State policymakers must commit to a supportive policy environment to ensure postsecondary education is accessible and affordable for Black learners
State policymakers can create an ecosystem that results in all residents and communities sharing the benefits of higher education.
We can and must change these outcomes for Black Learners.
Learn more about the ways state leaders 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.
States that strategically align all aspects of postsecondary finance are more likely to target funding where it is needed, support efforts that meet state goals, avoid duplication, maximize efficiency, and reward the success of Black learners. State policymakers play a critical role in investing in student financial aid and in supporting public institutions through fiscal appropriations and the interplay with tuition policy. States’ higher education finance decisions have significant implications for equitable student access and outcomes. State disinvestments in higher education drive tuition increases at public institutions and escalate student debt.⁴⁹ And, while federal-and state-funded financial aid can offset the price students pay, they face costs beyond tuition and gaps in financing their education. Black learners face disparities in affordability, such as in the net price they pay as a share of their median income. The net price of attending a four-year college requires 25% of income for Black families in 36 of 38 states with measurable data, compared with 16 states for white students.⁵⁰ State policymakers must commit to reasonable tuition policies, well-supported institutions, and flexible financial aid programs that support nontuition costs to ensure more Black learners have equitable access to higher education and economic mobility.
To provide real transparency and true affordability, state policymakers should:
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State policymakers should also provide clear and consistent financial incentives and funds for capacity-building for institutions that serve the most Black learners as well as increased support for institutions to improve outcomes over time.
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This type of aid is positively correlated with improved retention and completion.⁵⁴
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Black learners are more likely to express concerns about meeting basic needs and are more likely to be parenting students.⁵⁶
Tremendous momentum exists across the nation to provide state-level support to address students’ food and housing insecurities.⁵⁷
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Reductions in state funding and corresponding tuition increases correlate to lower enrollments, especially among students of color.⁵³
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Universal free tuition or promise programs allow for simple messages to students about the affordability of college. These initiatives are gaining popularity in states, and free college programs positively impact college enrollment, persistence, and degree completion.⁵⁵
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A growing number of states require or encourage completion of the form for high school graduation.⁵⁸
IMPACT ON BLACK LEARNERS
As a result of Real Transparency and True Affordability, Black learners will:
Understand the potential benefits and true costs of attaining a credential.
Attend institutions incentivized to improve support for Black learners.
Receive sufficient financial support to meet their educational costs and basic needs.
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.
Through stronger economies and healthier families and communities, all residents in a state benefit when Black learner excellence is embraced. Building a strong state environment for the sustained success of Black learners requires shared accountability to provide optimal experiences in postsecondary education and beyond. State policymakers can set the tone, establish the data infrastructure, convene stakeholders, elevate student voices, and support institutions. States should ensure Black learners have opportunities to enroll in any public institution, complete a valuable program of study, and be financially better off having invested time and money in their education. If every working Black adult with a high school diploma or equivalent earned as much as the average Black college graduate with at least an associate degree, their collective additional earnings would equal an estimated $222 billion more. This increase would not only significantly improve Black learners’ financial stability and wealth-building but would also bolster the overall state economy. Skilled workers would be available to fill jobs, and reinvestment in the economy would occur with increased disposable income.⁶⁵ Grappling with the inequities in education systems and the adverse impacts on Black learners, states must prioritize policymaking decisions that are evidence-based and data-driven. At the same time, they must act now to reverse the decades-long trend of divesting in institutions and programs that serve Black learners.
To ensure success through shared ownership, state policymakers should:
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State policymakers should also use the findings and reports in hearings and dedicated public meetings to examine how the state is serving Black learners and how the state’s policies, practices, and regulations impede or promote Black student success.⁶⁶
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Understanding the state economic impact of reversing these trends can anchor a statewide focus on Black learner excellence and create a sense of shared responsibility across systems and institutions.
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State policymakers should also publish watchlists for programs that have poor graduation rates for Black learners or graduate them with debt that is difficult to be repaid within a reasonable period.⁶⁷
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State policymakers should engage with small and large business leaders and associations to discuss Black learner outcomes and the importance of centering excellence.⁶⁹
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This will require systematically including their perspectives and experiences during policy development and implementation. Student surveys, focus groups, interviews, and designated seats on committees and advisory groups can ensure student voices inform policy and practice reforms.⁶⁸
IMPACT ON BLACK LEARNERS
As a result of Ensured Success Through Shared Ownership, Black learners will:
Be protected from postsecondary programs and institutions with low demonstrated return on investment.
Be recognized throughout state policy with unequivocally clear investments and consequences for Black learner excellence, particularly at institutions where most Black learners traditionally access higher education opportunities.
Be centered and included in policy development and practice reforms, thus increasing the likelihood of their success.Observe and experience authentic leadership committed to Black learner success.
Student Voice
Black learners need support to complete financial aid applications.
