Posts Tagged ‘Equity’

Equity in CTE Is Not Just About Access; States Have A Responsibility to Ensure Learner Success, Too 

Thursday, October 24th, 2019

Making Good on the Promise: Ensuring Equitable Success Through CTEFinancial expenses, work commitments, developmental education and healthcare needs are some of the most common barriers to success for community college students, according to a survey by RISC. To minimize these barriers and bolster postsecondary credential attainment rates, Southwestern Community College (SCC) in Sylva, North Carolina has awarded 129 mini grants to help students address needs such as housing, transportation and educational expenses. 

The grants were issued as part of North Carolina’s Finish Line Grants program, which was started in 2018 using governor’s discretionary funds through the Workforce Innovation and Opportunity Act (WIOA). The program is administered by local workforce development boards in partnership with nearby community colleges and provides up to $1,000 per semester per student to address unexpected financial emergencies. 

The Finish Line Grant program, while relatively new, demonstrates the role states can play in removing barriers to success and supporting each learner — at the secondary, postsecondary or adult level — to achieve a credential of value and access an in-demand occupation with family sustaining wages. 

Advance CTE’s latest report, the fifth and final installment in the Making Good on the Promise series, explores other approaches states can take to ensure learner success through Career Technical Education (CTE), including: 

Throughout the Making Good on the Promise series, Advance CTE has explored state strategies to identify equity gaps, rebuild trust among historically marginalized populations, and expand access to high-quality CTE opportunities. 

But the work does not stop there. State leaders have a responsibility to ensure each learner is not only able to access CTE, but also feel welcome, fully participate in and successfully complete their career pathway. This means constantly monitoring learner progress and creating the conditions that are conducive for learner success. Making Good on the Promise: Ensuring Equitable Success through CTE aims to provide a roadmap for states to learn from promising practices and develop their own plans for achieving equity. 

Austin Estes, Senior Policy Associate

By Austin Estes in Advance CTE Resources, Publications, Research, Resources
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How Higher Education Can Support Adult Learners

Wednesday, July 31st, 2019

While most people think of the typical college student as coming directly from high school, the reality is that 38 percent of college students today are 25 or older. On July 9, Higher Learning Advocates organized a panel titled Pathways to Success: Supporting Today’s Adult Students to discuss the unique challenges adult learners face in postsecondary education and potential solutions.

The panel included:

Many high school graduates enter the workforce directly instead of pursuing postsecondary education, and with today’s tight labor market, many can find high-wage employment without an advanced degree. However, as industries change and labor markets shift, workers will need additional, more specialized skills to stay competitive. Programs like the Eastern Ohio Education Partnership help adults obtain degrees and certifications so they can advance in the workforce and sustain high-wage, high-skill and in-demand employment.

Entering postsecondary education as an adult comes with challenges. One of Elias’s biggest concerns as a mother was access to not only affordable childcare, but childcare offered at times after the normal work day to accommodate her night classes. She is not alone: 26 percent of adult students are parents, and access to childcare makes it difficult to finish a degree or certification. Schedule flexibility is important even for adult students without children, as over half work while in college

So what can be done to better address the needs of adult learners? Postsecondary institutions and policymakers can create flexibility in financial aid to allow more adults to afford education. This option is part of the reason The College of Healthcare Professions is able to educate so many adult learners. Universities can also address the needs of adult learners by accepting transfer credits earned at a previous institution toward a degree or certificate. Beyond these institutional changes, there are ways to make adult students feel more included on campus with small adjustments. Making campuses feel more family friendly is a great way to get adult students integrated. This can be as simple as encouraging members to bring their family along to events hosted by different student organizations.

One of Elias’s core suggestions was mandatory career advising for students who receive any money from the federal government. This ensures students know what courses they need to take in order to graduate on time with their intended major and that federal dollars support individuals who will be career ready when they graduate. Understanding the challenges adult students face today creates space to develop solutions for a better experience in higher education.

Jordan Dreisbach, Policy Intern

By Austin Estes in Uncategorized
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Can Afterschool Programs Help Address CTE’s Equity Challenges?

Tuesday, July 9th, 2019

Afterschool programs can give students access to enriching career exploration opportunities outside of the school day, but many of these programs are not accessible to all middle schoolers. Last month, the Senate Career Technical Education (CTE) Caucus, in partnership with the Afterschool Alliance, organized a panel on making the most of middle school career exploration. This panel’s particular focus was the important role that afterschool programs can play in exposing students to career pathways. 

