Rashid Ferrod Davis’ Post

New from Community College Research Center at Teachers College, Columbia University (My Alma Mater) Tracking Transfer: Community College and Four-Year Institutional Effectiveness in Broadening Bachelor’s Degree Attainment By Tatiana Velasco, John Fink, Mariel Bedoya-Guevara,  Davis Jenkins & Tania LaViolet "Years of empirical research indicate that taking dual enrollment coursework in high school can fast-track students toward completing a college degree after high school. Yet these programs often employ policies and practices that limit access to Black, Hispanic, low-income and other minoritized student populations". https://lnkd.in/gDvSA6wt 3 NYC Department of Education Early College Principals in District 17 Brooklyn, New York from CUNY and Urban Assembly Secondary Schools Science, Technology and Research Early College High School at Erasmus (17K543) 88% Black and Hispanic Students Medgar Evers College Preparatory School (17K590) 91% Black and Hispanic Students Pathways in Technology Early College High School (P-Tech) (17K122) 94% Black and Hispanic Students

A relatively small number of high schools help convey a disproportionate advantage to the many white, wealthy students who are admitted to the nation’s most elite colleges. That’s a main takeaway of a recent, groundbreaking Ph.D. dissertation, Shaping Elite College Pathways: Mapping the Field of Feeder High Schools in the United States, by Kristen Glasener, a 2022 graduate of the University of Michigan. Glasener, who’s now national director of organizational learning and strategy with the Kessler Scholars Collaborative, analyzed the social network involving the ties between thousands of the nation’s high schools and the colleges where students eventually enrolled. https://lnkd.in/g2cpdeRg

Rates of school discipline fluctuate widely and predictably throughout a school year and increase significantly faster for Black students than for their white counterparts, University of California, Berkeley, researchers have found. A new study published today in the journal Proceedings of the National Academy of Sciences documents for the first time the “dynamic” nature of student discipline during an academic year. Daily rates of punishment across all schools in the study ratchet up in the weeks before Thanksgiving break, decline immediately before major vacations and increase rapidly again when classes resume. Schools with a high degree of racial disparity regarding discipline referrals or suspensions early in the year see discipline rates for Black students increase even faster as the semester continues, researchers found. By November, the Black student discipline rate is 10 times higher than at the beginning of the year. Compared to white students, it’s 50 times higher.

The College of Education and Integrative Studies is launching two new college-wide initiatives--both initiatives are incredibly impactful and worthy of your support! Read more about both below and offer your financial support at the link! 1) CEIS Afrofuturism initiative: to address oppression, racism, and anti-blackness on college campuses, the College of Education and Integrative Studies Afrofuturism Initiative will will explicitly develop and implement nuanced strategies for advancing Black student success and elevating Black excellence across students, staff, faculty, and community spaces. 2) College of Education and Integrative Studies Community-Care and Wellness (C3W) Initiative: The College of Education and Integrative Studies along side so many local and global entities is seeking to thoughtfully navigate post-pandemic factors that cannot be ignored. Lived experiences of food insecurity, racial injustices, housing instability, socioeconomic challenges, isolation, grief, trauma, exacerbated physical and mental health conditions, and lack of access to consistent and integrated care are significantly impacting students, staff, faculty, families, and communities. The initiative plans to recruit will recruit Student Scholars and Faculty Fellows who are committed to and have demonstrated experiences in social justice and civic engagement for the purposes of: -Partnering with diverse communities to identify and prioritize equity and social justice issues; -Leveraging an interdisciplinary team of stakeholders (e.g., students, staff, faculty, community members) to facilitate community-centric conversations around areas of priority; -Developing next steps related to action items in the form of advocacy and social action; -Providing recommendations for program intervention and transformation and/or practice-based research activities on campus and in partnership with communities; -Distributing findings using diverse platforms as part of intentional community-outreach efforts and coalition building on campus and in partnership with communities. https://lnkd.in/gQ2wDdE4 #supportHSIs #studentsuccess #highereducation #buildingopportunity #antiracism

Interesting insights to dig into to serve all students.

