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While current higher education literature stresses the importance of equity, diversity, and inclusivity, these imperatives have been mainly absent from conversations related to boards of higher education. In this paper, the authors present a historical overview of the demographic landscape of trustee boards from inception to the present. Using critical literacy as a methodology, the authors problematize the lack of discourses regarding Board's diversity. The authors juxtapose the longstanding homogeneity of boards with the increasing heterogeneity of higher education students and argue that systemic forms of racism have denied the opportunity to diversify those in charge of making decisions in higher education. Additionally, using the case of California, the authors problematize how diversity gaps in board composition manifest even within one of the most diverse and liberal states in the country. Ultimately, the authors make a case for diversifying the board of trustees as an instrumental step to align with the national push for enhanced diversity and equity in higher education.

This paper examines the long-term impact of the 1993 Massachusetts Education Reform Act (MERA) and the Massachusetts Comprehensive Assessment System (MCAS) on postsecondary education outcomes, with a focus on historically underserved students. MERA aimed to improve educational standards and close achievement gaps through the introduction of MCAS, a statewide assessment system, and the high school Competency Determination (CD) requirement for graduation. More than two decades later, questions remain about how these reforms have influenced students' readiness for and success in postsecondary education. This analysis addresses three key areas: (1) Changes in 10th-grade MCAS performance over time; (2) Student participation and success in key college readiness benchmarks such as advanced coursework, SAT, and high school graduation; and (3) Postsecondary enrollment and degree completion rates.

More than half of states have implemented tuition-free college policies aimed at reducing attendance costs and incentivizing enrollment. We review the academic literature on the design features and impacts of these tuition-free policies, and we analyze an initiative Virginia implemented in 2021 called Get a Skill, Get a Job, Get Ahead (G3), which provides tuition-free community college to students enrolled in eligible associate degree, certificate, and noncredit occupational training programs in five high-demand fields. Our descriptive analysis of G3 from 2016-17 through 2022-23 shows that both institutions and students responded to the tuition-free messaging and eligibility criteria. Specifically, G3-eligible institutional program offerings and student enrollment in such programs both increased by roughly 30% within the first two years of program implementation. While Virginia's tuition-free policy promotes enrollment in targeted occupational programs, overall enrollment effects are partially offset by a 3% enrollment reduction in aid-ineligible transfer-oriented programs. To promote skill development and improve labor market outcomes, policymakers should ensure that programs eligible for tuition-free college include pathways to longer term credentials.

Student service member/veteran (SSM/V) university enrollment has grown exponentially in recent years. In response, many U.S. universities have developed military-focused student services to address navigational and social challenges SSM/Vs face on campus. While research suggests these services are beneficial, few studies have empirically examined how often contemporary SSM/Vs engage with them across universities, how engagement connects to predictors of university success, or how SSM/Vs describe such connections. Using social capital theory, surveys (n=531), and interviews (n=59) of SSM/Vs across four universities, we analyze SSM/V military-focused service engagement levels, correlations between engagement and campus belonging and institutional satisfaction, and SSM/V perspectives on engagement. Findings suggest SSM/Vs very rarely engage in these services. Higher engagement, however, is significantly associated with more campus belonging and institutional satisfaction. Interviewees describe how the moral support military-focused service staff offer while providing reliable administrative assistance, as well as SSM/V-dedicated spaces and community building, foster belonging and satisfaction.

This paper presents a rationale for using professional and continuing education (PaCE) units at post-secondary institutions throughout California to design and implement talent-pipelines, research and development collaborations, and other knowledge ecosystems where emerging and returning professionals can acquire the knowledge, skills, and abilities (KSAs), as well as the experience, they need to address the challenges of the Fourth Industrial Revolution (4IR). The paper provides an analysis of the reasons why PaCE units are uniquely positioned to address the needs of industry and job seekers, and on a timetable that keeps pace with 4IR velocity.

An ongoing debate in K-12 education policy has been between the "reform" agenda, including charter schools and school vouchers, and advocates of traditional public schools, led by educator unions. A similar split has emerged in higher education, particularly community colleges. Using California as an example, this paper: 1) summarizes the evolution of the current political divide between advocates of the "completion and success" agenda and faculty-led opponents, including the major reforms involved, 2) discusses the claims that leading organizations on each side have made, including their policy priorities, and 3) argues that the two sides share do share some areas of mutual agreement. The paper concludes by noting future policy considerations that could complicate reform efforts.

In recent years, American universities have implemented many innovative strategies to enhance the academic success of students, especially those from underrepresented backgrounds. Yet first-generation and/or low-income (FLI) college students continue to encounter barriers to success because they do not have authentic access to digital technology needed to graduate and be career-ready in our rapidly changing economy. This paper analyzes the current state of digital inequity among FLI students at Stanford University. It also reviews existing programs to address digital inequity at California State University, Fresno (Fresno State), the University of Michigan and Bowdoin College and provides guidance on developing a device program. Finally, the paper recommends strategies to better understand digital inequity and to address it in a sustainable way.

