Higher education institutions must commit to concrete strategies to make postsecondary education more accessible to Black learners
Together, we can create stronger pathways to economic mobility
We can and must change these outcomes for Black Learners.
Learn more about the ways Higher Education Institutions 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.
Institutions can help build the value proposition for Black learners with improved transparency on the potential benefits from earning a credential and the ultimate return on investment². Addressing affordability is also critical to Black learners’ success, because they are more likely to be from low-income backgrounds; 72% of Black learners receive federal Pell Grant funds, compared with 34% of white students³. Institutions can commit to real transparency and true affordability by examining affordability gaps for Black learners, employing strategic financial aid packaging practices, supporting students’ basic needs.
To provide real transparency and true affordability, institutional leaders should:
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Institutions are spending billions of dollars on institutional aid each year.
The most effective way to spend these resources is to target them to the lowest-income students who would benefit most, because need-based aid is correlated with improved persistence and completion.⁴
Black learners are overrepresented among low-income students, so they would benefit from more targeted grant aid.⁵
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Research affirms positive impacts on enrollment from clear messages on affordability.⁶
Some institutions leverage federal, state, and/or private funding to offer clear and early messaging about tuition-free education for certain students.
This commitment can be leveraged and communicated specifically to Black learners to alleviate their affordability concerns.
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Federal data demonstrate stark levels of food insecurity among Black learners. Nearly 35% of Black learners report food insecurity, compared with 18% of white students.⁸
Colleges should measure needs, cultivate a campuswide referral network, and guide navigation to resources⁹ In addition, a small amount of emergency aid can have a positive impact on retention.¹⁰
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Students benefit from clear, jargon-free information on financial aid eligibility and processes. Award letters should outline all costs, clarify which sources require repayment, and detail the amount owed after aid is received.¹¹
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Black learners borrow at higher rates and are more likely to struggle with repayment than other students.¹³
Institutions can help connect Black learners to free resources and Black financial experts to help students learn financial literacy skills and avoid debt accumulation.¹⁴
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Data should include both wages and overall wealth for Black alumni by program of study.
IMPACT ON BLACK LEARNERS
As a result of Real Transparency and True Affordability, Black learners will:
Have early awareness of the potential value of earning a credential, anticipated return on investment, true costs, and available financial support.
Gain knowledge of outcomes and experiences of other Black learners to inform enrollment-related decisions.
Receive a clear, customized financial aid award that fills financial gaps.
Expand financial literacy skills and receive personalized student financial counseling.
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.
Higher education leadership needs to move from aspiration to action to realize true success for Black learners. Leaders must focus on Black learners as part of strategic planning, develop robust partnerships, and engage advocates with a spirit of sharing, growing, and remaining dissatisfied until results are achieved and sustained. Postsecondary completion gaps persist between Black learners and students from other racial groups. The current graduation rate of Black, full-time students attending four-year institutions is 40%, compared with 64% for white, full-time students.¹⁸ Among two-year institutions, Black learners complete at a rate of 23%; for white students, the rate is 32%. Equity gaps—including those within enrollment, persistence, and completion—require intentional, data-driven, and action-oriented leadership that addresses Black learner needs specifically.
To ensure success through shared ownership, institutional leaders should:
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Collaborative partnerships help institutions tackle new and longstanding challenges and can help build trust with Black learners. Community partnerships involving Black learners expand the reach of institutions and boost civic engagement, retention, and career readiness.¹⁹
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Coordinated Black alumni engagement can amplify advocacy, support recruitment, enhance community service, and establish leadership pipelines.²¹
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Board members and trustees can impact institutions’ success and take an active role in seeking improved outcomes for Black learners.²³
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Publishing outcomes by race and ethnicity improves transparency to support decision-making among Black learners. Additionally, institutions can use data to target research-based and culturally relevant interventions for students who may be struggling.²⁰
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Incorporating improved outcomes for Black learners in strategic planning helps institutions with commitment, accountability, and sustainability.²² Institutions should seek legal counsel on the relevance of Supreme Court decisions to avoid over-interpretation regarding policies and practices.
IMPACT ON BLACK LEARNERS
As a result of Ensured Success Through Shared Ownership, Black learners will:
Observe and experience authentic leadership committed to Black learner success.