The panel included:

Afterschool programs encompass a wide range of activities that keep students engaged in their own learning outside of the regular school day. When students participate in an afterschool program in middle school, they are more likely to graduate high school. These programs offer opportunities for students to improve their skills in subjects ranging from computer science to agriculture. Learning these skills and interacting with professionals in a variety of fields allows students to explore and pursue different career paths of interest.

Expanding Access to High-quality Career Exploration After School

Despite all these programs have to offer, there are still major barriers to creating and expanding access to high-quality, career-focused afterschool programming in middle school. When panelists were asked about the largest barriers facing afterschool programming, their responses ranged from the difficulties of creating community partnerships to the lack of funding. Andrew Coy—whose organization, Digital Harbor, focuses on developing technology skills like computer programming, video game design and 3-D printing— summed up these issues as the need to have “formal support for informal learning.” This problem remains largely in communities of lower socioeconomic status, limiting access to enriching learning opportunities for students who could benefit the most.

The impacts that these programs have on middle schoolers make them worth the investment. Student panelist Jacob excitedly talked about the experiences he had with Digital Harbor—such as going to museums, participating in the White House science fair and learning to 3-D print—showing how important it is to give students a place to be creative. Jacob even earned certifications in Information Technology through the program. Having such a space outside of the classroom to encourage hands-on learning and career exploration allows students like Jacob to develop real world skills and get a leg up on both college and their careers. 

Afterschool programs can also help close equity gaps by equipping learners with skills that may not be offered in the regular classroom but are highly valued in the job market. Exposing learners to new and different career pathways allows for diversity in these fields as more students can see themselves inhabiting those roles. Panelist Daniela Grigioni discussed how her organization, After-School All-Stars, engages middle schoolers, predominantly students of color, to help them build skills through programs in business and STEM. Early introduction to career exploration can help promote more equity within these fields.

By expanding career exploration in and out of the classroom, state leaders can foster creativity and passion among middle school students. This opens a pathway for students to imagine careers for themselves by giving them a sense of their options and what they do and do not want to do at an earlier age. 

To read more about middle school CTE, check out Advance CTE’s report, Expanding Middle School CTE to Promote Lifelong Learning Success

Jordan Dreisbach, Policy Intern

By Austin Estes in Uncategorized
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Checking in on New Skills for Youth States: How States Have Set their Sights on Access and Equity

Tuesday, March 26th, 2019

The Met, a work-based learning focused technical center in Providence, Rhode Island, serves about 800 students across the state. It is also one of eight recipients of Rhode Island’s new Innovation and Equity grant program, a $1.2 million program to help local districts identify and support populations that are underrepresented in high-skill, in-demand career pathways. Using funding from the Innovation and Equity grant program, the Met is working to recruit low-income learners into the Finance program and help them earn high-value credentials that have immediate value in the labor market.

Access and equity is a priority for Rhode Island and its nine peer states in the New Skills for Youth initiative, a focus that is highlighted in a new series of state snapshots released today. In 2017, each New Skills for Youth state was awarded $2 million to help transform career readiness opportunities for learners in their states. After spending the early part of the initiative establishing partnerships and laying the policy groundwork for success, states turned to implementation, with a focus on equity, in 2018.

Some states are focusing on including learners with disabilities in high-quality career pathways. For example, Delaware piloted a new program in 2018 called PIPELine to Career Success to remove barriers for learners with disabilities to access work-based learning experiences. The program is a two-year process in which school districts identify barriers to access, examine their root causes, and then implement strategies to close access gaps. The Delaware Department of Education has made grants available to three pilot districts and hopes to scale the approach across the state in the future.

Other states are working to expand access to advanced coursework for underserved populations. Rhode Island Innovation and Equity program is one such initiative. Another is Ohio’s Expanding Opportunities for Each Child grant. The state leveraged a rarely used allowance in the Every Student Succeeds Act, which lets states set aside up to 3 percent of their Title I funds for Direct Student Services grants, to award more than $7 million to 17 sites in economically disadvantaged communities. The grants are designed to either develop and expand career pathways or improve access to advanced coursework (including AP, IB and CTE).

Additionally, New Skills for Youth states are embedding equity as a core principle in both policy and practice. Several states are implementing statewide initiatives in support of academic and career planning, and they have focused their training, guidance and supports to emphasize the importance of equity. Others have built considerations about equity into their criteria for designating – and funding – high-quality career pathways. These steps ensure that questions of equity and access are addressed at every stage, from design to implementation.