Asian Americans as a group are overrepresented among STEM college graduates and have the highest average college enrollment rate of any racial or ethnic category. Thus, Asian Americans are typically excluded from educational interventions directed at improving STEM education for Students of Color because they are not considered to be underrepresented minorities. However, statistics obscure the individual needs of the more than 20 ethnic subgroups that fall under the umbrella term Asian Americans. Using a participatory action research approach, this paper documents the institutional and sociocultural factors that push out HMoob (or Hmong) American college students from STEM programs at one large, predominantly White university; and the coordinate processes of gatekeeping and transactional advising that either redirect those students toward non-STEM programs or force them out of the university completely.

This paper examines the impact, characteristics, and entrepreneurial proclivities of foreign-born college graduates in the United States. A significant body of research has found that immigrants are more likely to start businesses than those born in the U.S., and the propensity of international students to concentrate in STEM fields indicates enormous potential for economic contributions and innovation. Yet the static nature of the immigration system, with visa pathways and restrictions that discourage business creation, hamper the nation's ability to take full advantage of the benefits immigrants can provide. In fact, this study finds that the U.S. immigration system likely delays foreign-born graduates from creating incorporated firms by as many as five years. The authors estimate that the creation of 150,000 incorporated firms and 580,000 jobs were delayed between 2013 and 2021. Without reform, the U.S. will continue to depress high-value firm creation by international students and cease to be the primary destination of global talent.

The COVID-19 pandemic has presented numerous challenges to students across the United States, particularly those who are parents enrolled in community colleges. California's community college system serves a diverse student population, including a significant number of non-traditional, working adults who are also parents. These students have faced unprecedented challenges due to the pandemic, including the difficulties of balancing childcare responsibilities with academic and professional obligations. This paper summarizes the preliminary findings of a study that intends to contribute to the crucial conversation around childcare needs among community college students. The focus of this study was understanding the experiences of BIPOC (Black, Indigenous, People of Color) mothers with young children and the impact of COVID-19 on their educational experiences in community colleges across the state of California.

In this paper we present the Advancing Racial Equity in Community College Model which maps out the organizational conditions shaping institutional transformation. Focused on two dimensions, the level of "organizational support" and "shared responsibility" to enact equity, we describe four quadrants with distinct organizational conditions that shape how equity advocates design, build, and sustain equity efforts. With well-documented racial inequities and renewed calls for racial justice across higher education, it demands new ways of exploring and understanding how institutional actors leading equity efforts are nested within differing organizational contexts that can enable as well as restrict the enactment and success of racial equity efforts. Our model helps equity advocates gain an "awareness" of known barriers to implementation in higher education, assess the readiness of their campus for racialized change, and take action to build the necessary institutional support and capacity to move the work forward.

This article clarifies historical and sociocultural factors that impact the role of STEM in the racialization of Asian Americans. Drawing on critical race and other theories of Asian American racialization, and a review of empirical research on the experiences of Asian American college students in STEM, we develop a conceptual framework called "STEM Asianization" that highlights the role of STEM ideology in the model minority racialization of Asian Americans. Consequences for Asian American students include (1) erasure of the intersectional experiences of minoritized Asian American students; (2) dehumanization of Asian Americans and establishment of a bamboo ceiling; (3) representation of Asian Americans as a perpetual foreigner/Yellow Peril during times of cultural and political crisis; and (4) representation of Asian Americans who cannot or do not conform to the STEM achievement narrative as a failed minority. We argue that STEM Asianization reproduces White supremacy by ideologically reinforcing the colorblind meritocracy of STEM institutions in the United States. [Additional funding provided by the Wisconsin Louis Stokes Alliance for Minority Participation.]

This study explores the underrepresentation of Black and Latinx students in California's community college Dual Enrollment (DE) programs. The study investigates how DE staff describe an understanding and commitment towards equity for Black and Latinx students in DE programs and how staff engage in equitably aimed praxis to serve Black and Latinx students through practices and collaborations between feeder high schools. Using a Critical Policy Analysis lens, the research highlights how Black and Latinx students are prioritized through equitable practices focused in advising and outreach. However, not all DE staff prioritize Black and Latinx through practices. Despite this, scant instances reveal that collaborative efforts between DE programs, high schools, and districts improve DE services and outcomes, though majority of K-12 partners are absent from collaborative efforts led by DE programs. The study emphasizes the need for increased collaboration between K-12 partners and integrating equitable approaches to DE outreach and advising to engage and recruit Black and Latinx students. This research advances the conversation of equity in DE programs and offers insights for addressing participation gaps among Black and Latinx students.

