My research focuses on identifying how social structures, educational practices, and public policies promote and limit college access and success, particularly for groups that continue to be underrepresented in higher education.
In July 2012, the executive doctoral class of 2013 from the University of Pennsylvania’s Higher E... more In July 2012, the executive doctoral class of 2013 from the University of Pennsylvania’s Higher Education Management Program in the Graduate School of Education conducted an in-depth comparative study of higher education in Ireland. The international study, an important component of the executive doctoral program, was structured to model research that we completed on the relationship between public policy and performance in five U.S. states: Georgia, Illinois, Maryland, Texas and Washington (http://www.gse.upenn.edu/irhe/srp). This research provided the foundation for the students’ research. Students examined four performance areas related to Irish higher education: 1) preparation and participation for post-secondary education; 2) completion of certificates and degrees; 3) affordability for students and families; and 4) research. Students were divided into teams to collect and analyze data on these performance areas within the broader historical, political, economic, and social cont...
Annual Review of Comparative and International Education 2016, 2016
In this chapter, we reflect on how we frame our research on international scholarship programs wi... more In this chapter, we reflect on how we frame our research on international scholarship programs within the field of comparative and international education and identify perspectives that influence our research. We also briefly describe the theories that shape our research: human capital theory and sociological perspectives that emphasize the centrality of context. We discuss emerging research on international scholarship programs and identify fruitful future directions for comparative and international research on higher education.
The ANNALS of the American Academy of Political and Social Science, 2014
Using a range of data and analytic approaches, the articles in this volume offer insights for und... more Using a range of data and analytic approaches, the articles in this volume offer insights for understanding how state policy can increase higher education attainment and close gaps in attainment across groups. This concluding article begins by addressing the relationships between public policy and performance that cut across the volume. We then offer recommendations for state policy leaders—concrete steps that governors, legislators, and other policy actors can take to improve college access and success in their states. Finally, we propose directions for future research that will advance knowledge and understanding of how state policy can most effectively improve the higher education attainment of all students.
The ANNALS of the American Academy of Political and Social Science, 2017
This article reflects on the major themes that emerge in the studies presented in this volume, co... more This article reflects on the major themes that emerge in the studies presented in this volume, concentrating on implications for federal policy and future research. We emphasize that for future federal policy to be successful, it will need to be revamped in ways that are relatively nuanced, encouraging (among other things) enrollment and persistence to degree completion among students who might not otherwise take loans or go to college, protecting taxpayers and students against investments in low-performing colleges, making federal loan programs more understandable to students who need them, and reducing the risks of student loan nonrepayment. For future research we make numerous recommendations, including calls for attention to debt aversion, income-based loan repayment, and the effects of borrowing on a broad range of student outcomes.
The intent of our 2014 article titled “Moving Through MOOCs: Understanding the Progression of Use... more The intent of our 2014 article titled “Moving Through MOOCs: Understanding the Progression of Users in MOOCs” was to present evidence and to stimulate evidence-based discussion about the progression of users through MOOCs. It is then a pleasure to respond to those who reacted to the article. Most attention in our response is given to the fit between questions that are asked and the limitations on data that are available to address them, and to the analytic strategies that one might adapt to understand the data and its implications.
Journal of College Student Retention: Research, Theory & Practice, 2019
This study uses data from the Integrated Postsecondary Education Data System and Delta Cost Proje... more This study uses data from the Integrated Postsecondary Education Data System and Delta Cost Project to identify institutional predictors of bachelor’s degree completion rates for Pell Grant recipients and nonrecipients at public and private not-for-profit 4-year institutions. Descriptive analyses show that Pell recipients are relatively concentrated in institutions with demographic and structural characteristics associated with lower completion rates, including lower SAT scores, enrollment, and residential intensity. Multivariate analyses show that controlling for demographic and structural characteristics explains the observed negative relationship between an institution’s representation of Pell Grant recipients and its completion rates for Pell recipients. At public 4-year institutions, per full-time equivalent expenditures on instruction and institutional grants are positively related to Pell completion rates, while net price for low-income students is negatively related, after c...