National survey data reveal that a lack of information and concerns about debt, affordability, or eligibility are among the reasons Black high school seniors did not complete the Free Application for Federal Student Aid (FAFSA).⁵¹ A growing number of states are promoting FAFSA completion by setting high school graduation requirements and/or supporting increased awareness. To reach these goals, states must work to streamline this process and provide more resources for students completing the form.
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.
State policymakers have the power to own the crisis that is the loss of 600,000 Black learners from higher education. They can do this with a systematic review and dismantling of the clear obstacles that Black learners face. States can create higher expectations for Black learner excellence that reflect the dignity of Black learners and the value of their workforce preparedness to state economies. By making evidence-based, state-supported interventions and state policies the default path for all learners, Black learners can be protected from biases and off ramps that harm or, even worse, end their opportunities to earn a postsecondary credential. Black learners benefit from the opportunity to access any quality postsecondary pathway that meets their academic and career goals. Yet they are underrepresented in higher education enrollments across all sectors, with particularly pronounced gaps among selective four-year public and private institutions. For-profit colleges is the only sector where Black learners are accessing higher education at greater rates than other demographic groups. They accounted for 29% of undergraduates at private for-profit institutions in fall 2018, a percentage more than twice as high as at public four-year colleges.⁷⁵ States must ensure their policies support equal opportunities for Black learners to access a variety of quality and affordable pathways. State policymakers have also developed education and career reentry programs for incarcerated individuals. Although nearly half the U.S. population has earned a postsecondary credential, only 13% of incarcerated individuals have done so.⁷⁶ Black incarcerated individuals account for nearly 39% of the correctional population.⁷⁷ Education is critical to addressing disparities in incarceration rates.
To develop academic and social supports that create a sense of belonging, state policymakers should:
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The group should research the barriers to Black learner enrollment and success and study strategies for systematically removing them. It should elevate what is working, including efforts by historically Black colleges and universities (HBCUs).⁷⁸ The state can then target financial support to adopt what is working.
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States can develop key policies, such as common course numbering, guaranteed two- to four-year transfer pathways, and acceptance of general education course work, to support effective transfer.⁸⁰
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State policymakers should track Black learner data from application to acceptance, enrollment, retention, and completion. They should also determine where students are most likely to disengage and target responses and interventions accordingly.⁸²
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These campaigns should be supported with state resources and include career exploration opportunities, campus visitations, peer mentoring, and guidance on admissions, scholarship, housing, and financial aid processes.⁸⁴
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State policymakers should request a status update on these programs from their higher education governing agency and department of correction. Individuals who participate in any type of educational program while in prison are 43 percent less likely to return to prison.⁸⁶
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State policymakers can also commission a review of the impact of credit mobility policies (e.g., dual credit, credit for prior learning, and transfer) on Black learners and other underrepresented students.
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Equity-centered developmental education reforms include access to college-level math and English, targeted and tiered supports, contextualized learning, and coordinated support.⁸¹
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State-based adult reengagement programs should seek input directly from adult learners and create materials, programs, and activities tailored to meet adult learners’ needs and encourage enrollment.⁸³
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States should support advising strategies that include holistic interventions, proactive communication, and comprehensive case management to improve student outcomes.⁸⁵
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Importantly, states have oversight of eligibility rules for federal childcare benefits. States have supported access to child care on postsecondary campuses and developed scholarships for students to pay for child care.⁸⁷
IMPACT ON BLACK LEARNERS
As a result of Academic and Social Supports, Black learners will:
Receive early information and knowledge on how to navigate enrollment processes. Receive automatic admission to public institutions.
Receive personalized outreach, advising, and coaching. Benefit from a nurturing community alongside other Black learners and professionals supporting their academic progress and social-emotional well-being.
Have access to postsecondary educational opportunities known to benefit Black learners in high school or those who are justice-involved.
Earn more low-cost college credits while still in high school or prison. Have an easier time transferring from two- to four-year colleges.
Learner-Centered Teaching Practices for Black Learners
Teaching practices should center students’ lived experiences, perspectives, strengths, and needs as grounding for learning.
State policymakers can help create an environment where quality programs and instruction lead directly to student learning. For example, states can invest in faculty development with culturally relevant practices and programs to strengthen the teacher/ professor pipeline and retention. States can also enact critical policies to ensure Black learners are able to access and complete college programs aligned to their academic preparation and career goals.
To strengthen learner-centered teaching practices for Black learners, state policymakers should:
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Centers can provide professional development and training to faculty from one or more institutions.⁹⁶
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A higher percentage of underrepresented racial minority (URM) faculty is significantly related to increased URM student graduation rates.⁹⁷
IMPACT ON BLACK LEARNERS
As a Result of Learner-Centered Teaching Practices, Black learners will:
Benefit from equity-designed curriculum and teaching practices.
Believe their success is the top priority of their institution’s faculty and administration.
Speak UP, Step UP, Level UP
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