Federal policymakers must commit to collecting data, producing research, and elevating policy and investment priorities that serve Black learners
Federal policymakers should look at how policies and programs are failing Black learners and take the necessary steps to advance their enrollment and success.
The data presents a clear and compelling call to action for federal policymakers to increase access to postsecondary education for Black learners:
$471k
during the average lifetime, an individual with a four-year-equivalent degree provides federal, state, and local governments with $471,000 more in income, payroll, property, and sales tax revenue
9%
of enrollments among public four-year institutions
We can and must change these outcomes for Black Learners.
Learn more about the ways federal policymakers are implementing R-E-A-L
Real Transparency and True Affordability
We must focus not only on increasing need-based aid, but also on making more visible the bottom-line cost students will pay, based on a realistic assessment of what students can reasonably afford.
The federal government supports higher education research and maintains expansive data systems. It also manages the national aid and student loan delivery systems and has developed publicfacing tools to bolster transparency. The data and delivery systems include the Integrated Postsecondary Education Data System (IPEDS), which houses data reported by institutions participating in federal financial aid; the National Student Loan Data System (NSLDS), which houses data on federal student loan borrowers; and the Free Application for Federal Student Aid (FAFSA), which is used to collect data on financial aid applicants. These systems interface with other large federal systems to verify eligibility for financial aid. An immense opportunity exists to expand the use of these systems to improve delivery and monitor results. Higher education costs remain too high. Most federal spending on higher education supports affordability, with $26 billion expended on the federal Pell Grant in 2022.¹⁰³
To provide real transparency and true affordability, federal policymakers should:
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Allowing Pell Grants to keep pace with cost increases and cover the costs of short-term training programs will help more low-income individuals access industry-recognized training and prepare for higher-paying jobs.¹⁰⁶
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Black borrowers owe $25,000 more on average than their white peers and owe more four years after graduation than they borrowed.¹⁰⁸ Federal policymakers should consider updating Parent Plus Loan programs so families and institutions share debt servicing obligations when the student graduates on time but remains unable to find gainful employment.
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Using federal data systems, auto-qualify eligible students for federal means-tested benefits across programs regardless of the administering agency.¹¹⁰
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Federal policymakers should also redesign the formula to improve equitable distribution of campus-based aid. Campus-based programs, including the Supplemental Educational Opportunity Grant and Federal Work-Study programs, incentivize institutions to expand need-based grant and work programs for students.¹⁰⁷
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Implement a universal financial aid offer with standardized language to be used across institutions. Currently, institutions voluntarily use the College Financing Plan tool to provide students with the financial aid award in a standardized and simplified manner that is easily comparable.¹⁰⁹
IMPACT ON BLACK LEARNERS
As a result of Real Transparency and True Affordability, Black learners will:
Have an equal opportunity to afford postsecondary training.
Have access to tailored guidance that is driven by data and information, especially as it relates to student outcomes and paying for college.
Be supported with student loan borrowing and offered repayment benefits.
Ensured Success Through Shared Ownership
At each level—federal, state, system, and institutional—we must create mechanisms to support Black learners and ensure shared accountability for their success in and beyond their postsecondary experiences.
The federal government and state governments each provides substantial funding to support higher education.¹¹⁶ The federal government is uniquely positioned to collaborate with states and institutions through funding, policy, and accountability efforts. Federal-state partnerships—whether through funding and/or regulation—can support national and regional workforce and attainment goals and improve affordability and equitable access to higher education. Congressional lawmakers and agency staff can create environments that strengthen programs designed to bolster Black learners’ success. For example, federal support to strengthen historically Black colleges and universities (HBCUs) amplifies opportunities for Black learners nationwide; Black learners account for 75% of total enrollments in these institutions.¹¹⁷ Federal funding includes investments to expand HBCUs’ research and development infrastructure and capacity.
To ensure success through shared ownership, federal policymakers should:
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As an example, GAO was directed to examine disparate disciplinary practices involving Black learners in K−12 education.¹¹⁸
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Federal policymakers should also establish a federal-state partnership with clear outcomes, incentives, and expect minimal investments.¹¹⁹
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Accrediting bodies should keep their attention on quality and fraudfree education with equitable outcomes for all students.¹²⁰
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This provides formal and informal learning opportunities for learners and allows them to inform decision-making.
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Efforts should focus on the institutions where most underserved and Black learners enroll.
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Federal policymakers should provide incentives to colleges and universities that improve access and completion rates for underserved learners.