Although the use of loans to finance postsecondary educational expenses seems commonplace, the em... more Although the use of loans to finance postsecondary educational expenses seems commonplace, the emphasis of the U.S. financial aid system on loans may limit college opportunity for individuals who are unwilling or unable to incur this type of debt. This study uses data from descriptive case studies of 15 high schools to examine four guiding questions: What are high school students\u27 perceptions of loans? How do parents and school staff shape students\u27 perceptions of loans? What other forces contribute to students\u27 perceptions of loans? How do students\u27 perceptions of loans vary across schools? The findings illustrate that, although virtually all students are aware of loans, willingness to borrow varies across schools. The study also describes the ways that families and school personnel shape students’ perceptions of loans. The paper concludes with implications for policy, practice, and future research
No book designed to inform understanding of how higher education is influenced by and responds to... more No book designed to inform understanding of how higher education is influenced by and responds to societal changes, demands, and progress would be complete without a chapter on technology. Defined as the application of scientific knowledge to the practical aims of human life, technology is a fundamental element of any society.1 Technology is more than cutting-edge, advanced, high-tech innovations and is not limited to technology sectors like aerospace, nanotechnology, and robotics. Rather, the term technology refers to the tools that are available in the society in which we live and work, and that may be applied and leveraged to achieve various goals and purposes
Fourteenth place. That's where the United States ranked in the proportion of 25to 34-year-old... more Fourteenth place. That's where the United States ranked in the proportion of 25to 34-year-olds who achieved postsecondary degrees, according to a 2012 report by the Organisation for Economic Cooperation and Development. Unless the U.S. increases the share of the population that has completed a college degree, the country will lack the educational skills and training required to meet the workforce demands of a global economy. Sixty-three percent of job researchers predict, will require education beyond high school in 2018. For the U.S. to be competitive on a global scale, it must devote more effort to closing the considerable gaps in degree attainment that persist across demographic groups. The groups least likely to earn a degree are students from lower-income families, blacks, Hispanics, and those whose parents have not attended college. Disciplines Bilingual, Multilingual, and Multicultural Education | Education | Educational Assessment, Evaluation, and Research | Education Po...
The performance and state policies of higher education in Illinois. Disciplines Education | Highe... more The performance and state policies of higher education in Illinois. Disciplines Education | Higher Education This presentation is available at ScholarlyCommons: http://repository.upenn.edu/gse_pubs/355 The Performance and State Policies Of Higher Education in Illinois: Insights from a Five-‐State Policy Review Project Laura W. Perna Joni Finney Patrick Callan With Assistance from: Michael Armijo, Jamey Rorison, Awilda Rodriguez
At a time when postsecondary education is more important than ever, Georgia’s higher education po... more At a time when postsecondary education is more important than ever, Georgia’s higher education policies and priorities are putting up barriers that make it harder for black, Hispanic and poor Georgians to get a college education. Higher education in Georgia lags below the national average on most key measures of performance, threatening the state’s ability to compete economically. Georgia ranks 29th among states in the share of adults 25 and older who have earned at least an associate’s degree, at 34%. Yet by 2018, about 58% of Georgia jobs are projected to require at least some postsecondary education or training. The state’s college-age population (ages 18 to 24)is projected to increase by 40% by 2030, creating pressure on the state’s K-12 and higher education institutions to serve more students. Most of this growth will be among Latinos, a fast-growing minority, as well as among blacks, in a state with the nation’s largest black population. To produce enough college-educated citi...
Texas has garnered broad public support for a set of statewide goals for higher education: increa... more Texas has garnered broad public support for a set of statewide goals for higher education: increasing college enrollment,raising the number of degrees awarded,pushing the state’s colleges and universities up in the national rankings,and luring more federal research dollars. And Texas has made progress toward these goals. Notably, compared to a decade ago, many more young Texans are graduating from high school ready to do college-level work, many more are going to college, and many more are finishing their degrees once they do enroll.In recent years, moreover, Texas has been a leader among states in developing policies to align high school course content with the knowledge students need to succeed in college, without taking remedial courses. But the future of economic growth is at stake. The performance of higher education in Texas still lags well behind that of other states. Unless state leaders prioritize their goals for higher education and develop a plan to pay for them, Texas wi...
