A new report has examined whether career and technical education (CTE) deserves all the attention it's getting. The jury's still out.
More states are providing free college tuition, but equity concerns remain when it comes to the costs of textbooks, transportation and housing.
The United States Department of Education is receiving nearly $71.5 billion for fiscal year 2019, a $581 million increase from the previous year.
The Department of Education's Office of Federal Student Aid is looking for solutions to help manage its high-volume system that manages $1.4 trillion for more than 42 million users.
After six years of kicking around the official language for an updated Carl D. Perkins Career and Technical Education bill, Congress and the president have voted and signed the act into law. The Perkins Act, H.R. 2353 (115), which has been considered for reauthorization since 2012, commits between $1.2 billion and $1.3 billion for the program over the next six years.
A recent draft report on dual credit participation by Texas students confirmed that those who took such courses had better college outcomes than high school graduates who didn't; that they completed their college degrees faster; and that although progress is being made, a participation "disparity" still exists for "less advantaged groups."
One of the bills awaiting action in California's Senate and Assembly is A.B. 2479, which would require the state's two university systems to pilot an income share agreement.
With just a few days to go in the competition, nearly 80 detailed projects have been submitted to the U.S. Department of Education Office of Educational Technology's "Reimagining the Higher Education Ecosystem Challenge."
A new report proposes the creation of a national network of "apprenticeship institutes" in every state. These centers would act as hubs for employers, workers, high schools, community colleges and unions.
A new report developed by the Council for Higher Education Accreditation, its International Quality Group and NORC at the University of Chicago examines "emerging approaches" for judging quality in higher education.