The "Factors affecting public engagement by researchers" project suggests that the embedding of public engagement in institutional cultures is best understood as a 'work in progress'. There are positive indications in the project outputs that public engagement is increasingly part of the landscape of higher education and research institutions, and that participation in and value placed on public engagement has increased in recent years. At the same time, the research suggests that researchers and institutions remain uncertain about systems of rewards for public engagement, within the context of a profession that is driven by research (and teaching). The project suggests that public engagement is more firmly embedded in the context of the arts, humanities and social sciences than it is among researchers in science, technology, engineering and mathematics. Wide-ranging research over a lengthy period shows that institutional change of this kind is highly challenging and that higher education institutions are known to be relatively slow to change. Within this context, the project indicates that, while recent and current strategies have been helpful, longer term effort -- perhaps targeted in particular domains -- is required.

The "Factors affecting public engagement by researchers" project suggests that the embedding of public engagement in institutional cultures is best understood as a 'work in progress'. There are positive indications in the project outputs that public engagement is increasingly part of the landscape of higher education and research institutions, and that participation in and value placed on public engagement has increased in recent years. At the same time, the research suggests that researchers and institutions remain uncertain about systems of rewards for public engagement, within the context of a profession that is driven by research (and teaching). The project suggests that public engagement is more firmly embedded in the context of the arts, humanities and social sciences than it is among researchers in science, technology, engineering and mathematics. Wide-ranging research over a lengthy period shows that institutional change of this kind is highly challenging and that higher education institutions are known to be relatively slow to change. Within this context, the project indicates that, while recent and current strategies have been helpful, longer term effort -- perhaps targeted in particular domains -- is required.

Performance-based scholarships have two main goals: to give students more money for college and to provide incentives for academic progress. They are designed to reduce the financial burden on low-income students and help them progress academically by offering financial aid contingent upon meeting pre-specified academic benchmarks. The scholarships are intended to cover a modest amount of students' educational costs during the semesters they are offered -- generally between 15 and 25 percent of students' unmet financial need, the difference between students' calculated financial need to attend college and the financial aid they are awarded. The money is paid directly to students, on top of their existing federal and state need-based financial aid, and the students themselves decide how best to use the funds.

MDRC launched the Performance-Based Scholarship Demonstration in 2008 to evaluate the effectiveness of these scholarships for as broad a range of low-income students as possible, in a variety of settings, and with varying incentive structures. As such, the evaluation includes more than 12,000 students in institutions across six states to test different performance-based scholarship designs.

These results show that even relatively moderate investments in low-income students' education can have modest but long-lasting impacts on their academic outcomes. These findings may be especially relevant to states, institutions, and private scholarship providers seeking purposeful and efficient ways to give low-income students additional financial aid that can also help them succeed academically.

Performance-based scholarships have two main goals: to give students more money for college and to provide incentives for academic progress. They are designed to reduce the financial burden on low-income students and help them progress academically by offering financial aid contingent upon meeting pre-specified academic benchmarks. The scholarships are intended to cover a modest amount of students' educational costs during the semesters they are offered -- generally between 15 and 25 percent of students' unmet financial need, the difference between students' calculated financial need to attend college and the financial aid they are awarded. The money is paid directly to students, on top of their existing federal and state need-based financial aid, and the students themselves decide how best to use the funds.

MDRC launched the Performance-Based Scholarship Demonstration in 2008 to evaluate the effectiveness of these scholarships for as broad a range of low-income students as possible, in a variety of settings, and with varying incentive structures. As such, the evaluation includes more than 12,000 students in institutions across six states to test different performance-based scholarship designs.

These results show that even relatively moderate investments in low-income students' education can have modest but long-lasting impacts on their academic outcomes. These findings may be especially relevant to states, institutions, and private scholarship providers seeking purposeful and efficient ways to give low-income students additional financial aid that can also help them succeed academically.

Performance-based scholarships have two main goals: to give students more money for college and to provide incentives for academic progress. They are designed to reduce the financial burden on low-income students and help them progress academically by offering financial aid contingent upon meeting pre-specified academic benchmarks. The scholarships are intended to cover a modest amount of students' educational costs during the semesters they are offered -- generally between 15 and 25 percent of students' unmet financial need, the difference between students' calculated financial need to attend college and the financial aid they are awarded. The money is paid directly to students, on top of their existing federal and state need-based financial aid, and the students themselves decide how best to use the funds.

MDRC launched the Performance-Based Scholarship Demonstration in 2008 to evaluate the effectiveness of these scholarships for as broad a range of low-income students as possible, in a variety of settings, and with varying incentive structures. As such, the evaluation includes more than 12,000 students in institutions across six states to test different performance-based scholarship designs.

These results show that even relatively moderate investments in low-income students' education can have modest but long-lasting impacts on their academic outcomes. These findings may be especially relevant to states, institutions, and private scholarship providers seeking purposeful and efficient ways to give low-income students additional financial aid that can also help them succeed academically.

After enduring nearly 400 years of higher education efforts driven by religious indoctrination and forced assimilation, in 1968 Diné College opened its doors as the first Tribally controlled post-secondary institution, marking a new era of self-determination for Native American students. Since then, Tribal Colleges and Universities (TCUs) have grown to include 37 institutions, serving over 28,000 students and are actively working to revitalize Native languages and culture, promote Tribal sovereignty and further economic growth aligned with Tribal values in the communities they serve. These remarkable institutions often go unrecognized for their achievements, and most remain unjustly underfunded in spite of the fact that their work redefines the valuable impact that higher institutions can have within their local communities.

We hope to support the Tribal Colleges and Universities, their membership association, the American Indian Higher Education Consortium (AIHEC), and their non-profit support organization, the American Indian College Fund (College Fund), by reframing the conversation and reminding critics that TCUs were not created to serve the same purpose as other higher education institutions. Rather, TCUs were created for the purpose of supporting Tribal Nation-building after Indigenous cultures endured generations of cultural and economic deterioration. This report offers an alternative story of success that looks beyond quantifiable measures to focus more deeply on how these schools meet this mission. We hope to draw additional attention to the many challenges that TCUs face, such as underfunding and operating in geographically remote areas, and outline the strategies they have employed to find success in spite of these challenges. Lastly, we make recommendations to help policy makers and institutional leaders support and strengthen these institutions and the students they serve.