IOWA CITY, Iowa, Sept. 25, 2018 – Many underserved students are not getting the help they need from their colleges to stay in school while they work to pay for it, according to new research from ACT’s Center for Equity in Learning.

ACT’s Center for Equity in Learning Offers Policy Solutions Focused on Increasing Access IOWA CITY, Iowa, Sept. 6, 2018 — The digital divide, the gap between students who lack access to technology and those students who have it, is compounding equity problems within U.S. schools, according to new research from ACT’s Center for Equity in Learning. Underserved students with access to only one electronic device in their home — oftentimes only a cell phone — may face challenges that don’t exist for their peers in terms of completing schoolwork.

Costa Mesa, Calif., June 4, 2018 – Beginning June 3, a new one-hour documentary special, “Beating the Odds,” will be streaming at beatingtheoddsfilm.com and air nationally on public television. Produced by career exploration nonprofit Roadtrip Nation, and presented by KQED, “Beating the Odds” follows three college students as they explore careers through a series of interviews with remarkable professionals who have overcome life challenges to succeed in their fields. The college students are overcoming obstacles of their own, including opioid-addicted parents, navigating the foster care system, and surviving poverty.

WASHINGTON, D.C.— Sept. 18, 2017— In an unprecedented collaboration, higher education advocates and leaders are partnering on a new effort that supplements their existing work to help high school students learn about, apply for, and transition into college.

IOWA CITY, Iowa—Underserved students lag far behind their peers when it comes to college and career readiness, and the more underserved characteristics that students possess, the less likely they are to be ready.

WASHINGTON, D.C.—Aug. 28, 2017—Working more than 15 hours a week while in college may do more harm than good for college students from underserved backgrounds, according to a new report from the ACT Center for Equity for Learning. The result of working more hours contributes to “disparities in students’ academic and career success” is one of the findings of “Who Does Work Work For? Understanding Equity in Working Learner College and Career Success.”

The Racial Heterogeneity Project today issued its report that offers a conceptual lens and actionable steps for organizations, institutions, and states to improve data practices and more accurately capture and represent the nation’s racial and ethnic diversity.

From 2004 to 2014, the percentage of public school students participating in programs for English learners increased from 8.8 percent to 9.3 percent.

IOWA CITY, Iowa—ACT today announced the establishment of the ACT Center for Equity in Learning. The Center will advance ACT’s nonprofit mission to help people achieve success in education and the workplace through partnerships, research and initiatives aimed at closing gaps in equity and achievement for underserved learners.