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- Category: Blog
- Filling the Gaps: Expanding Use of Non-Federal Data in Financial Aid Research
- TRIO is Needed Now More Than Ever: The Challenges Ahead
- TRIO is Needed Now More Than Ever: The Effectiveness of TRIO Programs
- When data disappears: The impact of cancelled federal studies on student financial aid research
- Why Strengthening NCES Is Essential for Educational Opportunity
- Vanishing Data, Vanishing Opportunity: What the Collapse of Key Federal Studies Means for the Future of Higher Education
- Centering First-Generation Voices: Lessons from TRIO Students
- Breaking Barriers: Challenges Faced by First-Generation College Students
- The Resilience of First-Generation Students: A Path Paved with Determination
- The True Value of College Credentials for Black, Latinx, and Indigenous Students
- Experts Highlight the Power of Data in TRIO Programs and Informing Policy at COE Annual Conference
- Bridging the ROI Gap: Adding Holistic Discourse to the Paradox of Postsecondary Value – A Personal Perspective
- iStronG: A Solutions-Based Approach to Climate Education for TRIO Students
- Student Financial Aid Research Network (SFARN) Conference Addresses Urgent Challenges in Student Financial Aid Amidst FAFSA Delays
- Empowering TRIO Students to Tackle Climate Change: A 21st Century Imperative
- Understanding Potential First-Generation College Students
- The Meltdown of Higher Education: A Detailed Analysis
- A Student Perspective on the Value of College Credentials for Black, Latinx, and Indigenous Communities
- Breaking Down Barriers to Equity in Higher Education: Q&A with Terry Vaughan and Laura W. Perna on the 2024 Equity Indicators Report
- Addressing Socioeconomic Barriers and Equalizing Access to Higher Education: A Q&A with Brittani Williams
- Equitable Career Pathways and Workforce Development Initiatives: Are We Truly Serving Learners from Low-Income Backgrounds?
- TRIO in Rural Spaces: Outreach and Targeting, Culture and Community
- Council for Opportunity in Education’s Vice President of Research and Director of the Pell Institute, Dr. Terry Vaughan III, Appointed to uAspire Board
- The Pell Institute for the Study of Opportunity in Higher Education Receives $250,000 Grant from the Lumina Foundation to Explore Perceptions of Postsecondary Credentials among Black, Latinx, and Indigenous Learners
- New Data in Years-Long Report Show Escalating Disparities for Poor Students and Students of Color
- Category: Press Releases
Conferences & Events
- The State of Higher Education Opportunity: 2026 Indicators of Higher Education Equity in the United States
- Student Advisory Board Webinar
- Professional Ethics in an Access and Success Program
- Strong Start: Exemplary Project Management for McNair
- Strong Start: Exemplary Project Management for Upward Bound and Upward Bound Math-Science
- Strong Start: Exemplary Project Management for Veterans Upward Bound
- Start Smart: Upward Bound and Upward Bound Math-Science
- Start Smart: Educational Opportunity Center
- Start Smart: Talent Search
- McNair and Student Support Services Program Considerations: Preparing for the future: 2022-2023 and beyond
- McNair And Student Support Services Program Considerations: Gathering APR Data
- Managing Your Workload to Meet Your Program Objectives
- First-Generation College Celebration 2022: The Adult Learner Identity
- First-Generation College Celebration 2022: The Adult Learner Identity
- Onboarding Orientation for TRIO Professionals
- Connect, Discuss, and Learn with COE - College Programs
- Connect, Discuss, and Learn with COE - Pre-College Programs
- Let's Do This Together: Upward Bound and Upward Bound Math Science Strategies for Success
- Veterans Upward Bound Close-Out and Final APR Instructions
- Implementing & Revising Policy and Procedure Manual
- McNair Close-Out and Final APR Instructions
- Essentials in Budgeting
- Strong Start: Exemplary Project Management for McNair
- Strong Start: Exemplary Project Management for Veterans Upward Bound
- Strong Start: Exemplary Project Management for Upward Bound and Upward Bound Math-Science
- Start Smart: Veterans Upward Bound
- Start Smart: McNair
- Start Smart: Upward Bound, Upward Bound Math-Science
- Advocate, Engage, and Lead: Alumni, Stewardship, and Recognition
- Advocate, Engage, and Lead: Programming, Social Media, and Outreach
- Advocate, Engage, and Lead: Organizing your Alumni Chapter
- McNair and Student Support Services Program Considerations: Montage: Deans and faculty presenters open to outreach
- McNair and Student Support Services Program Considerations: GRE exit: Is this movement real?
