Indicators of Higher Education Equity in the United States: 2020 Historical Trend Report

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Autor/inn/en	Cahalan, Margaret W.; Perna, Laura W.; Addison, Marisha; Murray, Chelsea; Patel, Pooja R.; Jiang, Nathan
Institution	Pell Institute for the Study of Opportunity in Higher Education; University of Pennsylvania, Alliance for Higher Education and Democracy (AHEAD)
Titel	Indicators of Higher Education Equity in the United States: 2020 Historical Trend Report
Quelle	(2020), (224 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Educational Indicators; Equal Education; Educational Trends; Trend Analysis; Educational Legislation; Higher Education; Federal Legislation; Federal Aid; Grants; Postsecondary Education; Enrollment Trends; College Choice; Educational Attainment; Academic Degrees; Educational Policy; Educational Practices; Barriers; Family Characteristics; Paying for College; Student Financial Aid; Demography; Comparative Education; Income; Socioeconomic Status; Social Stratification; Civil Rights; Access to Education; Racial Differences; Ethnicity; Geographic Location; Census Figures; Sustainable Development; Disease Control; Epidemiology; Public Health; Crisis Management; Resilience (Psychology); Systems Approach; Admission Criteria; Goal Orientation; Loan Repayment; School Closing; Low Income Students; COVID-19; Pandemics; United States + Suchen Sie Ihr Suchwort? Educational indicato; Bildungsindikator; Bildungsentwicklung; Trendanalyse; Bildungsrecht; Schulgesetz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bundesrecht; Grant; Finanzielle Beihilfe; Post-secondary education; Tertiäre Bildung; Studienortwahl; Bildungsabschluss; Bildungsgut; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Politics of education; Bildungspolitik; Bildungspraxis; Studienfinanzierung; Studienförderung; Demografie; Vergleichende Erziehungswissenschaft; Einkommen; Socio-economic status; Sozioökonomischer Status; Soziale Zusammensetzung; Bürgerrechte; Grundrechte; Zivilrecht; Education; Access; Bildung; Zugang; Bildungszugang; Rassenunterschied; Ethnizität; Volkszählung; Nachhaltige Entwicklung; Epidemiologie; Gesundheitswesen; Krisenmanagement; Systemischer Ansatz; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Zielorientierung; Zielvorstellung; School closings; Schule; Schließung; Schließung (von Schulen); USA
Abstract	This report, the sixth in this series, brings together again in partnership the Pell Institute with the Alliance for Higher Education and Democracy of the University of Pennsylvania (PennAHEAD). These reports draw from multiple sources of existing data to provide, in one place, indicators that describe trends in equity in postsecondary enrollment, choice, and degree attainment, as well as indicators of college affordability. The purposes of this equity indicators project are to: (1) Report the status of higher education equity in the United States and identify changes over time in measures of equity; (2) Identify policies and practices that promote and hinder progress; and (3) Illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. As in previous Indicators reports, the data in the 2020 Indicators show persisting inequality in higher education opportunity based on family income, race/ethnicity, parent education, geographic location and dependency status. [For "Indicators of Higher Education Equity in the United States: 2019 Historical Trend Report," see ED595444.] (ERIC).
Anmerkungen	Pell Institute for the Study of Opportunity in Higher Education. 1025 Vermont Avenue NW Suite 1020, Washington, DC 20005. Tel: 202-638-2887; Fax: 202-638-3808; e-mail: info@pellinstitute.org; Web site: http://www.pellinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01