Transatlantic Lessons on Higher Education Access and Completion Policy

Authors

  • Kevin J. Dougherty
  • Claire Callender

DOI:

https://doi.org/10.6017/ihe.2018.92.10272

Keywords:

USA, England, higher education access, higher education completion, widening participation, English higher education, US higher education

Abstract

This article explores what England and the United States can learn from each other with
regard to reducing social class and racial/ethnic differences in higher education access
and completion. It focuses on seven policy strands: student information provision;
outreach from higher education institutions; student financial aid; affirmative action or
contextualization in higher education admissions; higher education efforts to improve
retention and completion; performance funding; and degree of reliance on
subbaccalaureate institutions.

Author Biographies

Kevin J. Dougherty

Kevin J. Dougherty is professor of higher education at Teachers College,
Columbia University, New York City, US.

Claire Callender

Claire Callender is professor at Birkbeck College and at the Institute
of Education, University College of London, UK. 

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Published

2018-01-14

How to Cite

Dougherty, K. J., & Callender, C. (2018). Transatlantic Lessons on Higher Education Access and Completion Policy. International Higher Education, (92), 2–4. https://doi.org/10.6017/ihe.2018.92.10272

Issue

No. 92: Winter 2018

Section

Global Issues

License

Copyright (c) 2018 International Higher Education

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