- McNair and Student Support Services Program Considerations: Different ways to do McNair: Considering various modalities
- McNair and Student Support Services Program Considerations: Preparing for the future: 2022-2023 and beyond
- McNair and Student Support Services Program Considerations: Gathering of APR data: Fear or force to be reckoned with?
- McNair and Student Support Services Program Considerations: Economic Reality-Gas Prices and Budget Challenges
- Let's Do This Together: All Day Every Day: Talent Search Recruitment Strategies
- TRIO and the Mid-Term Elections: What's at Stake
- 2021-2022 Educational Opportunity Centers Annual Performance Report Preparation
- 2021-2022 Talent Search Annual Performance Report Preparation
- 2021-2022 McNair Annual Performance Report Preparation
- 2021-2022 Veterans Upward Bound Annual Performance Report Preparation
- 2021-2022 Upward Bound and Upward Bound Math-Science Annual Performance Report Preparation
- 2021-2022 Student Support Services Annual Performance Report Preparation
- Upward Bound Close-Out and Final APR Instructions
- Connect, Discuss, and Learn with COE - Pre-College Programs
- Connect, Discuss, and Learn with COE - College Programs
- Financial Well Being
- Collaborative Efforts For Economic And Financial Literacy
- TRIO 101: An Introduction To TRIO Programs
- Increasing Math Competency Before the APR, Part II - From Macro to Micro: Little Things That Work
- Onboarding Orientation for TRIO Professionals
- Just Pay For Just Work? Results from the 2019- 2020 TRIO Compensation Survey
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Resources
- The Indicators of Higher Education Equity in the United States: 2026 Historical Trend Report
- S.4. (2026) Percentage Distribution of State and Federal Prisoners, Age 25 and Over, by Highest Level of Education Completed: 2016
- Indicator 1h(ii). Percentage distribution of undergraduate students by parents' educational attainment
- Indicator 2a. Percentage distribution of full-time, first-time degree-seeking undergraduate students who did and did not receive Pell or other federal grants by level of institution attended
- Indicator 2b. Percentage distribution of full-time, first-time degree-seeking undergraduate federal grant recipients and nonrecipients, by control of institution attended
- Indicator 2c. Percentage of full-time, first-time degree/certificate-seeking undergraduate students receiving federal grants by sector
- Indicator 2e. Average percentage of full-time, first-time degree/certificate-seeking undergraduate student who were awarded federal grants by institutional selectivity
- Indicator 3a(i). Average college costs (undergraduate tuition, fees, and room and board) charged for full-time students in degree-granting postsecondary institutions, by institutional level and control
- Indicator 3b(i). Average college costs (tuition and required fees plus room and board) for full-time undergraduate enrollment and maximum and average Pell Grant awards
- Indicator 3b(ii). Percentage of average costs (tuition and required fees plus room and board) covered by the maximum Pell Grant
- Indicator 3b(iii). Maximum Pell Grant if the Pell Grant maximum covered two-thirds of average college costs (tuition and fees; room and boards)
- Indicator 3c(i). Unmet financial need of dependent full-time undergraduates attending one institution for a full year, by family income quartile
- Indicator 4a(i). Percentage distribution of higher education funding responsibilities
- Indicator 4b(i). Average net price (cost of attendance minus grant/scholarship aid) for dependent full-time undergraduate students who attended one institution for a full year by family income quartile
- Indicator 4b(ii). Average net price as a percentage of average family income by income quartile for dependent full-time undergraduate students
- Indicator 4c(i). Number of federal borrowers, and cumulative amount of student debt
- Indicator 4e(v). Percentage of 2008 bachelor's degree recipients borrowing and the average amount (including non-borrowers) for undergraduate and graduate school 10 years after completion, by race/ethnicity
- Indicator 5a(i). Estimated bachelor's degree attainment by age 24 for dependent family members in the U.S. population, by family income quartile
