Suchergebnisse

This report focuses on how postsecondary institutions engaged with Talent, Innovation, and Equity (TIE). Specifically, the report describes how policymakers from Tennessee and Colorados state higher education agencies awarded subgrants to institutions and takes a closer look at how these institutions responded to the TIE initiative. The report builds upon RFAs first report, Advancing Racial Equity in Higher Education Attainment, which offers a framework to guide the analysis of race-conscious state-level postsecondary policy and explores the factors that affect the capacity of state higher education agencies to advance racial equity. A third report describes how the TIE initiatives role in efforts to convene a statewide coalition. ; Lumina Foundation

To support state efforts to close postsecondary attainment equity gaps for students of color, RFA has developed a framework that describes three drivers behind efforts to place racial equity at the center of postsecondary policymaking and practice: awareness, inclusion, and integration. The framework is adapted from Equity in the Centers Race Equity Cycle 1 and is informed by Research for Actions examination of the three states in the Lumina Foundations first TIE cohort Colorado, Tennessee, and Oregon. ; Lumina Foundation

This report is based on research examining the implementation of the Talent, Innovation, and Equity (TIE) in Tennessee and Colorado conducted from date to date. The third in a series of reports, RFAs analysis draws from data collected from equity advocates, community leaders, and other stakeholders that partnered or engaged with state agencies of higher education in coalition-building efforts. RFA completed a thorough review of TIE-related documents from state higher education agencies, conducted interviews with coalition stakeholders, and observed two coalition meetings regarding the administration of the TIE grant. ; Lumina Foundation

The countrys structures for assuring the quality of college degrees and other credentials awarded after high school no longer meet the needs of todays students, society, or the economy. Policies and practices must be updated to ensure that the learning represented by all degrees, certificates, industry certifications, and other credentials will indeed help people lead fulfilling lives and obtain and succeed in better jobs, while also building a stronger American society and economy. This report points out some recommendations to achieve better quality in higher education. ; Lumina Foundation

Federal policy should create a system that embraces students of color, adults, students from low-income households, and students who are the first in their families to attend college. To achieve this vision, federal policy must look beyond efforts that merely increase college enrollment. Student success must be an equal objective, and without compromising quality. This report raises federal policy recommendations in several realms to eliminate disparities in education outcomes across racial and ethnic groups. ; Lumina Foundation

For almost fifty years, the federal government has tried to make the American Dream universally accessible by using need-based financial aid to lower the price of attending college. Talented students are forgoing college because of the costs, students who start college are unable to complete because they cannot afford to continue, and even students who finish degrees may not realize all of the expected returns because of sizable debt burdens. This report argues that it is time for the federal government to partner with states, public colleges and universities, and localities and businesses to offer two years of college for free. This report outlines a Free Two Year College Option (F2CO) that can be funded with existing resources, developed to overcome the problems in previous efforts to make college more affordable, and designed to ensure that wider access occurs without reductions in educational quality. ; Lumina Foundation

United States military veterans are far more likely than non-veterans to hold non-degree credentials, including certificates and certifications. Therefore, veterans are particularly harmed by the current lack of recognition, transparency, transferability and stackability of non degree credentials. In addition, the veteran population is especially likely to have education and training experiences outside traditional education institutions. ; Lumina Foundation ; Strada Education Network ; Gallup

This report explains the history of need analysis the method used to determine the amount of federal aid a student receives and the method of collecting financial data from students and families. The system of determining need began with colleges and universities each establishing how best to distribute institutional aid while using their own forms to collect data, and evolved to the creation of a robust, national form and formula regulated by the federal government. This 15-minute film closely follows this evolution by documenting the passage of several seminal pieces of higher education legislation and following the diverse efforts of institutions, associations, and policymakers in determining the best form and formula to use when providing students and their families with federal money for college. To complement the film, the Institute for Higher Education Policy (IHEP) has developed a viewing guide that provides a historical look at the distribution mechanisms for financial aid. ; The Institute for Higher Education Policy

The federal government has historically leveraged funds for both states and colleges to expand access and opportunity to higher education. This report documents a history of these partnerships and the policies that shaped themfrom the introduction of the original campus based programs and state partnerships through their growth or decline over the years. The federal programs covered in this 10-minute film all require a monetary match from states and colleges, thereby expanding the reach of federal financial aid. To complement the film, the Institute for Higher Education Policy (IHEP) has developed a viewing guide that provides a historical look at these partnerships. ; The Institute for Higher Education Policy