Implementing Equity Policies in Illinois Higher Education Institutions: The Illinois Equity in Attainment Initiative
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| Title: | Implementing Equity Policies in Illinois Higher Education Institutions: The Illinois Equity in Attainment Initiative |
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| Language: | English |
| Authors: | Rachel Carly Feldman, Johanna S. Quinn, Alannah S. Caisey, Carol Chen, NORC at the University of Chicago, Fordham University |
| Source: | NORC at the University of Chicago. 2024. |
| Availability: | NORC at the University of Chicago. 55 East Monrow Street, 30th Floor, Chicago, IL 60603. Tel: 312-759-4000; Web site: https://www.norc.org |
| Peer Reviewed: | N |
| Page Count: | 44 |
| Publication Date: | 2024 |
| Sponsoring Agency: | William T. Grant Foundation |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Equal Education, Educational Policy, Higher Education, Partnerships in Education, Data Use, Decision Making, Accountability, Professional Development, Social Networks, Graduation Rate, African American Students, Hispanic American Students, Federal Aid, Grants, Low Income Students, College Students, Achievement Gap |
| Geographic Terms: | Illinois |
| Laws, Policies and Program Identifiers: | Pell Grant Program |
| Abstract: | The Partnership for College Completion (PCC) was founded to "advance equity in higher education" by supporting colleges and universities to improve college completion for Black, Latinx, and Pell-eligible students--those groups that experience persistent disparities in completion. Simultaneously, PCC engages in state policy reform to bring about systems-wide change. Begun in 2018, the Illinois Equity in Attainment Initiative (ILEA) is its flagship initiative, designed to partner with Illinois colleges and universities to assist them in narrowing their college completion gaps. Promising new research suggests improving equity in college completion requires an explicit focus on race, attention to organizational change, commitment to equity-focused policies and plans, and cross-institutional partnerships to help manifest change. Drawing from this research, ILEA and its partner institutions developed and implemented public-facing equity plans to improve graduation rates for their Black, Latinx, and Pell-eligible students. This study examines how the ILEA collaborative institutions confronted and negotiated structural barriers inhibiting graduation for these historically marginalized groups. The report aims to: (1) Provide study partners, including the Partnership for College Completion, with program feedback; (2) Inform readers about equity plan development and implementation, policy, and practice collaboratives; (3) Identify strengths and growth opportunities about PCC's efforts to bring colleges and universities together to jointly improve college completion for Black, Latinx, and Pell-eligible students; and (4) Reflect on implementation successes and challenges. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | ED660609 |
| Database: | ERIC |
| Abstract: | The Partnership for College Completion (PCC) was founded to "advance equity in higher education" by supporting colleges and universities to improve college completion for Black, Latinx, and Pell-eligible students--those groups that experience persistent disparities in completion. Simultaneously, PCC engages in state policy reform to bring about systems-wide change. Begun in 2018, the Illinois Equity in Attainment Initiative (ILEA) is its flagship initiative, designed to partner with Illinois colleges and universities to assist them in narrowing their college completion gaps. Promising new research suggests improving equity in college completion requires an explicit focus on race, attention to organizational change, commitment to equity-focused policies and plans, and cross-institutional partnerships to help manifest change. Drawing from this research, ILEA and its partner institutions developed and implemented public-facing equity plans to improve graduation rates for their Black, Latinx, and Pell-eligible students. This study examines how the ILEA collaborative institutions confronted and negotiated structural barriers inhibiting graduation for these historically marginalized groups. The report aims to: (1) Provide study partners, including the Partnership for College Completion, with program feedback; (2) Inform readers about equity plan development and implementation, policy, and practice collaboratives; (3) Identify strengths and growth opportunities about PCC's efforts to bring colleges and universities together to jointly improve college completion for Black, Latinx, and Pell-eligible students; and (4) Reflect on implementation successes and challenges. |
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