendations include implementing a college-going culture, clarifying and strengthening academic pathways, controlling the cost of college, and streamlining pathways to success.
  • Thumbnail Image
    Big Gaps, Small Gaps: Some Colleges and Universities Do Better Than Others in Graduating African-American Students
    Lynch, Mamie; Engle, Jennifer (The Education Trust-Midwest, 2010-08-09)
    In this report, the authors identify public and private four-year institutions that appear to serve their black and white students equally well—that is, where both groups graduate at similar rates. They also identify public and private institutions that have a lot of work to do to catch up: Their graduation rate gaps are among the largest in the country.
  • Thumbnail Image
    Big Gaps, Small Gaps: Some Colleges And Universities Do Better Than Others in Graduating Hispanic Students
    Lynch, Mamie; Engle, Jennifer (The Education Trust-Midwest, 2010-08-09)
    To improve degree attainment among Hispanic students, colleges and universities simply must enroll more of them. But it’s just as important that these institutions also boost their graduation rates and close graduation-rate gaps. This report calls attention to the colleges and universities that are serving Hispanic students well, as evidenced by small or nonexistent graduation-rate gaps between Hispanic and white students. The authors also shine a necessary light on institutions with particularly large gaps—the institutions that are not serving these students as effectively as they should.
  • Thumbnail Image
    Blurring Boundaries: Transforming Place, Policies, and Partnerships
    Miller, Abby; Smith, Edward; Park, Eunkyoung; Engle, Jennifer (Institute for Higher Education Policy, 2014-02-01)
    By 2020, more than six out of ten U.S. jobs will require postsecondary training. Despite a slight increase in college attainment nationally in recent years, the fastest-growing minority groups are being left behind. Only 25 and 18 percent of Blacks and Hispanics, respectively, hold at least an associate’s degree, compared with 39 percent of Whites. Without substantial increases in educational attainment, particularly for the nation’s already underserved groups, the United States will have a difficult time developing a robust economy. In this context, the Institute for Higher Education (IHEP) sought to follow up on its previous work examining metropolitan statistical areas –MSA- educational attainment rates by further exploring policies that either inhibit or facilitate degree production, and identifying metropolitan-level, cross-section collaborations that help local leaders contribute to national completion goals.
  • Thumbnail Image
    Employing Postsecondary Data for Effective State Finance Policymaking
    Rorison, Jamey; Voight, Mamie; Engle, Jennifer (Lumina Foundation, 2016-03-01)
    Outcomes-based higher education funding structures have gained popularity in recent years as a means for achieving the goal of linking public investment in our colleges and universities to the social and economic benefits that states reap with an educated citizenry. The outcomes-based models represent an evolution of performance-based funding models with a more exclusive focus on student progression and completion and financial alignment to state attainment needs. Even states that choose not to implement outcomes-based funding stand to benefit from a stronger understanding of data systems and the ways that states can use data to inform decision making more broadly. Compiling information from 31 states, this report evaluates the measures and metrics commonly used in outcomes-based funding systems, identifies a core set of measures and metrics that can help state leaders assess the performance of their higher education system, evaluates data availability and catalogues useful data sources.
  • Thumbnail Image
    Minority-Serving Institutions: Doing More with Less
    Cunningham, Alisa; Park, Eunkyoung; Engle, Jennifer (Institute for Higher Education Policy, 2014-02-01)
    This report shares new and updated data on the fiscal realities facing Minority Serving Institutions (MSIs) compared to other institutions, despite enrolling many of the nation’s neediest students. It also highlights the efforts of several MSIs from the Lumina MSI-Models of Success program to improve the educational experience and outcomes of their students—notwithstanding the fact these institutions are under-resourced, which impacts their ability to provide a full range of academic offerings and supports.