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Data from the Institute of Education Sciences (IES) provide vital insights on key higher education issues that inform evidence-based policymaking across the country. For state leaders grappling with questions about college affordability, as well as student access and success, federally collected and maintained postsecondary data—such as the Integrated Postsecondary Education Data System (IPEDS) and the National Postsecondary Student Aid Study (NPSAS)—offer critical insights that many states coul
Lawmakers are best equipped to find solutions that benefit all students when they are armed with high-quality data. For decades, the Institute of Education Sciences (IES) at the U.S. Department of Education has conducted studies, such as t he National Postsecondary Student Aid Study (NPSAS), that provide key evidence to inform policymaking in higher education.
The recent cancel lation of critical grants and contracts at the Institute for Education Sciences (IES) jeopardizes the future of congressionally mandated and statistically robust surveys on postsecondary education experiences and outcomes. These include the National Postsecondary Student Aid Study (NPSAS) and its longitudinal follow-up study of the outcomes of first-time college students, the Beginning Postsecondary Study (BPS).
This season presents opportunities to share gratitude for the Institute for Higher Education Policys hard-working team and engaged partners, celebrate our impact, and set sights on the year ahead. Its also a time for reflection. A time to reflect on progress towards our vision of a more equitable and just society through higher education and a time to reflect on the vital need to continue our efforts with persistence and zeal into 2025 and beyond.
The Trump Administration has made clear it intends to dismantle the federal systems that support education in this country. The Department of Government Efficiency (DOGE) set this plan in motion last month when it abruptly cancelled millions in contracts overseen by the Institute of Education Sciences (IES). The cancelled contracts included those that fund the Condition of Education , a congressionally mandated report produced annually by the National Center for Education Statistics (NCES).
Federal lawmakers have long recognized robust postsecondary data as a cornerstone of evidence-based higher education policymaking. For decades, investments in federal education research and data, primarily through the Institute of Education Sciences (IES), have enabled students and institutions nationwide, and policymakers on both sides of the aisle to make informed decisions and improve outcomes across higher education.
Postsecondary education should be a powerful engine for economic mobility for all students, but too often outcomes vary by race, income, geography, and other systemic factors. That’s why we launched the Value Data Collaborative to equip colleges, institutional systems, and state agencies with the tools to better understand and strengthen the value of higher education for all students.
Higher education should be a gateway to greater economic and workforce opportunities. But in some cases, students’ return on investment varies widely because factors like race, income, and geography contribute to disparities in student outcomes. To address these variations, the Institute for Higher Education Policy launched the Value Data Collaborative , an initiative to help higher education leaders better understand and measure the value of postsecondary education.
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The recent cancellation of critical postsecondary studies conducted by the Institute of Education Sciences (IES) will have dire effects on our understanding of the realities of todays college students especially those who are veterans, parents, working, or first-generation. Fully grasping their experiences requires knowing what shapes their academic pathways and how they pay for college.
Few publicly available federal data sources provide detailed information about postsecondary students beyond race and income. The National Postsecondary Student Aid Study (NPSAS)—administered by the Institute of Education Sciences (IES)—is one of the only nationally representative datasets that offers a comprehensive view of students’ college access, progress, degree completion, and employment outcomes.
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How do geography, institutional practices, and student characteristics influence earnings after college? IHEP’s Equitable Value Explorer , an interactive data visualization tool that compares post-college earnings across more than 4,000 colleges and universities, is helping researchers answer that question. Using a series of economic thresholds developed by the Postsecondary Value Commission, the tool measures the financial return institutions provide to students.
Last year, we reported that students of color were more likely than White students to face a gap between their total college costs and the financial assistance available to them from grants and family resources, also known as unmet need. Our new analysis of unmet need finds a compelling pattern — college affordability is stratified not just at the intersection of race and ethnicity, but also by immigration background, with immigrants of color, particularly Black immigrants, facing high unmet ne
New research reveals that algorithms commonly used by institutions to predict student success may be racially biased against Black and Latinx students. The report, “ Inside the Black Box: Detecting and Mitigating Algorithmic Bias Across Racialized Groups in College Student-Success Prediction ,” shows that predictive models are more likely to predict failure for Black and Latinx students who succeed, compared to their White and Asian counterparts.
When the University of New Mexico implemented student sense of belonging interventions, the rate of A and B grades in those courses increased and withdrawal rates decreased. Attending to student experience and fostering students’ sense of belonging can be crucial for boosting student success because when students feel connected to their campus community, they are more likely succeed academically and persist toward earning degrees.
