Postsecondary institutions have made significant gains reforming developmental education in recent years. But we believe there’s more work to be done for students who are not well-served by existing interventions. That’s why we’re funding research to identify those students and the barriers they face.
The Vera Institute of Justice is working with eight Second Chance Pell Pilot Program sites to identify areas for improvement and create roadmaps to positive institutional change.
By adapting key metrics from traditional colleges for higher education in prison, practitioners could build stronger programs designed to help students stay on the path to success and make the learning experience a more transformative one.
Researchers in four states are developing models to predict the likelihood of academic and labor market success based on student behaviors early in college. This tool can help colleges identify students who will benefit most from support services to persist to completion.
Helping students avoid or mitigate financial aid probation may help them stay enrolled and on track for graduation.
Helping colleges identify struggling students in high-demand majors who are within striking distance of graduation — then keep them in school to earn their degrees.
We’ve partnered with the RAND Corporation to study whether state financial aid grant programs could improve student outcomes by devising a more equitable way to allocate their funds, especially for those students who file for aid late or who just miss out on eligibility.
To address the needs of incarcerated students, many of whom have experienced trauma, the Prison University Project is incorporating trauma-informed teaching techniques and sharing best practices with practitioners nationwide.
Expanding access to higher education programs in prison could help more justice-involved individuals earn industry-recognized credentials that lead to post-release job opportunities.
*A Primer on the College Student Journey, Commission on the Future of Undergraduate Education, 2016
Students who are placed into remedial classes are less likely to earn degrees than those who start in college-level courses—and research suggests many are misplaced. We're learning whether switching to more accurate assessments can improve graduation rates.