Realizing General Education: Reconsidering Conceptions and Renewing Practice

General Education is widely touted as an enduring distinctive of higher education in the United States (Association of American Colleges and Universities, [11]; Boyer, [37]; Gaston, [86]; Zakaria, [202]). The notion that undergraduate education demands wide‐ranging knowledge is a hallmark of U.S. college graduates that international educators emulate (Blumenstyk, [25]; Rhodes, [158]; Tsui, [181]). The veracity of this distinct educational vision is supported by the fact that approximately one third of the typically 120 credits required for the bachelor\u27s degree in the United States consist of general education courses (Lattuca & Stark, [120]). Realizing a general education has been understood to be central to achieving higher education\u27s larger purposes, making it a particularly salient concern

Comparing and learning from English and American higher education access and completion policies

England and the United States provide a very interesting pairing as countries with many similarities, but also instructive dissimilarities, with respect to their policies for higher education access and success. We focus on five key policy strands: student information provision; outreach from higher education institutions; student financial aid; affirmative action or contextualisation in higher education admissions; and programmes to improve higher education retention and completion. At the end, we draw conclusions on what England and the US can learn from each other. The US would benefit from following England in using Access and Participation Plans to govern university outreach efforts, making more use of income-contingent loans, and expanding the range of information provided to prospective higher education students. Meanwhile, England would benefit from following the US in making greater use of grant aid to students, devoting more policy attention to educational decisions students are making in early secondary school, and expanding its use of contextualised admissions. While we focus on England and the US, we think that the policy recommendations we make carry wider applicability. Many other countries with somewhat similar educational structures, experiences, and challenges could learn useful lessons from the policy experiences of these two countries

A Stronger Nation, Learning Beyond High School Builds American Talent: Wisconsin's Report 2019

The need for universal post-high school education is rooted in the global shift from an industrial economy to a knowledge economy. The vast majority of jobs being created require education beyond high school, and that trend shows no sign of abating. Unfortunately, fewer than half of Americans ages 25-64 hold a credential beyond high school. Still, there is cause for optimism because many of those who lack credentials do hold some college credit or have skills that should be recognized. This report tracks Wisconsin's progress in terms of educational attainment.Lumina Foundatio

A Stronger Nation, Learning Beyond High School Builds American Talent: Pennsylvania's Report 2019

The need for universal post-high school education is rooted in the global shift from an industrial economy to a knowledge economy. The vast majority of jobs being created require education beyond high school, and that trend shows no sign of abating. Unfortunately, fewer than half of Americans ages 25-64 hold a credential beyond high school. Still, there is cause for optimism because many of those who lack credentials do hold some college credit or have skills that should be recognized. This report tracks Pennsylvania's progress in terms of educational attainment.Lumina Foundatio

A Stronger Nation, Learning Beyond High School Builds American Talent: Georgia' s Report 2019

The need for universal post-high school education is rooted in the global shift from an industrial economy to a knowledge economy. The vast majority of jobs being created require education beyond high school, and that trend shows no sign of abating. Unfortunately, fewer than half of Americans ages 25-64 hold a credential beyond high school. Still, there is cause for optimism because many of those who lack credentials do hold some college credit or have skills that should be recognized. This report tracks Georgia' s progress in terms of educational attainment.Lumina Foundatio

Equity Policy Academy: Prioritizing Equity

This report presents the story of states’ efforts to promote an equity agenda for higher education, featuring the 2015 Equity Policy Academy— which focused on improving educational equity for students from historically underserved groups—as a turning point. Based primarily on interviews with Lumina Foundation staff and key state leaders from the five states that participated in the Academy—Michigan, Minnesota, Ohio, Vermont, and Virginia—this story is designed to highlight the unique path each state took to prioritize equity in postsecondary attainment, and inspire ideas for leaders in other states.Lumina Foundatio

A Stronger Nation, Learning Beyond High School Builds American Talent: Ohio's Report 2019

The need for universal post-high school education is rooted in the global shift from an industrial economy to a knowledge economy. The vast majority of jobs being created require education beyond high school, and that trend shows no sign of abating. Unfortunately, fewer than half of Americans ages 25-64 hold a credential beyond high school. Still, there is cause for optimism because many of those who lack credentials do hold some college credit or have skills that should be recognized. This report tracks Ohio's progress in terms of educational attainment.Lumina Foundatio

A Stronger Nation, Learning Beyond High School Builds American Talent

The need for universal post-high school education is rooted in the global shift from an industrial economy to a knowledge economy. The vast majority of jobs being created require education beyond high school, and that trend shows no sign of abating. Unfortunately, fewer than half of Americans ages 25-64 hold a credential beyond high school. Still, there is cause for optimism because many of those who lack credentials do hold some college credit or have skills that should be recognized. This report tracks progress in degree attainment at several levels – nationally, in metropolitan areas, in all 50 states, and down to the county level. It also contains national data and state-specific estimates that show attainment of high-quality postsecondary certificates.Lumina Foundatio

A Stronger Nation, Learning Beyond High School Builds American Talent: Oregon's Report 2019

The need for universal post-high school education is rooted in the global shift from an industrial economy to a knowledge economy. The vast majority of jobs being created require education beyond high school, and that trend shows no sign of abating. Unfortunately, fewer than half of Americans ages 25-64 hold a credential beyond high school. Still, there is cause for optimism because many of those who lack credentials do hold some college credit or have skills that should be recognized. This report tracks Oregon's progress in terms of educational attainment.Lumina Foundatio

A Stronger Nation, Learning Beyond High School Builds American Talent: Utah's Report 2019

The need for universal post-high school education is rooted in the global shift from an industrial economy to a knowledge economy. The vast majority of jobs being created require education beyond high school, and that trend shows no sign of abating. Unfortunately, fewer than half of Americans ages 25-64 hold a credential beyond high school. Still, there is cause for optimism because many of those who lack credentials do hold some college credit or have skills that should be recognized. This report tracks Utah's progress in terms of educational attainment.Lumina Foundatio