The 2019 calendar year is the final year of this stage of the New Skills for Youth initiative. As states look beyond the end of the initiative, one question that is front and center in the year ahead is how they will secure commitment and funding to keep the focus on career readiness. States have made a lot of progress, and the efforts they have taken to embed equity in policy and practice will have a lasting impact for years to come. But state leaders understand they must continue to elevate this work as a priority to ensure their efforts in New Skills for Youth can be sustained and scaled in the future.

The state snapshots were developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and the Education Strategy Group, generously funded by JPMorgan Chase & Co.

Austin Estes, Senior Policy Associate

By Austin Estes in Advance CTE Resources, Publications, Resources
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College or Career? At Oakland High School, Students Don’t Have to Choose

Monday, January 28th, 2019

Students were hard at work on their laptops when we walked into the 12th grade environmental science class at Oakland High School. They were writing their senior research papers on different environmental issues in their Bay Area community, the culminating project to graduate from the Environmental Science Academy. One student was writing about the the economic impact of a diminishing bee population, another was looking into the effect of recent wildfires in northern California. And they were more than happy to show off their projects.

Oakland High School – or O-High as it is affectionately called by students and teachers – is one of several schools in California that is implementing an industry-based educational model called Linked Learning. Linked Learning is not unique – it outlines a framework for what we would consider “high-quality Career Technical Education (CTE):” an integrated pathway that combines rigorous CTE, college preparatory course work, work-based learning and wraparound student supports. But Linked Learning is quickly becoming the gold standard approach to career pathways in California. With funding from the James Irvine Foundation and strategic guidance and partnership from the Linked Learning Alliance, the approach has spread to high schools and districts across the state.

In Oakland, the power and value of Linked Learning is in the diversity of its student body. The city is situated across the bay from San Francisco and is home to an incredibly diverse community – many students are the children of immigrants or were themselves born in other countries. Recently, Oakland has experienced rapid gentrification and a steadily increasing cost of living, making it harder for families to stay in the area. To maintain Oakland’s rich diversity, O-High Principal Matin Abdel-Qawi believes it is his school’s mission to equip each and every student with the skills they need to earn family-sustaining wages so they can afford to work and live in Oakland once they graduate.

So what does this look like in practice? O-High has drawn upon the four components of the Linked Learning model to provide a student-centered experience. The school offers wall-to-wall career academies that each include:

Integrated academics with a rigorous, college-preparatory curriculum:  As students progress through their pathway, they receive rigorous instruction aligned to California’s A-G college prep standards and graduate fully prepare to enroll in Easy Bay Community College, UC Berkeley, or other colleges and universities in the state.

High-quality CTE classes that prepare learners for in-demand careers: Every student enrolls in a career academy: Environmental Science, Visual Arts (VAAMP), Public Health, Project Lead the Way (engineering), Social Justice and Reform, or an academy for recent immigrants called R.I.S.E (Recent Immigrant Support and Engagement Academy). Students take math, history and other academic subjects with their pathway peers, and instructors adapt the curriculum to apply a career-focused lens.

A continuum of work-based learning experiences: Throughout their pathway, students have the opportunity to engage with industry experts through field trips, guest lectures and offsite internships with nearby institutions like the Alameda County health system, which regularly hosts students from the Public Health Academy. In 2018, 1,393 students participated in career awareness activities and 145 completed an internship.

Wraparound supports to guide learners along their pathway: Perhaps the most remarkable element of O-High’s Linked Learning academies is the extensive mentorship and wraparound supports students can access. A wellness center on campus provide medical and dental services to students, ensuring that health is not a barrier to success. The high school is also home to a Future Center that helps students apply for college, perfect their resume, and identify and apply for scholarships.

The Linked Learning approach has had a notable impact on O-High student outcomes. In 2018, 81 percent of students graduated and 70 percent enrolled in college within one year. Part of this success is attributable to the high school’s absolute focus on equity. School leaders take special care to ensure that enrollment in each pathway reflects the broader student population, with parity across ethnicity, gender and disability. And in 2010, Oakland Unified launched the Office of African American Male Achievement (AAMA) to support and develop young black males throughout the district. As a result, the African American graduation rate at O-High jumped from 58 percent in 2014 to 90 percent in 2018.

