Easy Come, EZ-GO: A Federal Role in Removing Jurisdictional Impediments to College Education

Outlines the need to raise college degree attainment by creating Educational Zone Governance Organizations in multistate metropolitan regions to coordinate and incentivize policies that expand access. Offers data by metro area, age, and race/ethnicity

First-generation Student Success: A Landscape Analysis of Programs and Services at Four-year Institutions

Across higher education, engaged communities of university leaders, practitioners, scholars and students are working tirelessly to craft approaches that unlock the vast potential of first-generation students. First-generation students make up a third of all college students, but only 27 percent will attain their degrees within four years—markedly lagging behind their continuing generation peers. While research suggests that certain intentional practices can improve first-generation college success, there is a need for greater clarity around existing approaches and impediments if institutions are to scale effective, data-informed solutions. The report, First-generation Student Success: A Landscape Analysis of Programs and Services at Four-year Institutions, lead by the Center for First-generation Student Success, details how institutions are serving first-generation students, the challenges institutions encounter in providing support, and how first-generation students perceive their institutional experience

Hear Our Voices: Case Study Connecting Under-Represented Communities to Research Legislators on Safe Routes to School and Active Transportation

Although research indicates the built environment influences the walkability of a geographic region among a general population, less is known about the built-environment influences among communities that face health and socio-economic disparities. Built-environment initiatives like Safe Routes to School and Active Transportation that do not take into account the unique assets/barriers of these communities can inadvertently widen disparities. With a health equity lens, this project focused on bridging information gaps that exist between underserved communities, research, and health policy-making. Community listening sessions focusing on Safe Routes to School/Active Transportation were held in the spring of 2014. Over 180 participants from some of Minnesota’s communities of color (Native American, Somali/Oromo, and LGTBQ Two-Spirit) generated recommendations for policy and program decision- makers. These recommendations illustrated that in addition to the built-environment Safe Routes to School/Active Transportation address, public safety concerns needed to be addressed for successful implementation of Safe Routes to School and Active Transportation in their communities