Higher Education Policy for Minorities in the United States
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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 Subject "academic achievement gap"
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- Broken Mirrors: Latino Student Representation at Public State Colleges and UniversitiesSchak, J. Oliver; Bentley, Charlie; Nichols, Andrew H.; Wil Del Pilar (The Education Trust, 2019-09-11)When it comes to enrolling and graduating Latinos, and at a time when the population of Latinos in the U.S. is fast increasing, public colleges and universities in most states are flunking. This report details how much work states have to do to increase the population of Latinos with a college degree, from enrolling proportional numbers of Latinos in community colleges and four-year colleges and universities to ensuring Latinos are just as likely as their White peers to cross the finish line once they start college.
- College Advising at a National Scale: Experimental Evidence from the CollegePoint initiativeSullivan, Zachary; Castleman, Benjamin L.; Bettinger, Eric (Annenberg Institute at Brown University, 2019-09-01)In recognition of the complexity of the college and financial aid application process, and in response to insufficient access to family or school-based counseling among economically-disadvantaged populations, investments at the local, state, and federal level have expanded students’ access to college and financial aid advising. In this paper, the authors report early results from an RCT of College Point, an innovative, national college advising initiative that pursues a technology-enabled approach to provide students with sustained, intensive advising.
- May the Best Woman Win?: Education and Bias against Women in American PoliticsCarnevale, Anthony P.; Smith, Nicole; Peltier Campbell, Kathryn (Georgetown University Center on Education and the Workforce, 2019)In this report, the authors explore how sex, age, income, race, and political affiliation might influence opinions regarding women’s suitability to be president. They also explore whether educational attainment levels might lead to broader options for political leadership by reducing bias that could limit the candidate pool.
- My Brother’s Keeper? The Impact of Targeted Educational SupportsDee, Thomas S.; Penner, Emily (Annenberg Institute at Brown University, 2019-10-01)The My Brother’s Keeper (MBK) Challenge developed by President Obama supports communities that promote civic initiatives designed to improve the educational and economic opportunities specifically for young men of color. In Oakland, California, the MBK educational initiative features the African American Male Achievement (AAMA) program. The AAMA focuses on regularly scheduled classes exclusively for Black, male students and taught by Black, male teachers who focus on social-emotional training, African-American history, culturally relevant pedagogy, and academic supports. In this study, the authors present quasi-experimental evidence on the dropout effects of the AAMA by leveraging its staggered scale-up across high schools in the Oakland Unified School District (OUSD). They find that AAMA availability led to a significant reduction in the number of Black males who dropped out as well as smaller reductions among Black females, particularly in 9th grade.
- Rising Tide II: Do Black Students Benefit as Grad Rates Increase?Nichols, Andrew H.; Eberle-Sudre, Kimberlee; Welch, Meredith (The Education Trust, 2016-03-22)This report — a companion to Rising Tide: Do College Grad Rate Gains Benefit All Students? — finds that, among institutions that have improved overall graduation rates from 2003 to 2013, more than half of them (53 percent) didn’t make the same gains for black students as they did for white students — widening gaps between groups.
- Rising Tide: Do College Grad Rate Gains Benefit All Students?Nichols, Andrew H.; Eberle-Sudre, Kimberlee; Welch, Meredith (The Education Trust, 2015-12-02)More than two-thirds of four-year, public colleges and universities have increased graduation rates in the last 10 years — not only overall (5.3 percentage points), but for underrepresented students as well (6.3 percentage points). This report highlights institutions that are achieving the twin goals of increasing overall graduation rates while closing gaps through intentional efforts to help underrepresented students arrive, transition, and thrive in college.
- States Must Expand Higher-Education Opportunities for Undocumented StudentsJaimes Pérez, Zenen (Center for American Progress, 2015-03-13)As the national debate over the president’s plan to expand deferred action for close to 5 million people plays out in the courts, state legislators are proposing legislation regarding undocumented immigrants’ access to higher education. Since the beginning of the year, at least 12 states have introduced legislation on their tuition-equity policies, which determine access to public colleges and universities for undocumented students. More bills are anticipated in other states. This year, however, Texas representatives introduced H.B. 209, which would strip the state’s undocumented students of the opportunity to apply for in-state tuition. This report argues why states should expand higher education opportunities for undocumented students.
- The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education and Good Jobs Compared to Blacks and LatinosCarnevale, Anthony P.; Strohl, Jeff; Gulish, Artem; Van Der Werf, Martin; Peltier Campbell, Kathryn (Georgetown University Center on Education and the Workforce, 2019-10-16)Inequities in access to good jobs by race and ethnicity have grown in past decades. White workers are more likely than Black or Latino workers to have a good job at every level of educational attainment. This report explores how White workers have relied on their educational and economic privileges to build disproportionate advantages in the educational pipeline and the workforce. Black and Latino workers, on the other hand, have strived to overcome discrimination, racism, and other injustices that continue to perpetuate earnings inequality. Policy changes can help narrow these equity gaps; otherwise, they will continue for generations to come.
- Washington’s College Bound Scholarship Program and its Effect on College Entry, Persistence, and CompletionLong, Mark; Goldhaber, Dan; Gratz, Trevor (Annenberg Institute at Brown University, 2019-09-01)Indiana, Oklahoma, and Washington have programs designed to address college enrollment and completion gaps by offering a promise of state-based college financial aid to low-income middle school students in exchange for making a pledge to do well in high school, be a good citizen, not be convicted of a felony, and apply for financial aid to college. Using a triple-difference specification, the authors find that Washington’s College Bound Scholarship shifted enrollment from out-of-state to in-state colleges at which the scholarship could be used. While they find suggestive evidence that the program increased the likelihood of attending a postsecondary institution and attaining a bachelor’s degree within five years of high school, they discuss why the program might be more successful if it did not require students to sign a pledge.
- What Limits College Success? A review and further analysis of Holzer and Baum’s ‘Making College Work’Oreopoulos, Philip (Annenberg Institute at Brown University, 2019-08-01)Holzer and Baum’s recent book, ‘Making College Work: Pathways to Success for Disadvantaged Students,’ provides an excellent up-to-date review of higher education. This book’s review first summarizes its key themes: 1) who gains from college and why? 2) mismatch and the need for more structure; 3) problems with remediation; 4) financial barriers and 5) the promise of comprehensive support. The author critiques the book’s proposed solutions using some of his own qualitative and quantitative data. Some recommendations are worth considering, while others are too expensive or unlikely to make a meaningful difference without addressing the underlying lack of preparedness and motivation of college students. The author argues that making mandatory some existing services, such as application assistance and advice, proactive tutoring and advising, and greater career transition support, has the most immediate potential.