As states prepare to implement the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), they will have a unique opportunity to redefine what high-quality CTE looks like and ensure equity is front and center in the statewide delivery of CTE. There are a lot of lessons to draw from Linked Learning. For one, Linked Learning’s integrated career pathway approach, mixed with work-based learning and wraparound student supports, is a tried-and-true framework for a strong CTE program. States can replicate this approach and free up resources to expand access to work-based learning and student supports.

Further, O-High’s intense focus on equity should be instructive to other school, district and state leaders. In Oakland, equity means more than expanding opportunity. It means ensuring that each and every learner is supported, welcomed and successful in their given career pathway. With wraparound services to support students’ health, academic and career needs, Oakland High School delivers on its promise to graduate students prepared to stay and contribute to their diverse community.

Thanks to Oakland High School, the Linked Learning Alliance and the Alliance for Excellent Education for organizing the Linked Learning site visit.

Austin Estes, Senior Policy Associate

By Austin Estes in Uncategorized
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Work-based Learning is Predictive of Future Job Quality, According to New Study

Monday, December 10th, 2018

The Brookings Institution looks at employment outcomes for low-income learners

It’s a question that has puzzled education researchers for decades: what is the right mix of experiences in early adolescence that is most predictive of future career success and lifelong learning?

For the longest time, the rule of thumb has been “get a bachelor’s degree and you’ll get a good job.” But we know that there are other experiences on the path to a four-year degree (such as participating in work-based learning or earning an industry-recognized credential) that are just as powerful in preparing learners for their future careers. What are these experiences? And how should they be delivered to maximize learner outcomes?

New research from the Brookings Institution sheds a little bit of light on this question. The study looks at different factors that are correlated with economic success among 29-year-olds from “disadvantaged” backgrounds. The study finds that:

Specifically, the researchers find that participating in “relationship-focused CTE” (a term they use to refer to work-based learning and other activities where students interact with industry mentors) is significantly related to higher job quality scores at age 29. This would seem to suggest that building relationships with industry mentors and completing work-based learning at an early age can help learners, particularly low-income learners, get a leg up on their careers. While the data do not provide a full picture of the quality of work-based learning in the study, the evidence is promising.

For the purpose of the study, the researchers define “disadvantaged adolescents” as those who, when they were between the ages of 12 and 18, had a family income equal to or less than 200 percent of the federal poverty line; did not have a parent with more than a high school education; had a mother who was a teenager when her first child was born; or whose family received public assistance. They defined job quality based on four factors: earnings, benefits, hours of work and job satisfaction.

CTE Research Roundup

Austin Estes, Senior Policy Associate

By Austin Estes in Research, Resources
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Making the Most of Outcomes-based Funding: Aligning Postsecondary Funding with Labor Market Needs

Tuesday, August 14th, 2018

One of the smartest investments state policymakers can make is in postsecondary education. As the economy moves towards more specialized, technology-based industries, learners will need education and training beyond high school to fill the jobs of tomorrow. Today, the ticket to the middle class, and the key ingredient for a thriving state economy, is a strong system of higher education.

Yet, this system is not as efficient as it could be. Three out of every four students who enroll in a public, two-year college do not graduate with a degree or certificate within three years. Whether due to financial or family circumstances, lack of clarity about future career goals, or poor academic preparation, too many students are getting saddled with debt and nothing to show for it.

In recent years states have led renewed efforts to improve student outcomes by restructuring postsecondary funding formulas. This approach, known as performance-based or outcomes-based funding, aims to align state dollars with outcomes that support learner success and economic growth, including progress toward and attainment of a postsecondary credential.

As of Fiscal Year 2016, 30 states were either implementing or developing outcomes-based funding formulas for postsecondary education, though two-year institutions were included in the funding formula in only 22 states. While the widespread enthusiasm for accountability and alignment in higher education funding is remarkable, states vary considerably in their degree of commitment. According to HCM strategies, which published a national scan of outcomes-based funding formulas, only four states (OH, NV, ND and TN) in FY2016 distributed more than 20 percent of state funds to postsecondary institutions based on outcomes.

In 2017, the State Higher Education Executive Officers Association (SHEEO) reported that a little more than half of the revenues for postsecondary institutions came from state appropriations (the remaining funding came from local appropriations (6.4 percent) and tuition revenues (43.3 percent)). This gives state policymakers a powerful lever to incentivize change in institutions of higher education.