We study the effect of educational attainment on family formation using regression discontinuity designs generated by centralized admissions processes to both secondary and tertiary education in Finland. Admission to further education at either margin does not increase the likelihood that men form families. In contrast, women admitted to further education are more likely to both live with a partner and have children. We then pre-register and test two hypotheses which could explain each set of results using survey data. These suggest that the positive association between men's education and family formation observed in the data is driven by selection. For women, our estimates are consistent with the idea that, as increased returns to social skills shift the burden of child development from schools to parents and particularly mothers, education can make women more attractive as potential partners. [Funding for this report was provided by The Strategic Research Council, the Research Council of Finland, and Palkansaajasäätiö.]

The guided pathways model, comprising 14 different practices, is a framework for comprehensive, whole-college reform undertaken by community colleges to help all students choose, enter, progress through, and complete a program of study that enables them to secure sustaining-wage employment or transfer with junior standing in a major. Since its introduction in 2015, it has been adopted by hundreds of community colleges across the United States. This paper asks whether guided pathways practices implemented at 62 community and technical colleges in three states--Tennessee, Ohio, and Washington--are associated with improvements in student outcomes during the first year of college. Specifically, using institutional survey and rich administrative data, we construct measures of adoption of guided pathways reforms to examine the association between guided pathways practices and fall-to-fall persistence, college credits earned, college math credits earned, and STEM credits earned. Our study reveals substantial variation in the adoption of guided pathways reforms across the states and across community colleges within the states over time. While we cannot establish a causal relationship between guided pathways adoption and student outcomes, we find significant positive associations between the statewide adoption of guided pathways reforms and early student outcomes in Tennessee. The observed improvements in that state are likely the result of concurrent reforms--guided pathways and others--implemented simultaneously, rather than of guided pathways reforms alone. We do not find evidence of improved student outcomes in either Ohio or Washington following the launch of statewide guided pathways initiatives. Our findings suggest that complementarities among adopted practices within and across areas of practice--rather than the adoption of individual practices or the intensity of adoption--seem to drive larger improvements in early academic success across the three states. Our study is the first of its kind to explore the potential of guided pathways reforms in contributing to improved early academic success, representing a significant descriptive contribution given that whole-college reforms in higher education are understudied.

This study used Postsecondary Student Information System (PSIS) administrative data within the Education and Labour Market Longitudinal Platform to compare enrolment and persistence in postsecondary education (PSE) among high school graduates in British Columbia with and without special needs across five cohorts from 2010/2011 to 2014/2015 before and after controlling for several sociodemographic characteristics and academic achievement. The use of integrated longitudinal administrative data from the British Columbia Ministry of Education, the PSIS and the T1 Family File and the disaggregation of the special needs categorization were two major strengths of this study. Results show that high school graduates with mental health-related or cognitive needs and those with physical or sensory needs were less likely to enrol in PSE compared with high school graduates without special needs, even after controlling for covariates. Moreover, graduates with mental health-related or cognitive needs were less likely to transition to PSE immediately and less likely to persist in PSE two years after enrolment. These findings suggest that high school graduates with special needs, particularly those with mental health-related or cognitive needs, may encounter different types of barriers in transitioning to PSE.

This study addresses the burgeoning phenomenon of fully online alternative teacher certification programs (ACPs). In Texas where most teachers are prepared via ACPs, our research zeroes in on the proportion of teachers who are prepared fully online and the relative effectiveness of teacher preparation programs on student achievement and teacher retention. Using statewide longitudinal data from 2014-2023, our findings show that 1 in 4 of Texas students are being taught by teachers prepared fully online Students taught by teachers prepared online exhibit comparable levels of achievement to those taught by uncertified teachers, underperforming compared to students taught by teachers from other preparation pathways. Moreover, these teachers exhibit a markedly higher turnover rate. This study contributes to the ongoing discourse on teacher preparation quality, offering insights for policymakers and stakeholders.

Who ends up in the teacher workforce is greatly influenced by who is admitted into teacher education programs (TEPs). To better understand how the preferences of teacher education faculty might shape admissions of STEM teacher candidates, we surveyed faculty who teach content or methods courses to STEM teacher candidates across five universities. Faculty reported that they most value information collected from individual interviews with applicants and data on the number of STEM courses taken in college and their performance in these courses, and least value data on university admissions tests, high school GPA, and teacher licensure test scores. When we investigate faculty members' revealed preferences through a conjoint analysis, we find that faculty most value applicants who have worked with students from diverse backgrounds and applicants from a marginalized racial or ethnic community, and least value whether they received high grades in math and/or science courses. Finally, we find significant variation in these perceptions across respondents in different faculty roles, who teach different courses, and from different institutions: for example, Arts and Sciences faculty tend to value TEP applicants' performance in college STEM courses relatively more than STEM education faculty, while STEM education faculty tend to value applicants' race and ethnicity relatively more than Arts and Sciences faculty.