As the need for a highly knowledgeable citizenry grows, fewer Americans are accessing training an... more As the need for a highly knowledgeable citizenry grows, fewer Americans are accessing training and education beyond high school. The failure to attain postsecondary degrees and workforce certificates is particularly pervasive among low-income and minority populations. An undereducated citizenry leaves the country at a competitive disadvantage, diminishes the middle class, and lowers the standard of living for more and more people. Although the federal government plays an important role in higher education, states bear the primary responsibility for developing their own public higher education systems, including policies for funding and governing higher education and for connecting higher education with public schools. Renewing the Promise: State Policies to Improve Higher Education Performance summarizes the findings from a study that sought to understand how public policy explains the collective performance of higher education institutions in five states— Georgia, Illinois, Marylan...
In the mid-and late-1990s, Illinois was a top-performing state in preparing students for college,... more In the mid-and late-1990s, Illinois was a top-performing state in preparing students for college, enrolling residents in college, and keeping college affordable: • Compared with residents of other states, large percentages of Illinoisans earned a high school diploma or a General Education Development (GED) diploma by age 24; earned high scores on college entrance exams; and enrolled in college immediately after high school. • Illinois led the nation in the proportion of young adults (ages 18 to 24) and working-age adults (ages 25 to 44) who were enrolled in college. • Illinoiswas a leader in keeping higher education affordable for families, as measured by (1) the share of family income required to attend the state's public two-year and four-year institutions and (2) the availability of state need-based financial aid. During the past decade, however, the state has experienced substantial declines in higher education performance. At the same time, the state has made no progress to...
In July 2012, the executive doctoral class of 2013 from the University of Pennsylvania’s Higher E... more In July 2012, the executive doctoral class of 2013 from the University of Pennsylvania’s Higher Education Management Program in the Graduate School of Education conducted an in-depth comparative study of higher education in Ireland. The international study, an important component of the executive doctoral program, was structured to model research that we completed on the relationship between public policy and performance in five U.S. states: Georgia, Illinois, Maryland, Texas and Washington (http://www.gse.upenn.edu/irhe/srp). This research provided the foundation for the students’ research. Students examined four performance areas related to Irish higher education: 1) preparation and participation for post-secondary education; 2) completion of certificates and degrees; 3) affordability for students and families; and 4) research. Students were divided into teams to collect and analyze data on these performance areas within the broader historical, political, economic, and social cont...
Annual Review of Comparative and International Education 2016, 2016
In this chapter, we reflect on how we frame our research on international scholarship programs wi... more In this chapter, we reflect on how we frame our research on international scholarship programs within the field of comparative and international education and identify perspectives that influence our research. We also briefly describe the theories that shape our research: human capital theory and sociological perspectives that emphasize the centrality of context. We discuss emerging research on international scholarship programs and identify fruitful future directions for comparative and international research on higher education.
The ANNALS of the American Academy of Political and Social Science, 2014
Using a range of data and analytic approaches, the articles in this volume offer insights for und... more Using a range of data and analytic approaches, the articles in this volume offer insights for understanding how state policy can increase higher education attainment and close gaps in attainment across groups. This concluding article begins by addressing the relationships between public policy and performance that cut across the volume. We then offer recommendations for state policy leaders—concrete steps that governors, legislators, and other policy actors can take to improve college access and success in their states. Finally, we propose directions for future research that will advance knowledge and understanding of how state policy can most effectively improve the higher education attainment of all students.