One of the most promising new centers getting underway in education is right here in Baltimore - it's the National Center for the Elimination of Educational Disparities (NCEED), led by Dean Dr. Glenda Prime at our treasured HBCU, Morgan State University. The mission of the NCEED is to alter the trajectories of Black, Latinx and low income children in public schools in Maryland and across the United States, from underachievement, low attendance rates, high drop-out rates and inadequate preparation for college and career, to one in which they have the opportunity to achieve their full potential, regardless of zip code and socio-economic status. The Center will achieve its mission through the following areas of work: 1. research that clearly identifies the educational needs of Black children; 2. research that builds a body of knowledge that is specific to the education of Black, Latinx and low-income children, in the areas of curriculum and pedagogy, initial and continuing teacher preparation, urban school leadership, guidance and counseling, social and emotional well-being, health and nutritional needs, school/community relations and family engagement; 3. development of materials and models of practice that optimize the achievement of these children; 4. rigorous evaluation of those materials and models to assess both effectiveness and scalability; and 5. policy analysis and advocacy. Learn more about and follow the exciting launch getting underway here: https://lnkd.in/db9bEDyf #HBCUsMatter #EdEquity #WeAreEdLoC

In 1956, Florida State University's Dean of Students, Robert M. Strozier wrote about the difficulties of the undergraduate experience at the time and the changing nature of the incoming students, their needs, and their expectations of what a college education should look like. This was the beginning of a new era of higher education, which would later be influenced by Sputnik, the 1965 Higher Education Act, and the overall Civil Rights Movement fueled by college students. The 1950s brought a new change of students to campus and a shifting of priorities of government and society on what higher education should look like, who should be able to access it, and its purpose. As the initial wave of G.I Bill students ended and the shadow of the Cold War loomed larger, this new generation demanded an experience that allowed students to study more social sciences like sociology and politics that would foster patriotism. In addition, more hard science research was requested to keep up with "world-building" technology. Lastly, policies increasing high school access inadvertently also increased and diversified who was coming to college, contributing to a mixing of ideas and beliefs. The 1954 Brown v. Board of Education powered this changing demographic. Dean Strozier was ahead of his time. By indicating these changes to the Chancellor, FSU was able to pivot the curricula and undergraduate experience. With more streamlined communication, increasing social science major options, and more hard science research, the late 1950s and 1960s saw FSU implement the Molecular Biophysics and Space Biosciences institutes, the first black student in 1962, and creation of African American and Women's Studies. Higher Education responds to Society; Society responds to Higher Education. The 1950s Progressive Higher Education ethos ring true. Report to the Chancellor on some difficulties with the undergraduate programs. (1956). In DigiNole: FSU’s Digital Repository (FSU_HPUA_2001012_B1800_F05_13). Florida State University. Retrieved June 20, 2024, from https://lnkd.in/gSsJWck8

Black, Hispanic and Latino learners at community and technical colleges have lower  completion rates, job attainment, and earnings than white students Schools must prioritize education equity in the classroom, hybrid, and remotely.                               Urban Institute's "Practice Insights to Advance Racial Equity in Online Postsecondary Career and Technical Education" offers important insights on strategies to overcome the difficulties that students face with online learning. https://lnkd.in/eETCR_cK

Here's Why Applications For Historically Black Colleges & Universities Are Surging

HBCU Business Deans and Community Leaders, take note! We're witnessing a significant surge in applications to Historically Black Colleges and Universities (HBCUs), marking a pivotal moment for higher education and community engagement. According to Black Enterprise's latest report, HBCUs like Howard University and Florida A&M University are experiencing remarkable increases in freshman applications, driven by several key factors. These institutions are increasingly recognized as centers of academic excellence and supportive campus environments, appealing strongly to students seeking a community-oriented educational experience. Amidst the uncertainties of the COVID-19 pandemic, HBCUs have stood out for their commitment to maintaining rigorous academic standards while prioritizing student safety and well-being. Moreover, the proactive scholarship opportunities and financial aid initiatives offered by HBCUs are making higher education more accessible than ever, breaking down financial barriers for students from diverse backgrounds. The rise in applications not only reflects the individual strengths of these universities but also underscores the broader recognition of their historical and educational contributions. As we celebrate these milestones, it's clear that partnerships with HBCUs are more valuable than ever for businesses and corporations looking to build a robust talent pipeline and foster community impact. Let's continue to support and champion the success of HBCUs as they empower future generations of leaders and innovators! 🎓💼 #HBCUExcellence #CommunityImpact #HigherEducation #TalentPipeline