In this essay, we explore the consequences of the University of California's policies to address racial disparities and its support for social justice activism as influences on its commitment to academic freedom and other intellectual values. This is a story of the interaction between two essential public university missions -- one civic, the other intellectual -- and the slow effacement of one by the other. The University's expressed commitments to academic freedom and the culture of rationalism have not been abandoned, but they are too often considered secondary or when confronted by new administrative initiatives and social movement activism related to diversity, equity, and inclusion (DEI). The experimental use of mandatory DEI statements on a number of the ten UC campuses, within willing academic departments, as initial screening mechanisms in faculty hiring is the most dramatic of the new administrative policies that have been put into place to advance faculty diversity. This policy can be considered the most problematic of a series of efforts that the UC campuses and the UC Office of the President have taken for more than a decade to prioritize representation in academic appointments. Our intent is to encourage a discussion of these policies within UC in light of the University's fundamental commitments to open intellectual inquiry, the discovery and dissemination of a wide range of new knowledge, and a culture of rationalism.

Multi-campus public higher education governance systems exist in 44 of the 50 U.S. states. They include all the largest and most influential public colleges and universities in the United States, educating fully 75 percent of the nation's public sector students. Their impact is enormous. And yet, they are largely neglected and as a tool for improvement are underutilized. Meanwhile, many states continue to struggle achieving their goals for higher education attainment, social and economic mobility, workforce development, equitable access and affordability, technological innovation, and human and environmental health. The dearth of scholarly research on these systems and their more effective use is explored in a forthcoming volume edited by the author. This paper extracts from that volume a set of specific ways in which systems can leverage their unique ability to use scale in service to their mission.

Graduates of special education teacher education programs can teach in a range of special education settings, raising the potential that their training can occur in very different settings than where they find their first jobs. We follow 263 completers of Moderate Disabilities programs in Massachusetts from their field placements to their early-career teaching positions and study the characteristics of their field placements and the degree to which these are aligned with their early-career teaching positions. We also assess the degree to which alignment is associated with early-career teacher turnover. We found that many of these teachers student-taught in an inclusive setting but were hired into a self-contained special education setting and vice versa, and teachers who experienced this misalignment were more likely to leave the workforce early in their careers. Teachers who student taught with a supervising practitioner without a special education license were also more likely to leave early. Findings suggest that teachers training to educate students with learning disabilities should student teach in a setting that is aligned with where they are likely to be hired, and with a supervising practitioner who is trained in special education.

This publication was prepared as part of the Cedefop project The shift to learning outcomes: rhetoric or reality. The purpose of this research is to analyse the conceptual, structural and political factors influencing the transformation of intended learning outcomes into achieved learning outcomes. It is considered as a first step in a long-term research strategy aiming to understand better the conditions for high quality vocational education, training and learning. The research focuses on initial vocational education and training, in schools and apprenticeships, in the 27 Member States of the EU as well as Iceland and Norway. The research is divided into five separate but interlinked themes: (1) Addressing the influence of learning outcomes on pedagogical theory and tools; (2) Focusing on the influence of learning outcomes-based curricula on teaching practices (in school-based programmes); (3) Examining the influence of learning outcomes-based curricula in company training (part of apprenticeship programmes that takes place in companies); (4) Mapping and analysing the influence of learning outcomes on assessment; and (5) Developing suggestions for the way forward supporting stakeholders and policy-makers in addressing future challenges and opportunities in this area. This report examines how the learning outcomes approach is embedded in and promoted by theories of teaching and learning (epistemology, didactics, pedagogy). It aims to analyse selected theories and the way these are presented to teacher training institutions in selected regions/countries. This allows for a better understanding of the explicit and implicit assumptions made regarding the role and relevance of learning outcomes. Results of the research illustrate differences across countries in whether and how the learning outcomes approach is embedded in theories underpinning VET teacher training programmes.

Average-wage-by-major statistics have become widely available to students interested in the economic ramifications of their college major choice. However, earning a major with higher average wages does not necessarily lead individual students to higher-paying careers. This essay combines literature review with novel analysis of longitudinal student outcomes to discuss how students use average-wage-by-major statistics and document seven reasons that they may differ, sharply in some cases, from the causal wage effects of major choice. I focus on the ramifications of two-sided non-random selection into college majors, mismeasurement of longitudinal student outcomes, and failures of extrapolation between available statistics and student interests. While large differences in average wages by major are likely to indicate causal ordinal differences between fields, small differences are probably best ignored even by students with strong interest in the economic consequences of their major choices. This essay is adapted from Chapter 6 of "Metrics that Matter: Counting What's Really Important to College Students."

