The abrupt switch to online learning may not have been ideal for colleges and universities—but it ultimately offered some valuable lessons. A new report from New America documents the successes and failures of the past 17 months and makes policy recommendations for how to improve access to high-quality online education in the future.
Public two-year colleges serve as an important access point for two out of every five students enrolled in postsecondary education. However, only 40 percent of community college students earn a postsecondary credential of any kind within six years, limiting their opportunities for advancement.1 Hoping to increase student retention and success, many colleges are developing and…
This report examines the relationship between students’ participation in high-impact practices (HIP) and their perceived learning gains, with special attention paid to the nature of these relationships among Black and Hispanic students and among students 25 years or older. In 2018, with support from Lumina Foundation, the National Association of System Heads (NASH) launched an…
What State Efforts Can Ensure That Industry Certifications Are High Quality?
Nov. 8, 2020
Based on this review, the brief offers guidance on identifying high-quality industry certifications, and guidance to states and other entities on processes for identifying high-quality industry certifications.
A report from the State Council of Higher Education for Virginia shows that 1 in 5 K-12 and college students in Virginia lack either high-speed internet or a computer in their home, both of which are necessary for successful online or remote learning.
A report from Quality Matters and Eduventures Research chronicles the evolution of online policies and practices in U.S. higher education from the perspective of chief online officers. The survey specifically captures leadership reflections on the pandemic-induced emergency remote instruction in the spring: what happened, what worked, and implications for fall.
Accreditation doesn't work because it asks accreditors to be consultants and regulators at the same time.
April 3, 2020
Within American higher education, accreditors are private entities that have quasi-regulatory power over colleges. If a college wants its students to be able to receive federal financial aid, such as a Pell grant or a student loan, it must first obtain accreditation.
As Lumina Foundation works to increase the nation’s education attainment rates, we embrace a dual commitment – to quality credentials and to racial equity. In short, we seek to ensure that degrees and other education credentials reflect the learning necessary for workplace success and informed citizenship. At the same time, we work to ensure that…
This report examines the system of shared accountability that devolves into a game of hot potato, with no one member of the program integrity triad willing to take serious action against an institution of higher education that falls short of its standards until other members of the triad have stepped up. In its examination, the…
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.