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Social science methodologies of intervention programming for college and career readiness, particularly in regard to evaluation, must be situated within a larger context of racialized readiness for college and career. The policy context for this argument is a state-level evaluation of college and career readiness legislation in Illinois using David Conley's framework as one way to evaluate the effectiveness of intervention programming offered by community colleges to high school students. Using critical race theory, [the author] provide an example from an Illinois evaluation to show that when used as an evaluative rubric to assess college and career readiness intervention programming for high school students, Conley's framework has potential but needs to be augmented. Concluding are conceptual and practical recommendations for community college practitioners, evaluators, and policymakers.

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This qualitative study examines the experiences of six Mexican community college transfer students attending a research-intensive institution in the Pacific Northwest. Using semi-structured interviews, the objectives of this study were to: (1) understand how Mexican students made meaning of their transfer experiences; and (2) how those experiences could inform conceptual and practical thinking toward building a transfer receptive culture at the receiving institution. [The authors] use intersectionality as a site of material and discursive possibility to encourage predominantly White receiving institutions to recognize how they position Mexican community college transfer students on campus. Concluding are conceptual and practical recommendations that emphasize institutional and organizational responsibility in creating equitable environments for Mexican community college transfer students.

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This report examines literature on access to and completion of higher education for incarcerated and formerly incarcerated college students, often referred to as justice or systems involved individuals, or individuals with prior criminal histories. Five challenges in need of urgent attention among higher education leaders and personnel, policymakers, and stakeholders are highlighted: (1) Too few non-profit regionally accredited institutions provide credit-bearing and transferrable postsecondary courses inside prisons; (2) Considering the primary desired outcome of higher education in prison recidivism reduction undermines educational equity; (3) Through the use of prior criminal history screening questions, colleges and universities discriminate against applicants with prior criminal histories; (4) Federal student aid restrictions and lack of federal and state funding supports are significant barriers in accessing and broadening participation in quality higher education for incarcerated and formerly incarcerated people; and (5) Contemporary practices in higher education regarding currently and formerly incarcerated people exacerbate systemic inequality and hinder equity efforts. The report concludes with implications for policy, practice, and research, and provides recommendations to support the establishment and completion of meaningful and rigorous postsecondary pathways for currently and formerly incarcerated people.

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