In this position paper, the authors lay out the imperative for equitable artificial intelligence (AI), highlighting the essential role of access-oriented institutions and calling on technology companies (both large and small), foundations, and local, state, and federal regulators to consult with the newly convened Complete College America Council on Equitable AI in Higher Education. Their belief is that equitable AI spans far beyond the risk of mis-trained data. How schools adopt or reject these tools, the priorities of AI vendors, access to resources that enable the use of these tools, and the systemic integration of historically underrepresented and underserved voices will shape whether technology amplifies privilege or fosters inclusivity. A three-fold framework is presented for understanding Equity in AI, considering not just the quality and unbiased nature of the data used to train generative AI machines but also who has access to conversations around policy and product, as well as which institutions have access to the resources and safety nets that enable innovation and experimentation in the field of AI. A disruptive new advisory council is proposed, the Complete College America Council on Equitable AI in Higher Education, composed of representatives from historically excluded institutions and, by extension, students. The authors urge policymakers, technologists, and funders to proactively consult the Council and disrupt systemic inequities by integrating AI into higher education rather than continue to perpetuate them. [This paper was created in partnership with T3 Advisory.]

The United States retains many aspects of a healthy open society, but there are indicators of trouble and deep divisions around the meaning and importance of democratic values. This debate has significant repercussions for universities and their academic communities. In the most-simple terms, there is a red and blue state divide over the role and importance of public institutions, including universities -- red representing largely rural states in which most voters vote Republican and blue being majority Democratic voters, often with one of the two parties having majorities in their respective state legislatures. Then there are so-called purple states in which both parties are vying for dominance, but they are fewer in number. This brief discusses this contemporary dynamic and its implication for higher education and science policy.

This brief discusses cases of neo-nationalist violations of academic freedom in Hungary and Poland. The most prominent case of neo-nationalist violation of academic freedom in Hungary is the fate of the Central European University (CEU). The circumstances of CEU's forced move out of Hungary came before the European Court of Justice regarding it a possible violation of EU law. The Court cited the General Agreement on Trade in Services (GATS) under one of the three pillars of the World Trade Organisation (WTO) 1994 agreement, free trade, and the determination that CEU was a form of international educational services that should not be denied to the people of Hungary. Poland has a similar hostile environment to academics and academic freedom, although with a glimmer of hope following recent elections. The brief also discusses how such open breaches of academic freedom as in Hungary or Poland, in which politicians directly try to exert influence on research institutions and professors, are fortunately rather rare in Germany. However, a confluence of factors perhaps obscures the differences between "academic freedom" and the "freedom of opinion." In Germany, academic freedom includes the search for topics, rigorous methodical investigation, and professional norms to express findings and competent opinions, whereas the free speech is outside of these professional norms. The brief concludes with a discussion of the role of universities and the future of democracy in the context of ensuring a space for free and open debate.

Starting this year, tens of thousands of Russian freshmen found themselves attending a new mandatory course -- "Foundations of Russian Statehood." Swiftly designed under the auspices of Putin's administration, this ideologically charged course aims to position Russia as a unique civilization-state, bolstering Putin's political narrative and providing justification for the full-scale invasion of Ukraine. Consider, for example, this excerpt from the course's instructional video: "The 'Russian world' extends beyond current Russian borders, transcending ethnicities, territories, religions, political systems, and ideological preferences." As this curriculum becomes standard in Russian universities, it contributes to the emerging trend of weaponizing Russian universities and turning them into instruments in Russia's war of attrition with Ukraine and its broader stand-off with the West. This report discusses this weaponization process and the impact it is having on Russian universities, faculty, students, and the academic communities they belong to. It is regrettably a story of back to the future, reminiscent of the Soviet era of repression and attempts at control and manipulation of academics.

China's higher-education system has been shaped in recent years by a trio of factors: the COVID-19 pandemic, the ambitions of Chinese leader Xi Jinping to make his country into an innovation superpower that is loyal to the Communist Party, and western alarm about those ambitions. But a fourth development, the slowing of China's formerly super-charged economy, could play a more prominent role going forward. This article examines these four factors.

Since establishing its first campus in 1868, the University of California (UC), California's land-grant university, developed into the nation's first multi-campus system in the United States, and is today widely recognized as the world's premier network of public research universities. This short essay provides an historical brief on the role that shared governance, and specifically the role of the Academic Senate, played in creating an academic culture of excellence and high achievement in pursuing its tripartite mission of teaching and learning, research and knowledge production, and public service. A key component in understanding the critical role of the Senate in UC's evolution from a single campus in Berkeley to now a ten-campus system is the university's unusual designation as a public trust in the state constitution that, beginning in 1879, protected the university at critical times from external political pressures and allowed the university to develop an internal academic culture guided by the Academic Senate. By the 1920s, the emergence of California's unique and innovative public system of higher education, with UC as the sole public provider of doctoral degrees and state funded research, also helps explain the ability of the UC system to maintain its mission and formulate what is termed a "One University" model. The Academic Senate has created coherency and shared values within UC, and a culture and expectation for faculty performance that is unique among universities around the world. This essay also offers a brief reflection on the Academic Senate's past influence, its current status, and prospective role. The overall intent is to provide context for the current academic community and higher education scholars regarding the past and future role of faculty in university governance and management, and what distinguishes UC in the pantheon of major research universities.