- Indicator 5a(ii). Percentage distribution of estimated bachelor's degree attainment by age 24 for dependent family members in the U.S. population, by family income quartile
- Indicator 5a(iii). Number and percentage of bachelor's degrees conferred by sex
- Indicator 5c(v). Percentage distribution of the degrees and certificates earned by first-time dependent beginning students enrolled at 4-year or 2-year institutions, by family income quartile
- Indicator 5c(vi). Percentage distribution of certificates and degrees awarded for first-time, full-time students in four and six years, by Pell Grant status in the student's first year
- Indicator 5d(i). Distribution of degrees conferred to U.S. citizens and distribution of the civilian population by race/ethnicity
- Indicator 5e(i). Percentage distribution of first-time bachelor's degree recipients by highest education attained by either parent
- Indicator 5f(iii). Average annualized income for dependent students who received bachelor's degrees in 2016 who were not enrolled in education and who were employed full-time at the 4-year follow-up in 2020 by parents' income quartile compared with full-time, year-round high school graduate workers 25 to 34 years old
- Indicator 6a and Indicator 6b: Percentage of adults aged 25 to 34 with a tertiary degree by country
- Indicator 6c: Percentage of 25- to 34-year-olds who earned a tertiary degree, by parents' highest educational attainment level and country
- Indicator 7a(i). Estimated college participation rates for students from low-income families by state
- Indicator 7b(i). Percentage of 18- to -24-year-olds enrolled in degree-granting postsecondary institutions by state
- Indicator 7d(i). Average costs (undergraduate tuition, fees, and room and board) charged by 4-year public colleges and universities for full-time in-state students by state
- Indicator 7d(ii). Average costs (undergraduate tuition, fees, and room and board) charged by 4-year private (non-profit and for-profit) colleges and universities for full-time in-state students by state
- Indicator 7d(iii). Average costs (undergraduate tuition, fees, not including room and board) charged by public 2-year institutions for full-time in-state students by state
- Indicator 7e. State need-based grant amounts as a percentage of Pell Grant amounts by state
- Indicator 7g(ii). Percentage of the population age 25 and older with a bachelor's degree or higher by state
- Indicator 7g(iii). Percentage of first-time, full-time bachelor's degree-seeking students earning any formal award (certificate, associate's, or bachelor's degree) at the institution of first enrollment within 6 years by state of institution
- S.2. (2026) Median lifetime earnings by educational attainment level in constant 2024 dollars
- S.3. (2026) Percentage of working-age adults from 18 to 65 years old who participate in social safety net benefit programs, by educational attainment: 2022
- S.5. (2026) Life expectancy by educational attainment for males and females: 2019
- S.8. (2026) Percentage of bachelor's degree recipients for first-time beginning students attending a postsecondary institution in 2012, by low-income and first-generation student status: 2017
- S.7. (2026) Percentage of first-generation students and the U.S. bachelor’s attainment rate for adults 25 years and older
- S.10. (2026) Percentage of children under 18 with the potential to be first-generation college by race/ethnicity
- S.9. (2026) Percentage of high school students who had the potential to be first-generation college students by race/ethnicity
- S.11. (2026) Percentage of the population 25 years of age and older who attained a bachelor's degree or higher by race/ethnicity
- S.12. (2026) Percentage distribution of the family income quartiles of dependent 18 to 24-year-olds, by race/ethnicity
- Indicator 1a. College participation rate: Percentage of 18- to 24-year-old dependents in the general population enrolled in college, by family income quartile
- Indicator 1b. High School Graduates College Continuation Rates by family income quartile for dependent 18-to-24-year-olds
- Indicator 1d(ii). High School Graduates College Continuation Rates by race/ethnicity and family income quartiles for dependent 18-to-24-year-olds
- Indicator 2d. Percentage distribution of the proportion of Pell Grant students attending degree-granting colleges and universities in quartiles by selectivity level (IPEDS) AND percentage distribution of each selectivity category of institutional destinations by parents' socioeconomic status (SES) for high school class cohorts
