Lumina Foundation is committed to increasing the proportion of Americans with high-quality degrees, certificates and other credentials to 60 percent by 2025.
A bipartisan effort to update the nation’s workforce development law is dead, depriving hundreds of community colleges of increased funds and opportunities to cut through the red tape surrounding short-term job training.
In this interview, David Baime of the American Association of Community Colleges talks about what the Stronger Workforce for America Act means for community colleges and short-term workforce training and what it will take to move its reauthorization forward.
More than a decade ago, a wave of research pointing to the inefficacy of developmental education, sometimes referred to as remedial education, was followed by a massive investment in rethinking how to prepare students who need extra support to access college.
Developmental ed still plays a significant role on today's college campuses. On this podcast, Anne Kim, who writes about education, workforce issues, and social policy, discusses the history of developmental education in America, why many reforms have stalled, and what must happen to get them back on track.
Jenni Hernandez is one of an estimated 100,000 undocumented college students in California—the most of any state in the country—who are confronting an especially uncertain future as they pursue higher education and aspire to work. College leaders and advocates for undocumented students are assessing what protections institutions can offer.
Some students, however, are grappling with an even more existential question: Should they even stay in college?
A key question heading into President-elect Donald Trump’s next term is the fate of the U.S. Department of Education—a Cabinet-level agency that he and other conservatives say they want to abolish.
What is Trump's motivation—and what would that change mean for America’s students and teachers? Policy and education leaders weigh in.
If there’s one message the Washington Monthly has been trying to get across over the years in its writing about higher education, it’s this: Stop obsessing over wealthy elite universities that educate the few, and pay more attention to the underfunded, unfancy schools that educate the many.
For those concerned about America’s costly and inequitable higher education system, this should be common sense, writes the publication's Paul Glastris in this perspective piece. If the aim is to make the country more prosperous and fair, focus reform efforts on the institutions of higher learning that affect the most people, he says.
Marty Supple works as an automotive instructor at Artesia High School in Lakewood, California, where nearly nine out of 10 students receive free and reduced-price meals, and at Cerritos College, a community college in Los Angeles County.
The campuses partner in a dual-enrollment program where students undergo nine weeks of instruction and nine weeks of work. During that time, automotive courses immerse students in the workings of car engines, allowing them to get high school and college credits, earn above minimum wage as apprentices at nearby auto dealerships, and gain valuable life skills.