When the University of New Mexico implemented student sense of belonging interventions, the rate of A and B grades in those courses increased and withdrawal rates decreased. Attending to student experience and fostering students’ sense of belonging can be crucial for boosting student success because when students feel connected to their campus community, they are more likely succeed academically and persist toward earning degrees.
Senate appropriators just sent a clear message to the U.S. Department of Education (ED): do not reduce the frequency of the National Postsecondary Student Aid Study (NPSAS). The message was delivered via the bipartisan fiscal year 2025 funding bill for the agency released late last week. The Senate Appropriations Committee, which passed the bill, reemphasized a prior directive that supports evidence-driven policymaking in higher education.
Higher education leaders, institutions, and systems need data that are accurate, accessible, and disaggregated by race and ethnicity in ways that reflect the increasing diversity of today’s students. Such data is crucial for identifying areas of need, allocating resources effectively, and developing targeted programs that support students from all backgrounds, especially students from historically underrepresented backgrounds and those whose racial and ethnic identities have been historically un
IHEP welcomed President Kenneth Adams of LaGuardia Community College to share the ways in which his institution is delivering strong post-college earnings outcomes to a diverse student body. LaGuardia’s innovative approach offers valuable lessons for community college leaders nationwide, particularly as these institutions play an increasingly vital role in education and workforce development.
A year ago, the U.S. Supreme Court struck down the use of race-conscious admissions in higher education. Yet legacy admissions policies that give preferential treatment to applicants who are related to alumni are still used across the country. A new IHEP analysis of data released through the Integrated Postsecondary Education Data System (IPEDS) reveals the prevalence of legacy admissions policies among selective colleges and universities.
Spring has sprung in D.C. Amidst the cherry blossom blooms and springtime buzz, important business is happening on Capitol Hill. Congress is considering next year’s federal funding priorities, and the Biden-Harris administration has released its fiscal year 2025 (FY25) budget proposal. IHEP and fellow higher education advocates are elevating shared priorities to urge lawmakers to appropriate the funding necessary to improve access, affordability, and equitable outcomes for today’s students.
Earlier this month, IHEP joined Results for America to highlight promising postsecondary student success models in Colorado and Massachusetts. The webinar , “State Lessons for Implementing Evidence-Based Postsecondary Success Programs,” explored two recent case studies about data and evidence-based programs that are helping more students complete college.
Earlier this month, IHEP joined Results for America to highlight promising postsecondary student success models in Colorado and Massachusetts. The webinar , “State Lessons for Implementing Evidence-Based Postsecondary Success Programs,” explored two recent case studies about data and evidence-based programs that are helping more students complete college.
As a first-generation student, U.S. Secretary of Education Miguel Cardona didn’t always know where to turn for help in college. “It wasn’t always easy to know where to go if I needed advice on what classes to take, what to declare for my major, how to get financial aid,” Cardona shared in a keynote at last week’s Attaining College Excellence and Equity Summit.
By: Jessica Vivar and Lauren Bell Spring has sprung in D.C. Amidst the cherry blossom blooms and springtime buzz, important business is happening on Capitol Hill. Congress is considering next year’s federal funding priorities, and the Biden-Harris administration has released its fiscal year 2025 (FY25) budget proposal. IHEP and fellow higher education advocates are elevating shared priorities to urge lawmakers to appropriate the funding necessary to improve access, affordability, and equitable o
By: Genevieve Garcia Kendrick and Kim Dancy While scope and design vary across states, one thing has become increasingly clear: f ree college programs are an important policy lever to increase affordability and expand the delivery of postsecondary value. T wo programs in New Mexico and Arizona demonstrate promising approaches to us ing state resources to help students afford college and ultimately ensure they receive an economic return on their investment in higher education.
By: Lauren Bell Nearly 40% of students transfer from one institution to another at some point during their postsecondary journey, but on average, 43 % of credits students already earned are not accepted by their receiving institution. 1 This equates to a loss of time and money. A closer look at transfer outcomes reveals disparities: Among students who start at a two-year institution, Black (28 percent) and Hispanic (37 percent) students transfer to a four-year institution at much lower rates tha
By: Mamie Voight As the year draws to a close, we at the Institute for Higher Education Policy (IHEP) are taking a moment to reflect on the strides we’ve made and the work left to do to advance our mission – building a more equitable and just society through higher education. In 2023 we partnered with many of you, conducted compelling research, engaged in meaningful advocacy, and led purposeful field engagement.
