Acting on data about both part-time and full-time students is essential to moving the needle on college completion. It also is an equity issue. Part-time student attainment rates severely lag behind those of their full-time counterparts, regardless of sector or timeframe. And part-time students are disproportionately BILPOC (Black, Indigenous, Latinx, People of Color) students, community…
Prioritizing Analysis of Student Transcripts in Degree Reclamation Efforts to Improve Student Completion Outcomes
Jan. 7, 2022
Degree reclamation is a proven strategy to capture the momentum of existing credits and put “some college no degree” (SCND) students back on track to a degree. This report from the Institute for Higher Education Policy offers recommendations to help colleges and universities implement practices that yield the greatest benefit to current and former students.
How Low-Income Older Workers Might Gain From and Contribute to Emerging Remote Job Opportunities
Nov. 12, 2021
Low-income older workers have largely been left out of the dramatic shift toward remote work, potentially cutting off valuable opportunities for greater productivity, flexibility, and economic advancement. This report from Jobs for the Future explores how to make remote work more accessible to these workers as part of the new pandemic-fueled economic landscape.
Lessons From Six Years of CCRC Research on Guided Pathways
Sept. 21, 2021
Hundreds of community colleges have sought to implement whole-college reforms using the guided pathways model, either on their own or as part of a national or state initiative. This report from the Community College Research Center describes the evolution of guided pathways reforms, as well as the next frontiers for guided pathways practice and research.
Supporting Success in Training and Employment in a Digital World
Sept. 15, 2021
The acceleration of the shift to online and remote learning and working brings new opportunities, but it also brings the potential for further inequities in the labor market. This report from the Urban Institute documents some of the barriers and opportunities that exist for older workers accessing online programs, with a focus on their digital…
A Comprehensive Policy and Practice Guide to Improve Outcomes for Post-Traditional Learners
Sept. 1, 2021
A first-of- its-kind resource from the Education Strategy Group pulls together the most promising strategies for serving adult learners into a single, comprehensive framework—one that fundamentally re-envisions education for this population of students.
Many states are working to increase college attainment among their residents, and for good reason: College degrees create significant economic opportunity for degree-holders and their communities. But reaching these attainment goals will be impossible if states focus only on recent high school graduates. Increasing attainment among adults is essential as well.
Forty-five million adults 25 and older in the United States have some college credit but no degree. This relatively invisible group represents 20 percent of the adult population. This report from The Graduate Network! explores the “comebacker’s journey” and the top policy and communication priorities that can help these students return to college and complete…
Countless students would agree: The transfer process does not work. Despite sustained efforts to “fix” transfer over the past several decades, the current system continues to produce dismal, inequitable outcomes and unnecessary roadblocks that thwart students’ educational goals. A new report from HCM Strategists, Sova and the Aspen Institute’s College Excellence Program examines efforts to…
Introducing the Millions of Adults Planning to Enroll in College
May 19, 2021
California faces a shortfall of more than two million degrees and certificates to meet employers’ needs and promote economic mobility for its residents. This report from California Competes examines which groups of California adults intend to enroll in higher education or training; which types of institutions they are interested in; whether they are interested in…
Who We Are
Lumina Foundation is an independent, private foundation in Indianapolis that is committed to making opportunities for learning beyond high school available to all. We envision a system that is easy to navigate, delivers fair results, and meets the nation’s need for talent through a broad range of credentials. Our goal is to prepare people for informed citizenship and for success in a global economy.