Engines of Inequality: Diminishing Equity in the Nation's Premier Public Universities

Autor/inn/en	Gerald, Danette; Haycock, Kati
Institution	Education Trust, Washington, DC.
Titel	Engines of Inequality: Diminishing Equity in the Nation's Premier Public Universities
Quelle	(2006), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Research Universities; Minority Groups; Enrollment Rate; Tuition; Graduation Rate; Educational Finance; Public Education; Equal Education; Disproportionate Representation; Student Recruitment; Enrollment Management; Outreach Programs; Academically Gifted; Statistical Analysis; Change Strategies; Trend Analysis; Etiology; Case Studies + Suchen Sie Ihr Suchwort? Forschungseinrichtung; Ethnische Minderheit; Unterweisung; Unterricht; Bildungsfonds; Öffentliche Erziehung; Jobcoaching; Statistische Analyse; Lösungsstrategie; Trendanalyse; Ätiologie; Case study; Fallstudie; Case Study
Abstract	The nation's 50 flagship universities serve disproportionately fewer low-income and minority students than in the past, according to this fifth report in the Education Trust's series on college results. Students in the entering and graduating classes at these schools look less and less like the state populations those universities were created to serve. The report shows how financial aid choices made by these prestigious public universities result in higher barriers to college enrollment and success among low-income students and students of color. It calls on board members and presidents at each of the nation's flagship universities to review their own policies and take steps to fulfill their obligation to develop the broadest range of their states' top talent. The report recommends actions leaders in the flagship universities might take to make sure they are developing the talents of more low-income students and students of color. These recommendations include: (1) Start with the data; (2) Focus on increasing the success of students already admitted; (3) Aggressively recruit more talented low-income students and students of color; (4) Reallocate institutional aid dollars; (5) Reach out and reclaim students who left in good standing, but without a degree; and (6) Commit to preparing more high-quality teachers for high-poverty and high-minority schools. The report concludes that with the special status that flagship universities have comes special responsibility. To create the next generation of leaders for this nation, the nation needs the current generation of leaders in these institutions to reaffirm their historic commitment to opportunity and set a new course. (Contains 8 tables, 3 figures, and 32 endnotes.) (ERIC).
Anmerkungen	Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www2.edtrust.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10