A review of the Diplomas Now intervention model shows progress is easier in developing additional student interventions and supports than changing teaching within the classroom.
Recently in minority and low-income students Category
August 12, 2014
July 17, 2014
New ACT report finds 95 percent of its low-income test takers want to go to college, yet only 59 percent enroll right after high school graduation.
July 09, 2014
Education Trust released reports on the state of education for Latino and African-American students, reflecting progress but ongoing gaps in achievement and opportunity.
June 27, 2014
A "breakfast club," a "posse" program, and a universal college savings account were among the programs highlighted this week at a Washington forum aimed at smoothing the way to college for young black men.
April 17, 2014
NACAC introduces resource to find organizations that help disadvantaged, first-generation college-going students to help colleges in diversity efforts.
April 02, 2014
An Education Trust report follows high-achieving students through high school and discovers those from low-income backgrounds and students of color don't excel as much as their wealthier, white peers.
March 25, 2014
Allegations have resurfaced about the fairness of program, as most funding is given to students of white, affluent families, the Miami Herald reports.
February 27, 2014
A survey of community college students finds three-year graduation rates are 5 percent for men of color and 32 percent for white males, despite higher initial engagement by minority students.
September 13, 2013
Program that combines college exposure, mentoring, and community service leadership for middle school students found to be effective in boosting college-going rates, a University of Michigan study found.
July 15, 2013
Children's savings accounts have the potential to improve educational outcomes and make college more accessible to low-income students, according to a report released today by the Assets and Education Initiative of the University of Kansas.