Historically, students took Algebra I in high school, but there has been a recent trend toward taking it in middle school (Domina, 2014). In the past two decades the proportion of middle school students taking Algebra I or more-advanced math courses has doubled (Domina, 2014). Success in Algebra I is important because it is a gateway course for…

The Hispanic-Serving Community Colleges STEM Pipelines (HSCC-STEM) study is a research project that explores the transitions to and through Hispanic-serving two-year institutions for underrepresented minoritized STEM students. This brief uncovers the most viable HSCC STEM pathways for Latinxs and other underrepresented minoritized students as well…

Inclusive science, technology, engineering and math (STEM) high schools, such as T-STEM Academies, are intended to broaden STEM opportunities by enrolling interested students from diverse backgrounds without imposing aptitude or prior achievement requirements and giving all their students STEM courses and real-world experiences to inspire and…

Historically, education has often varied by curriculum, access, and stature based on location, race, gender, economic status, religion, and time period. In addition, many educational institutions and much scholarly research have been significantly impacted by private foundation support. This essay discusses the politics of knowledge as it relates…

The Baby Leadership Learning Collaborative (Baby LLC) initiative is a leadership group committed to bridging relationships across service sectors to promote infant-early childhood mental health and to break the multigenerational cycle of risk often associated with early adversity and trauma. Baby LLC has guided an early relational health focus…

To support the nation's college completion goals, early college high school (ECHS) reform creates opportunities for interested students to earn up to two years of free college credit during high school. ECHSs also have an equity objective: to target and enroll students who are historically underrepresented and/or might not otherwise go to college.…

As literature indicates, historic racism and implicit bias throughout academia have been profound metrics leading to a lack of diversity, as related to people from underrepresented groups according to race and ethnicity, among biomedical sciences graduate students in U.S. universities. Recognizing such challenges, a team of biomedical scientists…

Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational…

While there is extensive evidence that STEM careers can be important pathways for augmenting social mobility and for increasing individual prestige, many youth perceive a STEM trajectory as an unattractive option. In the USA, women and members of historically marginalized racial and ethnic groups continue to be underrepresented across STEM…

Because schools often do not begin formal processes to identify students with gifts and talents until the third grade, many kindergarten through second-grade teachers face challenges in identifying and meeting the needs of these learners. We examined gifted education plans from a sample of seven districts in and around the Charlotte, North…

High-impact practices (HIPs) have been shown to be effective in helping first-year students successfully transition into college. However, since most of the research on HIPs has been done in small liberal arts settings, little is known about the efficacy and implementation practices of HIPs in large, public, primarily nonresidential institutions,…

The U.S. workforce is increasingly comprised of older adults, women, and minorities who lack basic skills and are unable to acquire these skills through traditional educational and training programs. New approaches are needed to provide effective training to the adult learner and flexible support for nontraditional students who must balance…

Despite the growing evidence of the benefits of having a teacher of the same race and ethnicity as the student, the educator workforce remains overwhelmingly White, while the K-12 student population is becoming more diverse (Egalite & Kisada, 2018; Gershenson et al., 2016; National Center on Education Statistics, 2019). Historically Black…

In March 2020, Advance CTE and the Association for Career and Technical Education (ACTE) convened a Shared Solutions Workgroup of state and national experts to explore strategies for effective Career Technical Education (CTE) data reporting and communication. Over a series of meetings, the workgroup co-designed a set of tools and resources to help…

In 2015, the Minnesota Legislature enacted a state postsecondary educational attainment goal that 70% of Minnesota adults (age 25 to 44) will have attained a postsecondary certificate or degree by 2025 (Minn. Laws 2015 Chapter 69 Article 3 Sec. 6). Most importantly, the law also sets 30% and 50% educational attainment benchmarks for all races and…