The ANNALS of the American Academy of Political and Social Science, 2017
This article reflects on the major themes that emerge in the studies presented in this volume, co... more This article reflects on the major themes that emerge in the studies presented in this volume, concentrating on implications for federal policy and future research. We emphasize that for future federal policy to be successful, it will need to be revamped in ways that are relatively nuanced, encouraging (among other things) enrollment and persistence to degree completion among students who might not otherwise take loans or go to college, protecting taxpayers and students against investments in low-performing colleges, making federal loan programs more understandable to students who need them, and reducing the risks of student loan nonrepayment. For future research we make numerous recommendations, including calls for attention to debt aversion, income-based loan repayment, and the effects of borrowing on a broad range of student outcomes.
The intent of our 2014 article titled “Moving Through MOOCs: Understanding the Progression of Use... more The intent of our 2014 article titled “Moving Through MOOCs: Understanding the Progression of Users in MOOCs” was to present evidence and to stimulate evidence-based discussion about the progression of users through MOOCs. It is then a pleasure to respond to those who reacted to the article. Most attention in our response is given to the fit between questions that are asked and the limitations on data that are available to address them, and to the analytic strategies that one might adapt to understand the data and its implications.
Journal of College Student Retention: Research, Theory & Practice, 2019
This study uses data from the Integrated Postsecondary Education Data System and Delta Cost Proje... more This study uses data from the Integrated Postsecondary Education Data System and Delta Cost Project to identify institutional predictors of bachelor’s degree completion rates for Pell Grant recipients and nonrecipients at public and private not-for-profit 4-year institutions. Descriptive analyses show that Pell recipients are relatively concentrated in institutions with demographic and structural characteristics associated with lower completion rates, including lower SAT scores, enrollment, and residential intensity. Multivariate analyses show that controlling for demographic and structural characteristics explains the observed negative relationship between an institution’s representation of Pell Grant recipients and its completion rates for Pell recipients. At public 4-year institutions, per full-time equivalent expenditures on instruction and institutional grants are positively related to Pell completion rates, while net price for low-income students is negatively related, after c...
Although the use of loans to finance postsecondary educational expenses seems commonplace, the em... more Although the use of loans to finance postsecondary educational expenses seems commonplace, the emphasis of the U.S. financial aid system on loans may limit college opportunity for individuals who are unwilling or unable to incur this type of debt. This study uses data from descriptive case studies of 15 high schools to examine four guiding questions: What are high school students\u27 perceptions of loans? How do parents and school staff shape students\u27 perceptions of loans? What other forces contribute to students\u27 perceptions of loans? How do students\u27 perceptions of loans vary across schools? The findings illustrate that, although virtually all students are aware of loans, willingness to borrow varies across schools. The study also describes the ways that families and school personnel shape students’ perceptions of loans. The paper concludes with implications for policy, practice, and future research
No book designed to inform understanding of how higher education is influenced by and responds to... more No book designed to inform understanding of how higher education is influenced by and responds to societal changes, demands, and progress would be complete without a chapter on technology. Defined as the application of scientific knowledge to the practical aims of human life, technology is a fundamental element of any society.1 Technology is more than cutting-edge, advanced, high-tech innovations and is not limited to technology sectors like aerospace, nanotechnology, and robotics. Rather, the term technology refers to the tools that are available in the society in which we live and work, and that may be applied and leveraged to achieve various goals and purposes
Fourteenth place. That's where the United States ranked in the proportion of 25to 34-year-old... more Fourteenth place. That's where the United States ranked in the proportion of 25to 34-year-olds who achieved postsecondary degrees, according to a 2012 report by the Organisation for Economic Cooperation and Development. Unless the U.S. increases the share of the population that has completed a college degree, the country will lack the educational skills and training required to meet the workforce demands of a global economy. Sixty-three percent of job researchers predict, will require education beyond high school in 2018. For the U.S. to be competitive on a global scale, it must devote more effort to closing the considerable gaps in degree attainment that persist across demographic groups. The groups least likely to earn a degree are students from lower-income families, blacks, Hispanics, and those whose parents have not attended college. Disciplines Bilingual, Multilingual, and Multicultural Education | Education | Educational Assessment, Evaluation, and Research | Education Po...
