Views

New studies on low-income students raise important issues, but we should not assume that there is a single best approach to higher education for all students, writes Jim Jump.

David Benjamin Gruenbaum offers a solution to the fairness issues created when some students get extra time on the SAT and ACT.

The truth about these teams is more complex than headlines acknowledge, and misconceptions about them abound, Ryan A. Miller and four other scholars argue.

Scott McLemee shares tributes to the late Mark Saunders, director of the University of Virginia Press.

Keith D. Renshaw outlines some concrete steps that all higher education institutions can take to protect both academic freedom and donor rights.

Bob Ubell explores a largely unacknowledged but inevitable consolidation in the adaptive learning industry.

An experiment proposed by Betsy DeVos won't fix the inequity of the federal work-study program's funding formula, writes Sarah Pingel.

We should not view such students as threats or cash cows but rather as people who can contribute knowledge, distinct cultural identities and other valuable resources, argues Xiaojie Li.