Receive direct support from the campus-wide community, alumni, trustees, business leaders, and community representatives.
Benefit from targeted interventions because of institutions monitoring their success.
Student Voice
Black learners have the right to attend college without feelings of discrimination.
A recent Gallup report reveals that 21% of Black learners enrolled at a postsecondary institution feel discriminated against “frequently” or “occasionally” in their program, in comparison to only 15% of all other students.²⁸ The likelihood of feeling discriminated against increases as the racial diversity of the student body decreases. The lack of a welcoming environment and feelings of discrimination and microaggression only inhibit student progress and success. Institutions must be intentional in creating and promoting positive environments for Black learners.
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.
Beyond the classroom, institutions provide vital support to ensure Black learners grow and thrive in an inclusive, welcoming, and supportive environment. Comprehensive evidence-based practices and interventions promote students’ academic and social-emotional growth and create a sense of belonging. Black learners deserve to feel a sense of belonging and inclusion on college campuses, which ultimately results in greater student outcomes. Institutions have a responsibility to foster welcoming environments and create safe spaces for all students on campus.
To develop academic and social supports that create a sense of belonging, institutional leaders should:
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Adult Black learners may have previously attended higher education and faced barriers to completion that could not be resolved. By using datasets of former students and/or using data analytics to reach community members with some college credits, institutions can offer customized messaging and enrollment support.²⁹
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Institutions can also offer college visitation and summer bridge programs, which have been shown to have a positive impact on enrollment, persistence, and completion.³¹
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Institutions must ensure outreach materials resonate with Black learners. Strategies include collaborating with community partners, engaging with prospective Black learners on a personal level, and using a holistic review of students’ backgrounds and experiences in lieu of standardized tests.³⁰
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Programs that mentor Black learners as they transition to college have demonstrated positive impacts.³²
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Using data, institutions can identify intersectionality and critical risk factors affecting student success and offer targeted support. Interventions targeted to first-year Black learners that aim to increase their sense of belonging have improved persistence rates.³³
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Institutions can also create train the trainer community partnerships to equip others with transparent information about affordability, campus services, and more.
IMPACT ON BLACK LEARNERS
As a result of Academic and Social Supports, Black learners will:
Become inspired to pursue postsecondary education, understand the steps to enroll, and receive support with processes.
Forge relationships with peers and mentors.
Feel welcomed, supported, and a part of a community.
Engage with campus and community services, remain enrolled, and complete their program.
Learner-Centered Teaching Practices for Black Learners
Teaching practices should center students’ lived experiences, perspectives, strengths, and needs as grounding for learning.
Black learners’ experiences in the classroom are critical to their learning, motivation, and ultimate success. They must be able to deeply engage with the content, develop a dialogue with classmates and faculty, see themselves reflected in the content/ curricula, and self-reflect on their own progress. Faculty diversity and representation have an impact on Black learner outcomes. Research shows that higher rates of faculty diversity correlate with higher graduation rates for underrepresented students.⁴⁰ Similarly, a recent study found that Black learners enrolled in STEM courses are more likely to persist after their first year when the courses are taught by Black instructors.⁴¹ Institutions are urged to diversify their faculty. This will, in turn, enable more diverse curricula and faculty representation that more closely aligns with Black learner communities.
To strengthen learner-centered teaching practices for Black learners, institutional leaders should:
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Although Black learners represent 12.5% of undergraduate students across all postsecondary institutions, only 6%⁴³ of full-time faculty members are Black.
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Students that participate in career-connected learning not only have improved completion outcomes, but also experience longer-term civic engagement and career advancement.⁴⁵
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Institutions should also refresh curricula and assess inclusive classroom practices for Black learners.⁴⁴
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These opportunities not only allow Black learners to authentically inform policy and practice but gain professional experience.
IMPACT ON BLACK LEARNERS
As a Result of Learner-Centered Teaching Practices, Black learners will:
Feel valued and acknowledged in the classroom setting.
Contribute to campus-wide culture and classroom practices.
Understand the leadership and faculty commitment to the success of Black learners.
Engage with faculty and local organizations to deepen learning, grow academically, and increase skill development.
Speak UP, Step UP, Level UP
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