The performance and state policies of higher education in Illinois. Disciplines Education | Highe... more The performance and state policies of higher education in Illinois. Disciplines Education | Higher Education This presentation is available at ScholarlyCommons: http://repository.upenn.edu/gse_pubs/355 The Performance and State Policies Of Higher Education in Illinois: Insights from a Five-‐State Policy Review Project Laura W. Perna Joni Finney Patrick Callan With Assistance from: Michael Armijo, Jamey Rorison, Awilda Rodriguez
At a time when postsecondary education is more important than ever, Georgia’s higher education po... more At a time when postsecondary education is more important than ever, Georgia’s higher education policies and priorities are putting up barriers that make it harder for black, Hispanic and poor Georgians to get a college education. Higher education in Georgia lags below the national average on most key measures of performance, threatening the state’s ability to compete economically. Georgia ranks 29th among states in the share of adults 25 and older who have earned at least an associate’s degree, at 34%. Yet by 2018, about 58% of Georgia jobs are projected to require at least some postsecondary education or training. The state’s college-age population (ages 18 to 24)is projected to increase by 40% by 2030, creating pressure on the state’s K-12 and higher education institutions to serve more students. Most of this growth will be among Latinos, a fast-growing minority, as well as among blacks, in a state with the nation’s largest black population. To produce enough college-educated citi...
Texas has garnered broad public support for a set of statewide goals for higher education: increa... more Texas has garnered broad public support for a set of statewide goals for higher education: increasing college enrollment,raising the number of degrees awarded,pushing the state’s colleges and universities up in the national rankings,and luring more federal research dollars. And Texas has made progress toward these goals. Notably, compared to a decade ago, many more young Texans are graduating from high school ready to do college-level work, many more are going to college, and many more are finishing their degrees once they do enroll.In recent years, moreover, Texas has been a leader among states in developing policies to align high school course content with the knowledge students need to succeed in college, without taking remedial courses. But the future of economic growth is at stake. The performance of higher education in Texas still lags well behind that of other states. Unless state leaders prioritize their goals for higher education and develop a plan to pay for them, Texas wi...
As the need for a highly knowledgeable citizenry grows, fewer Americans are accessing training an... more As the need for a highly knowledgeable citizenry grows, fewer Americans are accessing training and education beyond high school. The failure to attain postsecondary degrees and workforce certificates is particularly pervasive among low-income and minority populations. An undereducated citizenry leaves the country at a competitive disadvantage, diminishes the middle class, and lowers the standard of living for more and more people. Although the federal government plays an important role in higher education, states bear the primary responsibility for developing their own public higher education systems, including policies for funding and governing higher education and for connecting higher education with public schools. Renewing the Promise: State Policies to Improve Higher Education Performance summarizes the findings from a study that sought to understand how public policy explains the collective performance of higher education institutions in five states— Georgia, Illinois, Marylan...
In the mid-and late-1990s, Illinois was a top-performing state in preparing students for college,... more In the mid-and late-1990s, Illinois was a top-performing state in preparing students for college, enrolling residents in college, and keeping college affordable: • Compared with residents of other states, large percentages of Illinoisans earned a high school diploma or a General Education Development (GED) diploma by age 24; earned high scores on college entrance exams; and enrolled in college immediately after high school. • Illinois led the nation in the proportion of young adults (ages 18 to 24) and working-age adults (ages 25 to 44) who were enrolled in college. • Illinoiswas a leader in keeping higher education affordable for families, as measured by (1) the share of family income required to attend the state's public two-year and four-year institutions and (2) the availability of state need-based financial aid. During the past decade, however, the state has experienced substantial declines in higher education performance. At the same time, the state has made no progress to...
Taking it to the Streets collects essays from nationally- and internationally-recognized thought ... more Taking it to the Streets collects essays from nationally- and internationally-recognized thought leaders with diverse opinions and perspectives. 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 Perna, Gary Rhoades, Daniel Solorzano, Christine Stanley, William G. Tierney
Although the federal government invests substantial resources into student financial aid, states ... more Although the federal government invests substantial resources into student financial aid, states have the primary responsibility for policies that raise overall higher educational attainment and improve equity across groups. The importance of understanding how states may accomplish these goals has never been greater, as educational attainment is increasingly required for economic and social well-being of individuals and society.