This study assesses the impact of involuntary job loss on college persistence by leveraging different job-loss timings relative to a student's college enrollment decision. We find that job loss increases the probability that a working college student leaves college before attaining a degree, but access to short-term credit through credit card loans buffers this liquidity effect. By restricting credit supply to college students, the CARD Act of 2009 has inadvertently inhibited the ability of liquidity-constrained students to remain in college when their earnings unexpectedly fall, resulting in a stronger liquidity effect of job loss on college persistence over the last decade.

Following up on an individual-level randomized controlled trial of a Dana Center Math Pathways (DCMP) model, this study assessed longer-term impacts on students' math completion, academic progress, and academic attainment. The version of the DCMP that was assessed in this study diversified the developmental and college-level math course content that students take, separating it into distinct pathways that better aligned with their career interests. It also streamlined developmental math sequences into a one-semester developmental course for all students, regardless of placement level, and implemented evidence-based curricula and pedagogy to engage students in active problem solving that was pertinent to real-life situations. The study, which followed 1,411 students from four Texas community colleges and ten campuses, found that, in the five years after random assignment, program group students were consistently more likely to successfully complete their first college-level math courses than control group students. The study did not find impacts after five years on the number of overall college credits that students accrued or on the likelihood that students attained a credential or transferred to a four-year college.

Multiple measures assessment (MMA) has gained considerable momentum over the past decade as an alternative to traditional test-based procedures for placing incoming students into developmental or college-level coursework in math and English at broad-access colleges. Compared to standardized tests, which measure student performance at a single point in time, MMA (which often emphasizes high school GPA as a measure) provides a more holistic picture of students' academic preparation. Despite positive impacts on student outcomes that have been found by recent research on MMA, questions remain about whether the positive effects of MMA are sustained over time. This study--a follow-up to prior research using the same sample of students--employs a randomized controlled trial to investigate whether algorithmic MMA placement used at seven State University of New York (SUNY) community colleges led to better student outcomes, for up to four and a half years after randomization, than a system based on test scores alone. Nearly 13,000 incoming students who arrived at the seven colleges in fall 2016, spring 2017, and fall 2017 took placement tests and were randomly assigned to be placed using either the status quo method (business-as-usual group) or the alternative, algorithmic MMA method (program group). Using this sample, we estimate the overall treatment effects on placement into, enrollment in, and completion of college-level math and English as well as effects on other outcomes. We conduct similar analyses on race/ethnicity, Pell recipient status, and gender subgroups. We also descriptively examine the proportion of program group students who were bumped up (i.e., their placement changed from a developmental course placement to a college-level course placement) and bumped down (i.e., their placement changed from a college-level course placement to a developmental course placement) by the MMA algorithm, and we perform a cost-effectiveness analysis. We find that the MMA method used at the colleges improved access to and success in college-level courses and that lower cut scores in English rather than math are associated with larger and longer lasting impacts on completion of college-level coursework. While MMA improved outcomes among student subgroups, it had little to no impact on gaps in outcomes between subgroups. We also find that bumped-up students had substantially better outcomes in both math and English, while bumped-down students had substantially worse outcomes. Our results suggest that increased access to college-level courses is the driving factor in the positive outcomes experienced by program group students and that placement into standalone developmental courses can have detrimental effects on student outcomes. In the discussion of the study's results, we make recommendations for adopting MMA at colleges. Implemented together with other initiatives to support students, MMA can be a first step on the path to success for incoming students. [For the accompanying research brief, see ED632528.]

Nationally, more than 75% of individuals who are credentialed to teach are prepared in traditional college- or university-based teacher education programs (TEPs). But the college and employment pathways that prospective teachers take to TEP enrollment and completion have not been comprehensively examined. A better understanding of how credentialed individuals find their way into TEPs helps us understand the sources of new teacher supply early in the prospective teacher pipeline. With that in mind, we analyze pathways into and through TEPs using historical postsecondary and unemployment insurance data from Washington state. We find that the pathways are quite varied with around 40% of bachelor's-level TEP completers spending at least some time in community colleges and less than 40% enrolling and finishing at the same university directly after high school. Pathways to master's TEP completion are even more varied, with almost half of the completers having prior employment experience. For researchers, this varied landscape raises important questions about the relationship between pathways, candidate persistence, and eventual job performance. For policymakers, the results suggest that efforts to recruit the next generation of teachers need to look beyond the pool of students already enrolled at a 4-year university to include students at 2-year colleges or in the labor force who might be interested in entering a TEP.

