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Notes From the Field
$62.2 Million for State Longitudinal Data Systems
The U.S. Department of Education recently awarded three-year grants to thirteen state education departments, totaling $62.2 million, to design and implement statewide longitudinal data systems capable of tracking the progress of individual students throughout their educational careers, from pre-kindergarten through higher education.
[More information]
Delaware Launches College Access Campaign
The Delaware Department of Education recently launched a college access marketing campaign called “Yes YOU Can!” designed to educate and influence the behaviors of middle and high school students in the state. It features an interactive website with information and resources on careers, colleges, scholarships, admissions, and financial aid. The campaign also uses a variety of innovative and engaging communication tools—such as a MySpace profile—to engage students. Additional grassroots outreach efforts are targeted to parents, teachers, educators, and the business community.
http://www.yesYOUcanDE.com
http://www.myspace.com/delawareyyc
Reports and Resources
Do We Have a College Access Problem?
In this article from the Carnegie Foundation, Clifford Adelman draws on data from the National Education Longitudinal Study (NELS) to argue that problems of college access for large numbers of minority and low-income students must be understood in a broad context that includes a focus on academic preparation. Despite the strong statistical relationship between family income and college attendance, Adelman argues that the number of highly-qualified students who are ready to succeed in college but do not attend for financial or other reasons is relatively small. For most students who do not earn a college degree, their most formidable barrier to college success is inadequate academic preparation.
[Read article]
Part-Time Undergraduates in Postsecondary Education: 2003-2004
This study from the National Center for Education Statistics profiles the approximately 40% of all undergraduates who attend college exclusively part-time. The findings indicate that not only are part-time undergraduates disadvantaged relative to full-time students based on pre-existing background factors (they tend to be older, come from minority and low-income backgrounds, and be less prepared for college), but that even when background factors are controlled for, part-time students are less likely to persist in college and less likely to attain degrees.
[Read report]
Fast Facts: Latinos in Undergraduate Education and Latinos in Graduate Education
These updated fact sheets from Excelencia in Education summarize key data related to enrollment, degree attainment, and financial aid for Latinos in higher education.
[Read the undergraduate fact sheet]
[Read the graduate fact sheet]
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