And, while evidence in support of outcomes-based funding is mixed, positive results have been documented in states with more sophisticated funding systems:

Many states have learned from these lessons and either modified existing or adopted new outcomes-based funding formulas to apply best practices. Arkansas is one such state. In 2016, the state legislature passed HB1209, directing the Higher Education Coordinating Board to design a productivity-based funding formula for state colleges and universities. The formula, which will be used to determine how the Higher Education Coordinating Board distributes general revenue for two-year and four-year institutions,  includes three dimensions:

What is notable about Arkansas’ approach is the use of best practices to incentivize credentials with labor market value and encourage equitable access.

The points an institution receives in the formula for credential attainment are multiplied if the credentials are in Science, Technology, Engineering and Mathematics (STEM) or state-defined “high-demand” fields. Qualifying fields are designated by the the Arkansas Department of Higher Education and the Department of Workforce Services. The multiplier for STEM degrees is 3 points; the multiplier for degrees in high-demand fields is 1.5 points.

The formula also includes adjustments for historically underserved students by race, income, age and academic proficiency. For certain elements of the formula — such as credential attainment or progression — the point value is increase by 29 percent for each student meeting these criteria.

While it is too early to tell the impact of these changes, Arkansas’ productivity index aims to improve postsecondary outcomes by aligning state funding with labor market needs and encouraging institutions to support historically underserved populations.

Austin Estes, Senior Policy Associate

By Austin Estes in Research
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Advance CTE Begins a Critical Conversation about Equity at the 2018 Spring Meeting (Part 2)

Wednesday, May 9th, 2018

In alignment with Advance CTE’s work to empower state leaders to advance high-quality CTE policies and programs for each learner, Advance CTE held long overdue equity discussions at the 2018 Spring Meeting to begin an important conversation about how CTE can be leveraged to help promote equitable outcomes for various learner populations.

After a panel discussion on equity in CTE, attendees of the Spring Meeting went to breakout sessions facilitated by partner organizations that focus on equity challenges and allowed for an open and honest dialogue to take place about equity in CTE.

From these breakout sessions, major themes emerged about challenges to achieving equity in CTE, as well as states’ efforts and ideas to address these barriers.

Discussion Theme: Data on CTE and Equitable Outcomes

The inability to connect existing CTE data across systems to measure the outcomes for specific populations makes it difficult to communicate to students, parents, school boards and stakeholders the effectiveness of CTE as a tool for equitable outcomes. Members in multiple sessions mentioned that it is difficult to disaggregate CTE data by race, disability or income level. For many states, data cannot be connected across systems or disaggregated to make claims regarding equitable access or outcomes, which hinders their ability to make informed decisions to ensure equity in CTE.

However, states should not use the lack of data as an excuse; they should be using existing data as a first step in examining equity gaps and strategizing ways to close those gaps.

Discussion Theme: “Vocational Education” Stigma

A common theme from all the sessions was the stigma still surrounding CTE as a result of the history of “vocational education,” which in many situations included the tracking of low-income students and students of color into vocational education programs. State leaders identified the messaging around CTE as a challenge, as they work to rebuild trust in communities where the “tracking” of students was common, and emphasized the importance of communicating that high-quality CTE programs can result in high-wage, high-skill, high-demand jobs.

Some states have made efforts to address the stigma and messaging around CTE. Maryland, Indiana, Washington and New Jersey are participating in the Siemens Foundation initiative with Advance CTE, which involves incorporating nationally tested messages about CTE in a variety of in-person events and virtual campaigns to improve the perception of CTE. Additionally, in the “Serving Students of Color” breakout session, participants suggested that states elevate efforts to build relationships with leaders within communities to spread awareness about the effectiveness of high-quality CTE programs.

Discussion Theme: Lack of Resources for Special Populations

Many sessions recognized that basic necessities such as food and transportation need to be satisfied for special populations to participate and succeed in CTE programs. Attention was drawn to the need for daycare, transportation, food, flexible schedules and financial aid to accommodate diverse populations at the secondary and postsecondary level.

Discussion Theme: Lack of Representation and Cultural Competency within Secondary and Postsecondary Institutions

Participants recognized that instructors often are not representative of their students in regard to income, race, gender and ability status. This, coupled with the general difficulty that institutions face when recruiting and retaining CTE instructors, makes it difficult for programs to recruit teachers that are representative of the population they are educating.

State participants recognize that this lack of representation may hinder certain populations from participating in CTE programs and negatively impact their experience within programs due to feeling isolated or receiving biased treatment. Participants recognized the need for targeted professional development opportunities for instructors to address any potential implicit bias and to promote cultural competency at the institutional level.