Students' academic motivation has been highlighted as one of the most significant and malleable factors that influence their academic behaviors, college major and career choices, and academic performance. The AIR National Assessment of Educational Progress (NAEP) research team has conducted four studies focused on the role of motivation, relating motivation to NAEP achievement in reading, mathematics, and science across different grade levels in three of the studies and exploring its relationship to students' choice of a science, technology, engineering, and mathematics (STEM) major in college in the fourth study. The current summary report provides a synthesis of these four NAEP studies focused on the role of motivation. First, the reading motivation study analyzed the 2015 grade 8 NAEP reading data to identify the unique effects of student-level reading motivation and aggregated school-level mean reading motivation on reading achievement. Second, the science motivation study used 2015 grade 8 NAEP science assessment data to examine whether student-level science motivation measured by science self-efficacy and science interest, and aggregated school-level science motivation are associated with student science achievement. Both studies applied Hierarchical Linear Modeling techniques to partition variability in student academic achievement (i.e., reading and science) into within- and between-school components after student- and school-level demographic variables are taken into account. Third, the mathematics motivation study used the overlap sample of about 3,500 students who participated both in the High School Longitudinal Study of 2009 (HSLS:09) and the 2013 grade 12 NAEP mathematics assessment to investigate whether mathematics motivation (mathematics identity, self-efficacy, and interest) at grades 9 and 11 is related to grade 12 NAEP mathematics performance, simultaneously taking into account grade 9 mathematics achievement, family and school background factors, and grade 11 educational expectations and high school mathematics course-taking. The fourth study built on the mathematics motivation study to develop a comprehensive conceptual framework that describes how high school STEM course-taking, STEM GPA, and STEM motivational beliefs (mathematics identity, science identity, mathematics self-efficacy, and science self-efficacy) are related to students' decision to choose a STEM major at 4-year colleges, taking into consideration student, family, and school background factors. This study used a nationally representative sample of data from HSLS:09 and the 2013 NAEP grade 12 mathematics assessment.

There is a growing interest in ensuring that students are prepared for college and a career when they finish high school. Research identified several indicators that are associated with college preparedness including attendance, grade point average (GPA), and test scores. However, it is difficult to use these indicators to determine the preparedness level of the nation's students in general. This study used results from National Assessment of Educational Progress (NAEP) mathematics assessment, the "gold standard" assessing what students know and can do in grade 12 to establish college preparedness benchmarks. This study linked ninth-grade student background data and school-reported high school and postsecondary transcript data from the National High School Longitudinal Study of 2009 (HSLS:09) to student item responses on the 2013 National Assessment of Educational Progress (NAEP) mathematics assessment to examine the relationship between college preparedness and NAEP mathematics achievement. NAEP scale scores imputed for all HSLS:09 participants via marginal maximum likelihood regression analyses were used to predict college preparedness. This study extended the earlier investigations of college preparedness based on NAEP grade 12 mathematics data from the prediction of college enrollment alone to the prediction of additional postsecondary outcomes including remedial course-taking and first-year college GPA based on postsecondary transcript data. Defining college preparedness as enrolling in a 2- or 4-year college without remedial course-taking and acquiring a first-year college GPA of 2.7 or higher as did National Assessment Governing Board, this study showed that the probability of college preparedness increased from 26 percent for students performing at the NAEP Basic level to 58 percent at the NAEP Proficient level and 87 percent at the NAEP Advanced level. The probabilities at preparedness increased when the definition of college preparedness omitted remedial course-taking. Although similar patterns were observed for various student groups including race/ethnicity, gender, and socioeconomic status, there were some differences in results across groups. Since the report shows the probability of college preparedness (under various definitions) at each NAEP achievement level, it is thereby also providing important validity information for these NAEP achievement levels.

This study investigated the underexplored topic of teacher preparation program admissions processes by interviewing faculty and analyzing program documents. We investigated how 31 K-12 "mathematics and science" teacher preparation programs (MSTPPs) and faculty attend to diversity, equity, inclusion, and social and racial justice (DEIJ). Specific foci included applicant recruitment and selection, components of applications (e.g., forms, essays, interviews), and how applicants' DEIJ-related information and orientations factor into admissions. We found that all MSTPPs participating in the study collected information related to DEIJ (e.g., applicants' ethnoracial backgrounds, citizenship), and all interviewed faculty expressed an interest in increasing the diversity of applicants and admitted students. Faculty expressed preferences for applicants who evidenced positive DEIJ orientations, such as recognizing social and ethnoracial injustices, but at the same time, differences were evident in how MSTPPs and faculty attended to DEIJ. Considerations, implication, and dilemmas for teacher preparation programs and faculty are discussed.

