LEADER 03650nam 2200577 450 001 9910796350903321 005 20230126220407.0 010 $a0-8157-3022-5 035 $a(CKB)3790000000549603 035 $a(MiAaPQ)EBC5179956 035 $a(OCoLC)984512332 035 $a(MdBmJHUP)muse56971 035 $a(Au-PeEL)EBL5179956 035 $a(CaPaEBR)ebr11528259 035 $a(CaONFJC)MIL1034166 035 $a(EXLCZ)993790000000549603 100 $a20180206h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aMaking college work $epathways to success beyond high school /$fHarry J. Holzer, Sandy Baum 210 1$aWashington, DC :$cBrookings Institution Press,$d2017. 210 4$dİ2017 215 $a1 online resource (280 pages) $cillustrations 300 $aIncludes index. 311 $a0-8157-3021-7 320 $aIncludes bibliographical references and index. 330 $a"Practical solutions for improving higher education opportunities for disadvantaged students Too many disadvantaged college students in America do not complete their coursework or receive any college credential, while others earn degrees or certificates with little labor market value. Large numbers of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. The authors provide a new review of the causes of these problems and offer promising policy solutions. The circumstances affecting disadvantaged students stem both from issues on the individual side, such as weak academic preparation and financial pressures, and from institutional failures. Low-income students disproportionately attend schools that are underfunded and have weak performance incentives, contributing to unsatisfactory outcomes for many students. Some solutions, including better financial aid or academic supports, target individual students. Other solutions, such as stronger linkages between coursework and the labor market and more structured paths through the curriculum, are aimed at institutional reforms. All students, and particularly those from disadvantaged backgrounds, also need better and varied pathways both to college and directly to the job market, beginning in high school. We can improve college outcomes, but must also acknowledge that we must make hard choices and face difficult tradeoffs in the process. While no single policy is guaranteed to greatly improve college and career outcomes, implementing a number of evidence-based policies and programs together has the potential to improve these outcomes substantially"--$cProvided by publisher. 606 $aPeople with social disabilities$xEducation (Higher)$zUnited States 606 $aPoor$xEducation (Higher)$zUnited States 606 $aStudents with social disabilities$zUnited States 606 $aEducation, Higher$zUnited States$xCosts 606 $aUniversities and colleges$zUnited States$xAdmission 615 0$aPeople with social disabilities$xEducation (Higher) 615 0$aPoor$xEducation (Higher) 615 0$aStudents with social disabilities 615 0$aEducation, Higher$xCosts. 615 0$aUniversities and colleges$xAdmission. 676 $a378.0087 686 $aBUS024000$aEDU034000$aSOC050000$aEDU025000$2bisacsh 700 $aHolzer$b Harry J.$f1957-$0144334 702 $aBaum$b Sandy$g(Sandra R.), 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910796350903321 996 $aMaking college work$93863337 997 $aUNINA