This Kettering Foundation report by Bernie Ronan comes at a critical time in the effort to strengthen the role of higher education in a democracy. In the last 20 years, higher education institutions have begun to pay a great deal of attention to the civic engagement of college students. Nevertheless, proponents of civic engagement in higher education are now reporting a certain sense of "drift" or of having reached a "plateau." A key issue in this impasse is the lack of consensus over whether and how civic engagement efforts should be directed toward outcomes that can be considered "political." Reinforced by signals they receive from their institutions, students may, ironically, see civic engagement as an alternative to politics, and come away from their experiences with even less confidence in their capacities as citizens. Ronan's "spectrum" approach to civic learning offers an ingenious conceptual (and strategic) solution to this problem. As a developmental framework, the civic spectrum recognizes the importance of beginning with students where they are, but also of connecting them to a robust conception of citizenship through experiences of collective decision making and cooperative action across differences that are sorely lacking in the current higher education landscape.

This report examines the ways in which local educational institutions, legal service providers, and immigrant youth advocates have responded to the first phase of Deferred Action for Childhood Arrivals (DACA). Based on extensive interviews with stakeholders in seven states -- California, Florida, Georgia, Illinois, Maryland, New York, and Texas -- the report identifies initiatives undertaken by educational institutions and other community stakeholders to support DACA youth's education and training success, and examine the impact of deferred action on grantees' academic and career pursuits. It provides examples of promising practices, additional challenges, and key takeaways at the high school, postsecondary, and adult education levels, as well as an exploration of the nature and scope of DACA legal outreach initiatives.

As documented in part one of this series, the high school completion rate of blacks is currently at the highest it has ever been. This second installment turns to college entry and completion. The data show that blacks are starting -- and finishing -- college at higher rates than in the past, but they still lag far behind whites.

This guide is based on lessons from the Community College Bridges to Opportunity Initiative. Funded by the Ford Foundation, Bridges was a multi-year effort designed to bring about changes in state policy that improve education and employment outcomes for educationally and economically disadvantaged adults.The guide is intended for governors, legislators, and state agency officials who are concerned about the competitiveness of their state's workforce. It will be especially useful to leaders in states with few well-educated workers to replace retiring Baby Boomers or in those with large low-skill immigrant populations. The guide is also intended for business and labor leaders. In many parts of the country, there is a strong need for skilled labor to fill "middle skill" positions, which require postsecondary training but not necessarily a bachelor's degree. Employers and labor groups in every industry want to see incumbent workers in their industries stay up-to-date with new technology and business practices. Groups that advocate on behalf of low-income people will also find the guide useful. Those who are interested in reducing barriers for underprepared adults to pursue and succeed in collegiate work through two-year college credentials and on to a bachelor's degree will find helpful tips and tools in this publication. And, finally, the guide is designed as a resource for college presidents, trustees, and other education leaders who are seeking ways to better serve their communities.

In 2006, the Deutsche Bank Americas Foundation (DBAF) formed a new funding strand focused on immigrant education. The foundation's aim was to improve the educational opportunities and performance of underserved immigrant students in New York City (NYC) public schools and to maximize "students' potential to ultimately access higher education." Toward this end, DBAF directs resources to programs and institutions that have "proven effective in improving student learning and raising academic performance."

In 2006, the Deutsche Bank Americas Foundation (DBAF) formed a new funding strand focused on immigrant education. The foundation's aim was to improve the educational opportunities and performance of underserved immigrant students in New York City (NYC) public schools and to maximize "students' potential to ultimately access higher education." Toward this end, DBAF directs resources to programs and institutions that have "proven effective in improving student learning and raising academic performance."