Research universities enable students to have a unique learning environment and other experiences. This article aims to analyze student engagement in one research university in Brazil, the effects of student socioeconomic and academic characteristics and their associations with university structures (curriculum), and student trajectories. The data comes from the Student Experience in the Research University, an international survey administered in 2012 at the University of Campinas and longitudinal academic registers. The study used both Principal Component Analysis and also Multiple Linear Regression Models. Five modes of engagement were found: two related to curricular engagement (engagement with faculty and engagement outside the classroom), social and leisure engagement, curricular disengagement and co-curricular engagement. The main effects are associated with the disciplines. Regarding student trajectories, there was a negative association between academic engagement and dropout students and those still enrolled seven years after the survey application. The results align with other studies that associate disciplines with student engagement and student engagement with student success.

This qualitative study examines the information collected about applicants to mathematics or science teacher preparation programs (MSTPPs) and how university faculty perceive and value this information in admissions decisions. Based on document review and interviews with MSTPP faculty and admissions directors, we found that broad measures of mathematics and science content background (e.g., achievement test scores, past mathematics and science courses taken) were used more frequently than information on applicants' specific mathematics and science content knowledge and dispositions. In many cases, application components (such as interviews and personal essay statements) were perceived by faculty to be conducive to surfacing applicants' content knowledge and dispositions; however, they were not constructed or employed in a way that afforded the obtainment of this information. We highlight salient examples of MSTPPs' collection and use of information related to mathematics and science and discuss implications for TPP admissions processes.

This paper examines how the process of making higher education choices in the United States--whether to enter higher education, attend a particular college, or follow a particular path through college--produces and legitimates social inequality. The paper's central thesis is that a societal regime of many choices--while serving individual freedom and producing social well-being--"produces" societal inequality in a way that obscures that process of social reproduction for virtually all who participate in that choice regime. Students often make choices that do not serve their interests as well as they might wish, particularly if students are faced with many choices and do not have adequate information. The incidence of those suboptimal choices is not random but is socially stratified. It is higher for less advantaged people, and unequal provision of good information plays a crucial role in producing those socially stratified suboptimal choices. Secondly, the provision of many choices "legitimates" social inequality. Seemingly offered many choices in life, both the fortunate and unfortunate in society come to feel that much of the inequality they experience is due to their own actions and therefore is legitimate. The paper concludes by offering various prescriptions for reducing the socially stratifying impacts and ideological consequences of a high-choice regime. It lays out how we could more equally distribute high-quality information, nudge students toward better choice making, reduce the costs to students of suboptimal choices, and mitigate blaming self and others by demystifying the nature of choice. In making these arguments, this paper draws on the research literature in sociology of education, behavioral economics, cognitive psychology, and social psychology of inequality.

Although dual enrollment programming and interest in how that programming shapes students' college outcomes have expanded considerably in the past 20 years, policymakers, educational administrators, and practitioners do not have adequate information about which dual enrollment structural options are most effective. Using statewide administrative data in Texas on students who entered 9th grade in 2015 or 2016 and took at least one dual enrollment course through a community college, this paper examines dual enrollment course enrollments and outcomes among recent high school entrants. We describe dual enrollment coursetaking and dual enrollment course characteristics (including instructor affiliation, course location, and instructional modality) for traditional Texas public high school students (as opposed to those attending an Early College High School or charter school), illustrating how students participate in dual enrollment (e.g., the types of courses taken and when in their high school career students take these courses) and highlighting typical course characteristics. We then examine how dual enrollment course and instructor characteristics predict student course completion, course grades, and subsequent college enrollment. Our descriptive analyses illuminate striking differences between the demographic and academic backgrounds of students who take academic dual enrollment courses versus career and technical education dual enrollment courses, as well as variation in course characteristics across these two dual enrollment course types. Our regression analyses illustrate how several malleable dual enrollment course characteristics are associated with students' course outcomes and subsequent college enrollment. The relationships we identify offer insights for the design of dual enrollment courses and programs.

Prior research has connected characteristics of cooperating teachers who supervise student teaching to performance measures of the teacher candidates they host, suggesting more effective teachers may also be better mentors. The specific measures of cooperating teacher effectiveness considered in this prior literature (value added and performance evaluations), however, are infrequently observable to individuals responsible for student teaching placements. In this paper, we consider a more easily observed proxy for mentor effectiveness: National Board (NB) Certification. We find that NB teachers are considerably more likely to host candidates than other teachers, candidates supervised by NB teachers are slightly more likely to be hired within three years, and these candidates have slightly lower value added in English language arts than their peers, all else being equal. We find no significant relationship between cooperating teacher NB certification and candidates' later attrition and value added in math. We conclude that individuals and policies seeking to leverage student teaching placements to improve student and teacher outcomes may need to focus on less easily observable proxies of cooperating teacher quality than NB certification status.

This paper examines how different measures of teacher quality are related to students' long-run educational trajectories. We estimate teachers' "test-based" and "nontest" value-added (the latter based on contributions to student absences, suspensions, grade progression, and grades) and assess how these predict various student postsecondary outcomes. We find that both types of value-added have positive effects on student outcomes. Test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution, such as attending a more selective college, while nontest measures have more explanatory power for whether students enroll in college at all.