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Despite decades of substantial investments by the federal
government, state governments, colleges and universities, and
private foundations, students from low-income families as well as
racial and ethnic minority groups continue to have substantially
lower levels of postsecondary educational attainment than
individuals from other groups. The State of College Access and
Completion draws together leading researchers nationwide to
summarize the state of college access and success and to provide
recommendations for how institutional leaders and policymakers can
effectively improve the entire spectrum of college access and
completion. Springboarding from a seminar series organized by the
Advisory Committee on Student Financial Assistance, chapter authors
explore what is known and not known from existing research about
how to improve student success. This much-needed book calls
explicit attention to the state of college access and success not
only for traditional college-age students, but also for the
substantial and growing number of "nontraditional" students.
Describing trends in various outcomes along the pathway from
college access to completion, this volume documents persisting gaps
in outcomes based on students' demographic characteristics and
offers recommendations for strategies to raise student attainment.
Graduate students, scholars, and researchers in higher education
will find The State of College Access and Completion to be an
important and timely resource.
As scholars become more public, what responsibility do they have to
advocate for policies that will advance equity, inclusiveness, and
social change? Higher education scholars often conduct research on
topics about which they care deeply, but to what extent should they
be advocates for reform and social change? One school of thought
believes researchers should remain dispassionate and data focused;
the other, that a researcher, by the very questions she asks, can
help effect social change. In this book, Laura W. Perna questions
how, why, and when higher education researchers should be public
intellectuals and whether, armed with research, they are-and should
be-a powerful force for change. Taking It to the Streets collects
essays from nationally and internationally recognized thought
leaders with diverse opinions and perspectives on these issues.
With the intentional inclusion of voices on different sides of this
discussion, the volume offers a thought-provoking and nuanced
understanding of the multifaceted connections between higher
education research, advocacy, and policy. Contributors: Ann E.
Austin, Estela Mara Bensimon, Anthony A. Berryman, Mitchell J.
Chang, Cheryl Crazy Bull, Adam Gamoran, Sara Goldrick-Rab, Shaun R.
Harper, Donald E. Heller, Adrianna Kezar, Simon Marginson, James T.
Minor, Jeannie Oakes, Laura W. Perna, Gary Rhoades, Daniel G.
Solorzano, Christine A. Stanley, William G. Tierney
Despite decades of substantial investments by the federal
government, state governments, colleges and universities, and
private foundations, students from low-income families as well as
racial and ethnic minority groups continue to have substantially
lower levels of postsecondary educational attainment than
individuals from other groups. The State of College Access and
Completion draws together leading researchers nationwide to
summarize the state of college access and success and to provide
recommendations for how institutional leaders and policymakers can
effectively improve the entire spectrum of college access and
completion. Springboarding from a seminar series organized by the
Advisory Committee on Student Financial Assistance, chapter authors
explore what is known and not known from existing research about
how to improve student success. This much-needed book calls
explicit attention to the state of college access and success not
only for traditional college-age students, but also for the
substantial and growing number of "nontraditional" students.
Describing trends in various outcomes along the pathway from
college access to completion, this volume documents persisting gaps
in outcomes based on students' demographic characteristics and
offers recommendations for strategies to raise student attainment.
Graduate students, scholars, and researchers in higher education
will find The State of College Access and Completion to be an
important and timely resource.
Published annually since 1985, the Handbook series provides a
compendium of thorough and integrative literature reviews on a
diverse array of topics of interest to the higher education
scholarly and policy communities. Each chapter provides a
comprehensive review of research findings on a selected topic,
critiques the research literature in terms of its conceptual and
methodological rigor and sets forth an agenda for future research
intended to advance knowledge on the chosen topic. The Handbook
focuses on a comprehensive set of central areas of study in higher
education that encompasses the salient dimensions of scholarly and
policy inquiries undertaken in the international higher education
community. Each annual volume contains chapters on such diverse
topics as research on college students and faculty, organization
and administration, curriculum and instruction, policy, diversity
issues, economics and finance, history and philosophy, community
colleges, advances in research methodology and more. The series is
fortunate to have attracted annual contributions from distinguished
scholars throughout the world.
Education, long the key to opportunity in the United States, has
become simply essential to earning a decent living. By 2018, 63
percent of all jobs will require at least some postsecondary
education or training. Teachers and civic leaders stress the value
of study through high school and beyond, but to an alarmingly large
segment of America's population-including a disproportionate number
of ethnic and racial minorities-higher education seems neither
obtainable nor relevant. Preparing Today's Students for Tomorrow's
Jobs in Metropolitan America, edited by Laura W. Perna, offers
useful insights into how to bridge these gaps and provide urban
workers with the educational qualifications and skills they need
for real-world jobs. Preparing Today's Students for Tomorrow's Jobs
in Metropolitan America probes more deeply than recent reports on
the misalignment between workers' training and employers'
requirements. Written by researchers in education and urban policy,
this volume takes a comprehensive approach. It informs our
understanding of the measurement and definition of the learning
required by employers. It examines the roles that different
educational sectors and providers play in workforce readiness. It
analyzes the institutional practices and public policies that
promote the educational preparation of today's students for
tomorrow's jobs. The volume also sheds light on several recurring
questions, such as what is the "right" amount of education, and
what should be the relative emphasis on "general" versus "specific"
or "occupational" education and training? Ensuring that today's
students have the education and training to meet future career
demands is critical to the economic and social well-being of
individuals, cities, and the nation as a whole. With
recommendations for institutional leaders and public policymakers,
as well as future research, this volume takes important steps
toward realizing this goal.
Published annually since 1985, the Handbook series provides a
compendium of thorough and integrative literature reviews on a
diverse array of topics of interest to the higher education
scholarly and policy communities. Each annual volume contains
chapters that discuss salient dimensions of scholarly and policy
inquiries on topics pertaining to college students and faculty,
organization and administration, curriculum and instruction,
policy, diversity issues, economics and finance, history and
philosophy, community colleges, advances in research methodology
and more. Each chapter provides a comprehensive review of research
findings on a selected topic, critiques the research literature in
terms of its conceptual and methodological rigor and sets forth an
agenda for future research intended to advance knowledge on the
chosen topic. The series is fortunate to have attracted annual
contributions from distinguished scholars throughout the world.
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