Institutional leaders should examine their own data, identify troublesome equity trends, and engage faculty, staff, and students in deliberate action to support all students¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The brief argues that closing gaps "takes deliberate action from institutions," exemplified by Washington State University's intentional early outreach and campus-community building and by University of Nebraska–Lincoln's proactive advising, degree-planning, first-year communities, data-driven curricular improvement, and a diversity taskforce. Leaders are told to "look at their data, find the troublesome trends, and engage faculty, staff, and students themselves in identifying ways to best support all students toward success."

Design Implications¶

Context¶

Requirements¶

• Institutional leaders must examine their own graduation-rate data by race/ethnicity to find troublesome trends

Constraints¶

• The brief states overall improvement alone does not translate into gains for underrepresented students without deliberate action

Target Learners¶

• first-time, full-time undergraduate students at four-year colleges, particularly underrepresented minority students

Target Learning Goals¶

• college completion and closing white–URM graduation rate gaps

Related Strategies¶

• Foster communities of practice for AI governance instead of rigid top-down policies
• Universities can support CPS graduate retention through deliberate support strategies such as scholarships, test-free admission, billing and hold policy changes, and tutoring
• Ohio State's three-pronged approach: early college pipeline, continuous on-campus support, and national best-practice hub
• Foster a culture of success with mandatory orientation, gateway-course registration, and full-credit loads

Examples¶

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Key Sources¶

• Kimberlee Eberle-Sudré, Meredith Welch, and Andrew Howard Nichols. (2015). Rising Tide: Do College Grad Rate Gains Benefit All Students? The Education Trust. https://eric.ed.gov/?id=ED566656