Insights from IHEP’s Community of Practice to Policy to Increase Degree Completion By Janiel Santos Higher education can be a pathway to economic security and social mobility – but only if a student earns a degree. Over 40 million Americans have earned some college credits but stopped short of receiving a credential. Between July 2020 and July 2021, 1.4 million more people joined the some college but no credential (SCNC) population, deepening existing inequities in educational outcomes and soci
By: Mamie Voight Earlier this spring, IHEP reached an important milestone: 30 years of developing research to address the nation’s most pressing higher education challenges and promoting college access and success for all students. Our 30-year milestone was an opportunity to refine our purpose and focus on our North Star goal of building a more equitable and just society through higher education.
NPSAS:20 analysis reveals the diversity of today’s students and where they attend college. By: Pearl Lo and Kim Dancy Understanding the experiences and backgrounds of today’s college students is a crucial step in addressing inequitable outcomes, tailoring support services, and allocating resources in ways that shape a higher education system that works for every student.
By Elenaor Eckerson Peters Last week, IHEP joined Results for America to highlight promising postsecondary student success models in Colorado and Massachusetts. The webinar , “State Lessons for Implementing Evidence-Based Postsecondary Success Programs,” explored two recent case studies about data and evidence-based programs that are helping more students complete college.
Reflections from our recent Postsecondary Value Community of Practice event By: Marián Vargas and Eleanor Eckerson Peters “ Postsecondary value is not just a framework, but a lens through which to see the world, [and] it must be infused into the DNA of our collective efforts.” David Troutman’s reflection captured the energy and passion of the Equitable Value Movement and was shared during his keynote remarks at IHEP’s recent Postsecondary Value Community of Practice event.
Insights from IHEP’s Community of Practice to Policy to Increase Degree Completion By Janiel Santos Higher education can be a pathway to economic security and social mobility – but only if a student earns a degree. Over 40 million Americans have earned some college credits but stopped short of receiving a credential. Between July 2020 and July 2021, 1.4 million more people joined the some college but no credential (SCNC) population, deepening existing inequities in educational outcomes and soci
By: Marián Vargas and Kim Dancy Are today’s students getting ahead, getting by, or even falling behind when it comes to their post-college earnings? IHEP’s an Equitable Value Explorer , interactive data visualization tool that compares the post-college student earnings for more than 4,000 colleges and universities across the country , is helping to answer that question.
ED’s latest Postsecondary Student Success Grant Program application includes performance measures recommended by IHEP research By Jessica Vivar Earning a college degree is the best path to turning career aspirations into a successful livelihood and financially secure, fulfilling life. But many students who set out to earn a degree, don’t finish. A focus on student completion has grown in recent years given this staggering statistic: 40 million adults nationwide have earned some college credits
By Lauren Bell On August 15 Dr. Peter Nwosu became the 11th president of State University of New York-Oswego. Dr. Nwosu, a lifelong advocate for equitable access and success in higher education, has also served on IHEP’s Board of Directors since February 2021 and is currently Board Chairperson. Until early August, he was Provost and Senior Vice President for Academic Affairs and Student Success at Herbert H.
IHEP analysis of n ew f ederal d ata s how stark disparities in unmet need By: Marián Vargas and Kim Dancy In today’s rapidly evolving higher education landscape, high-quality postsecondary data can provide critical insights that inform decision-making and advance equitable outcomes. New IHEP analysis of data from the U.S. Department of Education’s 2019-20 National Postsecondary Student Aid Study (NPSAS:20) underscores a disconcerting reality: most students face a gap between what their
After 18 years of dedication to our organization, Team IHEP is bidding a bittersweet farewell to a true champion of college access, student success and educational equity. Lacey Leegwater has left an indelible mark on IHEP and our nationwide community of scholars, practitioners, and alumni. As Lacey departs IHEP and embarks on a new chapter, we are celebrating her transformative leadership.
By: Marián Vargas and Kim Dancy Are today’s students getting ahead, getting by, or even falling behind when it comes to their post-college earnings? IHEP’s Equitable Value Explorer , an interactive data visualization tool that compares the post-college student earnings for more than 4,000 colleges and universities across the country , is helping to answer that question.
By: Mamie Voight A few years ago, I had the opportunity to speak with a student about her experience pursuing a college education, and this student left an indelible mark on my mind. A typical day included studying and classwork, feeding and preparing her young children to be cared for by a family member, driving to her rural college campus—if she had gas money that week, counting on her on-campus job to offer granola bars so she could eat during the workday… and hoping that one small disruptio
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