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Author: Laurie Arnston

Policy Levers Leading the Way to Reentry for Incarcerated Students

We know that postsecondary education changes lives and provides a stepping-stone to prosperity. Though we recognize education’s transformative power, those who stand to benefit the most are often cut off from access—especially individuals in the criminal justice system.

Minority Serving Institutions Perform Better Than Federal Graduation Rates Suggest

A new report out from ACE’s Center for Policy Research and Strategy aims to provide a more complete picture of the contributions MSIs make to the higher education landscape and the communities in which they reside. The upshot: Ensuring the success of students of color requires further investment in the very institutions that educate them.

Preparing the Next Generation of Leaders

The community college student is unlike most postsecondary learners, writes Everette J. Freeman, president of the Community College of Denver. Through listening, encouragement, leading by example and giving students a sense of belonging and community, we can help them become part of the next generation of leaders.

New Evidence on Integrated Career Pathways

The Urban Institute, in partnership with The George Washington University, recently released an impact analysis of the Accelerating Opportunity (AO) initiative across four states. The program, created by Jobs for the Future, helps students and adults enroll in integrated career pathway programs at community and technical colleges.

From the Brookings Blog: The For-Profit Student Debt Dilemma

A recent blog post from The Brookings Institution discusses findings from their report on trends in student borrowing across sectors. Overall, the authors found that patterns for borrowing in the for-profit sector are similar to the private nonprofit sector in that students enrolled in these institutions are much more likely to borrow, tend to borrow larger amounts, and supplement federal funding with money from non-federal sources.

Evaluating a Scalable Solution for Enhancing Teaching Practice

There are a variety of ways in which faculty learn, and continue to learn, about teaching. But given the increase in contingent faculty—part-time and full-time non-tenure-track faculty—who now comprise about 75 percent of all college and university instructors, the critical question is, “How do we scale faculty development efforts to reach a greater number of faculty?”