This book is a collection of empirical studies that seeks to address how receiving instruction in Spanish language affects heritage Spanish speakers not only linguistically, but also attitudinally, socially, and academically. The research literature identifies three pedagogically significant ways in which heritage language (HL) learners differ from second (L2) learners: namely, with respect to their skills in the target language, their socio-affective needs vis-à-vis the target language and culture, and their receptivity to instruction. This volume contributes to the scholarly conversation surrounding how to most effectively meet the instructional needs of heritage Spanish speakers.
The future of higher education will bring more hybrid learning models—but colleges may not yet have the staff
Due to the COVID-19 pandemic, university and college student enrollment has decreased by slightly more than 5% from
The steady growth in the six-year college completion rate started to slow down for full-time starters in fall
Seventy-five percent of students who started college in the first fall of the COVID-19 pandemic returned for their second
In the 2020-21 academic year, the total number of undergraduate credential earners increased by 1.1 percent or 39,000
The Some College, No Credential (SCNC) report series seeks to understand the educational trajectories of millions of U.S.
Enrollment declines are worsening this spring. Total postsecondary enrollment, which includes both undergraduate and graduate students, fell a
At least 1.4 million adults in the United States identify as transgender or gender nonconforming (TGNC), meaning that
The retention of First-Generation College Students is an issue faced across different universities in the United States. FGCS
This ninth annual report provides the most current data on high school graduates’ postsecondary enrollment, persistence, and completion