Richard Arum will present updated findings on students from the Social Science Research Council’s Collegiate Learning Assessment Longitudinal Project. The project follows several thousand students at 30 U.S. institutions over time, to examine inequality in collegiate experiences and learning patterns in U.S. higher education. The research focuses on disadvantaged students, including those from racial/ethnic minority groups, less advantaged family backgrounds, non-English speaking homes, and racially segregated high schools. Results of earlier analysis of learning during the first two years of college in Academically Adrift: Limited Learning on College Campuses (Chicago University Press, 2011) will be extended by presentation of analysis of the complete four years of student longitudinal data (fall 2005-spring 2009). Findings will include how these students have fared post-graduation, during the recent U.S. economic crisis (spring 2010 survey results).
About Richard Arum
Dr. Richard Arum is Professor of Sociology and Education at New York University and Program Director of Educational Research for the Social Science Research Council. He is the author of Judging School Discipline: The Crisis of Moral Authority (Harvard University Press, 2003) and co-author of Academically Adrift: Limited Learning on College Campuses (University of Chicago Press, 2011) with Josipa Roksa. He also co-directed a comparative project on expansion, differentiation, and access to higher education in 15 countries, published as Stratification in Higher Education: A comparative Study (Stanford University Press, 2007) with Adam Gamoran and Yossi Shavit.
The US education trend data are not pretty. The challenges surrounding the completion of credentials past high school in particular are real and growing. However, an optimist might view this opportunity and take heart in the rising embrace of innovative technologies, creative student supports, dynamic delivery models, cross-sector partnerships, and data-informed policies and believe there is hope on the horizon. However, for these efforts to be successful and sustained, they must be anchored in institutional research and increasingly driven by the leadership of institutional researchers. Simply put, it is time for IR to take center stage if we are serious about improving the performance of postsecondary education in the US.
About Mark Milliron
Dr. Mark David Milliron serves as Deputy Director for Postsecondary Improvement with the Bill and Melinda Gates Foundation, leading efforts to increase student success in the postsecondary education sector in the US. He is an award-winning leader, author, speaker, and consultant well known for exploring leadership development, future trends, and learning strategies. Mark has worked with hundreds of universities, community colleges, corporations, associations, and government agencies across the country and around the world. He serves on numerous corporate, nonprofit, and education boards and advisory groups.
Mark brings broad experience to this work, as he founded and served as CEO for the private consulting and service group, Catalyze Learning International (CLI). He previously served as an Endowed Fellow, Senior Lecturer, and Director of the National Institute of Staff and Organizational Development at The University of Texas, Austin. In 2007, AACC presented Mark with its National Leadership Award for his outstanding accomplishments and contributions.