These breakout sessions represent the beginning of Advance CTE’s ongoing commitment to promoting equity in CTE. As part of our equity initiative, throughout 2018, Advance CTE will be releasing a series of briefs about equity in CTE.

Brianna McCain, Policy Associate

By Brianna McCain in Advance CTE Spring Meeting
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Advance CTE Begins a Critical Conversation about Equity at the 2018 Spring Meeting

Thursday, May 3rd, 2018

As part of Advance CTE’s vision, Putting Learner Success First, our organization has challenged the Career Technical Education (CTE) community to continue on the path of fierce dedication to quality and equity so that each learner is empowered to choose a meaningful education and career. Advance CTE recognizes that if we’re going to ask our community to commit to equity in CTE, then we must lead the way.

Our first step was to create the space at our 2018 Spring Meeting to begin this long overdue conversation with our membership about how we define and can achieve equity in CTE.

The conversation began with a panel discussion that featured experts in education and equity from the National Alliance for Partnerships in Equity, the  Leadership Conference on Civil and Human Rights, the Center for Law and Social Policy and United Way of Delaware.The panelists took a critical look at equity in CTE and examined the history of CTE and tracking students, the stigma around CTE and how equity should be defined within CTE. From this discussion, major themes about equity in CTE emerged:

Notably, Kisha Bird from the Center for Law and Social Policy  recognized that while equity is a complex issue in that it is influenced by numerous social, economic and political factors, it is ultimately a simple problem that can be addressed by continually asking the following of any action: Am I creating or breaking down barriers?

The conversation held at the equity panel represents the beginning of Advance CTE’s ongoing commitment to promoting equity in CTE. As part of our equity initiative, throughout 2018, Advance CTE will be releasing a series of briefs about equity in CTE. This post is the first of two blogs that will highlight the equity discussions from the 2018 Spring Meeting.

Brianna McCain, Policy Associate

By Brianna McCain in Advance CTE Spring Meeting, Uncategorized
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Leaders in Data Analysis Discuss Improving Student Outcomes in Higher Education

Wednesday, March 28th, 2018

In light of Congress’ work towards reauthorizing the Higher Education Act (HEA), Results for America, Knowledge Alliance and America Forward hosted an event  on March 22 about the role that data and evidence can play in improving student outcomes in higher education. This event also came after Results for America released their bipartisan report, “Moneyball for Higher Education,” which outlines recommendations for how state leaders should use data and evidence in the financing of colleges to improve student outcomes.

The event began with remarks from U.S. Representative Grace Meng (D-NY) about the importance of evidence and innovation in higher education. Meng discussed the City University of New York’s (CUNY) Accelerated Study in Associate Programs (ASAP), which provides financial, academic and financial support to assist students in earning their associate degrees within three years. Meng highlighted the data-driven nature of ASAP, as the program tracks metrics that include advisors’ contact with students and student outcome trends to determine what is working in the program and where improvements can be made.

While ASAP costs CUNY more per student initially than students not involved in ASAP, by graduation, CUNY spends less per ASAP student compared to students not in the program because the students in ASAP graduate at a faster rate than students not in ASAP. Graduation rates for students in ASAP have increased to 40 percent, compared to 22 percent for CUNY students overall.

The event ended with a panel that featured experts in the field of education and data analysis. James Kvaal, the President of the Institute for College Access and Success, outlined what he would like to see come from a reauthorized HEA: investing in ways to measure critical outcomes, sectioning off one percent of the higher education budget for evaluation and systemically channeling resources into programs that work. Michael Weiss, a senior associate from MDRC, mentioned the need for more comprehensive, long-lasting interventions, such as the ASAP program, that address multiple barriers to education across an extended period of time.

The panel concluded with the panelists discussing what they would change about the education system. Greg Johnson, CEO of Bottom Line, advocated tying Pell grants to an advising requirement. Kvaal emphasized the importance of colleges deciding what outcomes they want to produce and then investing the necessary resources so that those outcomes can come to fruition. Weiss expressed his desire for the use of a funding model that would allow for experimentation on the lowest level and an investment in data driven programs like ASAP on the highest level.

While the panelists recognized that the current education system is inequitable and touched on ways that data can be used to improve student outcomes in higher education, it would have been great to hear more on how data could be used to align labor market needs with student outcomes, as well as how data from the secondary system can be used to create higher-quality postsecondary programs.

Brianna McCain, Policy Associate

By Brianna McCain in Uncategorized
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