College: 4-year

A Federal Work Study Reform Agenda to Better Serve Low-Income Students.

This report advocates for the updating of the Federal Work Study (FWS) program. According to the report, those without the funds to support themselves in unpaid work after college graduation are at a serious disadvantage in an economy that increasingly demands both a degree and work experience. The report provides recommendations for updating the FWS program including promoting FWS as a career-ready program through expansion of Job Location Development Programs and creating a Career Internship Program within FWS.

How Public Universities Can Promote Access and Success for All Students

This brief discusses the role and responsibility of public universities to provide supports specifically for racial minorities and low-income students, including need-based financial aid, leadership opportunities, and learning communities. In doing so, the brief provides strategies from three public universities that effectively address the barriers of these demographics and improve retention and graduation rates among them.

Concurrent Enrollment Thriving in Rural Schools Despite Challenges

Submitted by Kimberly Mobley on

Rural students are less likely to enroll in college than their urban peers.[i] But new college credit programs have given rural students a convenient alternative path to post-secondary education. Concurrent enrollment programs – high schools offering college coursework – can benefit rural students, given that participation in concurrent enrollment programs increases the likelihood of not only college enrollment, but college completion.

"Badging 101: The What, The Why & The How" Webinar Recap

Submitted by Chad Duhon on

Last week, the National Association of State Directors of Career and Technical Education Consortium (NASDCTEc) and NOCTI co-hosted a webinar, “Badging 101: The What, The Why & The How.” This webinar examined the concept of open badges and their potential in demonstrating – and validating – students’ skills, knowledge, and competencies. The presentation focused on the basics of badging and potential uses at the national, state, and local level.

Closing the Gap between Career Education & Employer Expectations: Implications for America’s Unemployment Rate

This brief discusses the extent to which a lack of sufficient employment skills leads to structural unemployment throughout the country. In doing so, it also attempts to understand why, in a nation full of countless education resources, this “employment skill gap” persists.

En Route to Seamless Statewide Education Data Systems: Addressing Five Cross-Cutting Concerns

In this report, the State High Education Executive Officers (SHEEO) shares five processes that are key to the development of effective and sustainable state longitudinal data systems. These components were identified by a cohort of 11 state leadership teams and content experts collaborating to provide a framework for states in the early stages of creating longitudinal data systems.

REL Midwest Event Focuses on Rural College Access in Wisconsin

Submitted by REL Midwest on

Many rural communities across the United States are under enormous pressure to revitalize their economies in ways that are consistent with today’s expectations of the modern workplace. Increasing access to postsecondary education and embracing a college-going culture are among the strategies important to revitalization efforts, says Hobart Harmon, co-director of the Rural Math Excel Partnership.

Maximizing Resources for Student Success: Competency-Based Education as a Potential Strategy to Increase Learning and Lower Costs

This report explores how competency-based education at institutions of higher learning has taken on greater prominence in recent years as several colleges and universities have adopted degree programs. Rather than relying on course credit accumulation, competency-based programs require the demonstration of knowledge for degree progression. In these programs, degree completion is dependent on the demonstration of content mastery rather than fulfilling a predetermined amount of time in a sequence of courses.

Maximizing Resources for Student Success by Reducing Time- and Credits-to-Graduate

This report from HCM Strategists provides strategies for regional public universities serving high concentrations of low-income and otherwise at-risk students to reduce the amount of time and credits necessary to graduate. This report highlights while that more students are seeking a four-year college degree, less than 40% of first-time college students graduate within four years. Taking additional time to graduate not only can add years to a "four-year" degree, but it also comes with additional costs in tuition, room, board, and other expenses.

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