U.S. Census Bureau's first-of-its-kind report on the 25 percent of adults who hold a non-degree credential could influence policy and how college completion is viewed.
Assessment and Accountability
When administrators about issues such as assessment and competency-based learning, writes Judith Shapiro, the language they use is crucial if they want to engage faculty members.
Maryland goes big with a college completion law, and some community college leaders say they like its comprehensiveness.
A digital badging project at UC Davis is drawing notice, but the innovation looks more like competency-based education than a form of alternative credentials.
As federal panel weighs fate of agency that withdrew support from City College of San Francisco, lawmakers on Capitol Hill ponder future role for the government in accreditation.
Nelson Mandela's death puts on hold caucus for college leaders to talk about lower-income student success, for which they have been asked to set specific goals.
Measuring what students have learned and can do is hard enough, but we really should be trying to assess what our institutions have prepared them to learn later, writes Mark Salisbury.
Two senators join the increasingly crowded Washington bandwagon for alternative forms of higher education to have access to federal funding. They also want college aid tied to institutional performance.
UConn's stalled proposal to limit outside credits earned by non-transfer students generates controversy and may be a sign of future tussles to come over "unbundled" degrees.
Adult students aren't using College Scorecard and other consumer websites as they consider college, and they aren't interested in performance metrics like graduation rates and debt levels.