- Indicator 2f. Percentage distribution of 2009 9th graders who graduated from high school by institutional selectivity of first postsecondary institution attended after high school graduation by SES quintile
- Indicator 2g. Percentage distribution of 2009 9th graders who graduated from high school by institutional selectivity of of enrollment after high school graduation by race/ethnicity
- S.6. (2026) Percentage of first-generation degree-seeking students, by institutional sector: 1996 and 2020
- S.1. (2026) Average unmet financial need of students attending postsecondary institutions after taking into account grants and scholarships, by income quartile: 2019-2020 academic year
- Indicator 4c(ii). Percentage of bachelor's degree completers who ever received loans (federal and non-federal loans to students) and average amount borrowed among those who borrowed by institutional control
- Percentage of First-Generation Students Declines between 1996 and 2020
- Future Education Expectations of High School Students Decline to the Lowest Level in 20 Years for Both First-Generation and Continuing Generation Students
- Is College Worth It?: Black, Latinx, and Indigenous Student Voices on the Value of Postsecondary Credentials
- The Indicators of Higher Education Equity in the United States 2024: 50-Year Historical Trend Report
- Privileged Perceptions: Comparing Practitioner Disparities in Understanding First-Generation Student Barriers
- The Indicators of Higher Education Equity in the United States: 2022 Historical Trend Report
- Reflections on Connecting Research and Practice in College Access and Success Programs
- Moving Beyond Access - College Success for Low-Income, First-Generation Students
- Black College Dollars - Scholarships for African-American Students, 2007-2008 Directory
- Demography is not Destiny: Increasing the Graduation Rates of Low-Income College Students at Large Public Universities
- Straight from the Source - What Works for First-Generation College Students
- Expanding Access and Opportunity - The Washington State Achievers Scholarship
- State of College Opportunity in Ohio, 2005
- Raising the Graduation Rates of Low-Income College Students
- Student Retention and Graduation - Facing the Truth, Living with the Consequences
- The Indicators of Higher Education Equity in the United States: 2021 Historical Trend Report
- The Indicators of Higher Education Equity in the United States: 2020 Historical Trend Report
- The Indicators of Higher Education Equity in the United States: 2019 Historical Trend Report
- Travelers EDGE Seen as Effective Model in Preparing Underrepresented Students for Workforce
- The Indicators of Higher Education Equity in the United States: 2018 Historical Trend Report
- The Indicators of Higher Education Equity in the United States: 2017 Historical Trend Report
- The Indicators of Higher Education Equity in the United States: 2016 Historical Trend Report
- Setting the Record Straight - Strong Positive Impacts from the National Evaluation of Upward Bound
- Widening Participation in Higher Education in the United States of America
- Reflections on Pell - Championing Social Justice through 40 years of Educational Opportunity
- Provisional Admission Practices - Blending Access and Support to Facilitate Student Success
- Travelers EDGE - A Model on the Cutting Edge of Corporate College Access and Success Support
- Sealing the Gaps - Supporting Low-Income, First-Generation Students at Four-Year Institutions in Texas Post Transfer
- Developing 20/20 Vision on the 2020 Degree Attainment Goal: The Threat of Income-Based Inequality in Education
- Bridging the Gaps to Success - Promising Practices for Promoting Transfer Among Low-Income and First-Generation Students
- Addressing Study Error in the National Evaluation of Upward Bound - Do the Conclusions Change?
- Assessing the Use and Impact of ECMC Foundation's Realizing the College Dream Curriculum
- Institutional Policy Brief - Financial Education in TRIO Programs
- National Studies Find TRIO Programs Effective at Increasing College Enrollment and Graduation
- Graduates of Denver Public Schools - College Access and Success
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