Drawing on data collected from case studies of the relationship between public policy and higher education performance in five states—Georgia, Illinois, Maryland, Texas, and Washington— The Attainment Agenda offers a framework for understanding how state public policy can effectively promote educational attainment.
Despite the important role that state policies can play in meeting the nation’s needs for increas... more Despite the important role that state policies can play in meeting the nation’s needs for increased educational opportunity, social mobility and economic growth, too little scholarship offers theoretically-grounded and empirical examinations of the influence of state actions on these outcomes. A better research-based understanding of the contributions of state public policy to college preparation, affordability, participation, and completion will enable policymakers to not only improve equity across groups, but also maximize the countless benefits of higher education to individuals and society.
This volume addresses these knowledge needs with a compilation of papers that, together, provides a comprehensive, research-based assessment of how public policies in the American states influence key dimensions of the college attainment process, including academic readiness for college, affordability of college, and entrance into and completion of college. The papers also shed light on the ways that variability and changes in the contexts of the states (e.g., changes in state fiscal capacity, demography, and political and structural patterns) influence state policies for higher education. The papers draw on theoretical and conceptual frameworks from multiple social science disciplines, including sociology of education, economics and political science. Although the papers employ a range of methodological approaches and analytical techniques, nearly all present original, empirical quantitative analyses.
Despite decades of substantial investments by the federal government, state governments, colleges... more 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.
Education, long the key to opportunity in the United States, has become simply essential to earni... more 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.
The high, and increasing, prevalence and intensity of working among both dependent and independen... more The high, and increasing, prevalence and intensity of working among both dependent and independent students raises a number of important questions for public policymakers, college administrators, faculty, academic advisors, student services and financial aid staff, and institutional and educational researchers, including: Why do so many college students work so many hours? What are the characteristics of undergraduates who work? What are the implications of working for students’ educational experiences and outcomes? And, how can public and institutional policymakers promote the educational success of undergraduate students who work?
This book offers the most complete and comprehensive conceptualization of the “working college student” available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label “undergraduates who work” and the implications of working for undergraduate students’ educational experiences and outcomes.
The volume stresses the importance of recognizing the value and contribution of adult learners to higher education, and takes issue with the appropriateness of the term “non-traditional” itself, both because of the prevalence of this group, and because it allows higher education institutions to avoid considering changes that will meet the needs of this population, including changes in course offerings, course scheduling, financial aid, and pedagogy.
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Papers by Laura Perna
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 Perna, Gary Rhoades, Daniel Solorzano, Christine Stanley, William G. Tierney
Drawing on data collected from case studies of the relationship between public policy and higher education performance in five states—Georgia, Illinois, Maryland, Texas, and Washington— The Attainment Agenda offers a framework for understanding how state public policy can effectively promote educational attainment.
This volume addresses these knowledge needs with a compilation of papers that, together, provides a comprehensive, research-based assessment of how public policies in the American states influence key dimensions of the college attainment process, including academic readiness for college, affordability of college, and entrance into and completion of college. The papers also shed light on the ways that variability and changes in the contexts of the states (e.g., changes in state fiscal capacity, demography, and political and structural patterns) influence state policies for higher education. The papers draw on theoretical and conceptual frameworks from multiple social science disciplines, including sociology of education, economics and political science. Although the papers employ a range of methodological approaches and analytical techniques, nearly all present original, empirical quantitative analyses.
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.
This book offers the most complete and comprehensive conceptualization of the “working college student” available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label “undergraduates who work” and the implications of working for undergraduate students’ educational experiences and outcomes.
The volume stresses the importance of recognizing the value and contribution of adult learners to higher education, and takes issue with the appropriateness of the term “non-traditional” itself, both because of the prevalence of this group, and because it allows higher education institutions to avoid considering changes that will meet the needs of this population, including changes in course offerings, course scheduling, financial aid, and pedagogy.