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Institutions must produce teachers prepared to teach diverse learners, especially Black learners.¹²¹
IMPACT ON BLACK LEARNERS
As a result of Ensured Success Through Shared Ownership, Black learners will:
Have greater awareness of postsecondary outcomes by being able to compare area of study with market outcomes and employment opportunities.
Be centered and included in congressional discussions, thus increasing the likelihood that the resultant law or rule is successful.
Be protected from fraudulent practices by for-profit institutions and have access to quality educational programs. For-profit colleges have been found to practice predatory inclusion in Black communities. Two-thirds of Black learners who borrowed at these institutions defaulted on their student loans.¹²²
More frequently receive instruction from teachers (and faculty) who graduated from educator preparation programs that intentionally address the needs of Black learners.
Student Voice
Black learners need more affordable college options.
Affordability continues to be a key barrier to college enrollment and is frequently cited as a major reason why Black learners drop out. According to a recent Gallup survey, only 39% of Black students who want to pursue a postsecondary degree believe they can afford to do so. Federal policymakers must make college affordability a priority.
Academic and Social Supports that Create a Sense of Belonging
Institutions and systems must proactively consider the disproportionate challenges facing Black learners inside and outside the classroom by developing supports and connecting them to community resources. This will afford opportunities to provide robust advising, support to access pathways to high-wage and high-demand jobs, and assistance to address critical issues in an environment that fosters respect and a sense of belonging.
Federal policymakers have a clear, distinct role to play in facilitating academic and social supports that will increase the sense of belonging for Black learners. While historical programs such as TRIO and, more recently, GEAR UP have worked in these spaces, more can and should be done. Community colleges have historically enrolled Black learners at higher rates. However, Black enrollment in public community colleges dropped by 26% between 2011 and 2019. Indeed the number of Black learners enrolled in community colleges in 2020 was the same as in 2000.¹²⁶ Federal policymakers must ensure community colleges and other postsecondary institutions have the academic and social supports in place to adequately serve Black learners and address enrollment decline.
To develop academic and social supports that create a sense of belonging, federal policymakers should:
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Both federal programs serve students most likely to be from low-income and racially minoritized backgrounds.¹²⁷
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Working collaboratively for inclusive change with entities such as the National Science Foundation, the STEM workforce should reflect the nation’s population demographics.¹²⁹
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About 40% of Black women in college are mothers, and Black learners comprise one-third of parenting students.¹²⁸
IMPACT ON BLACK LEARNERS
As a result of Academic and Social Supports, Black learners will:
Have more opportunities to take advantage of programs known to support Black learner success.
Receive support for child care, as needed.
Feel a sense of belonging that keeps them matriculating through postsecondary experiences that add value.
Learner-Centered Teaching Practices for Black Learners
Teaching practices should center students’ lived experiences, perspectives, strengths, and needs as grounding for learning.
The federal roles to ensure quality and hold institutions accountable as a condition to participate in federal financial aid are important for making sure Black learners receive quality instruction. Oversight of accrediting bodies has an indirect impact on quality in the classroom and beyond. In fact, accrediting bodies have an important role to play following the Supreme Court decision to prohibit affirmative action in admissions. In states that have eliminated affirmative action, Black student enrollments immediately declined. For example, after the 1996 ban on affirmative action in California, the University of California system saw a 12% decline in enrollment of students from underrepresented groups.¹³³ Likewise, after banning affirmative action in Michigan in 2006, the University of Michigan’s Black undergraduate enrollment declined from 7% to 4%.¹³⁴ To mitigate the effects of prohibiting affirmative action, accreditors can encourage institutions to promote diversity in supporting students, faculty, and staff. Furthermore, enforcing laws related to civil rights and nondiscrimination is required for Black learners to have equal opportunities. The U.S. Department of Education’s regulations related to protecting students and ensuring compliance with financial aid programs also have direct implications for quality and accountability, thus impacting Black learner success.
To strengthen learner-centered teaching practices for Black learners, federal policymakers should:
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Recent guidance directs federal agencies to expand public access to publicly-funded research, publications, and data. Gathering evidence-based strategies correlated with Black learner success in one place would benefit postsecondary leaders, researchers and practitioners.
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FIPSE is designed to support efforts addressing critical needs in higher education. A subprogram for Black learner centers of excellence would allow the incubation of innovative initiatives designed to support Black learner success.
IMPACT ON BLACK LEARNERS
As a Result of Learner-Centered Teaching Practices, Black learners will:
Access culturally relevant guidance and support to plan, prepare, and pay for postsecondary education.
Benefit from institutions’ implementation of proven practices to affirm Black learners, support their learning and growth, and actively engage in their growth.
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