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This report, commissioned by the Lumina Foundation, measures national and state-by-state progress on the "Big Goal," an initiative calling for 60% of Americans to hold a high-quality postsecondary credential by 2025. Individual state pages contain an attainment narrative and several data graphics, disaggregated by ethnicity, attainment level, and county, where available. The report uses National Higher Education Management Systems and American Community Survey data to show current attainment rates and the gap between present rates and the 60% goal.

The mission of this organization is to improve strategic decision making in higher education for states and institutions in the United States and abroad.

"At the direction of the Coordinating Board for Higher Education, the Missouri Department of Higher Education (MDHE) carries out the goals and administrative responsibilities for the state system of higher education."

"The Learning Assessment in Missouri Postsecondary Education (LAMP) Advisory Council was created to consider statewide issues surrounding learning assessment in Missouri and to make policy recommendations. "

"The work of the CAI is part of the Missouri Department of Higher Education strategy to increase participation in higher education and to smooth pathways for students entering into and progressing in higher education. The goal of this work is to improve the college readiness of high school students throughout Missouri. CAI is also driven by the work of the Mathematics, Engineering, Technology, and Science (METS) Coalition, as well as the P-20 Council and the Director of Education and Workforce Innovation. "

"The Imperatives for Change (IFC) Baseline Report is the culmination of a year of collaborative work among MDHE staff, institutional leaders and staff, and other valued stakeholders. The Baseline Report establishes the starting point for Missouri's statewide strategic plan for higher education, and includes four sections that contain baseline data information, expanded data and analysis, technical methodologies and data definitions, and institutional-specific performance measures selected and agreed upon by public two-year and four-year institutions."

The author describes the experiences of three states that reviewed their placement assessment policies. The report encourages states to consider college placement policies as part of a broader vision of college readiness. (Michael Lawrence Collins, Jobs for the Future, 2008)

It's Not About the Cut Score: Redesigning Placement Assessment Policy to Improve Student Success is an Achieving the Dream Community Colleges Count and Jobs for the Future Policy Brief written by Michael Lawrence Collins, program director for Jobs for the Future's Youth Transitions Cluster, July 2008.

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010.

Annual reports prepared by the Department of Higher Education. Resource for linking high school performance to college success.

The CCPE serves independently within Nebraska's higher education system to promote sound policies for Nebraska's state and community colleges and the University of Nebraska.

The EXPLORE program is designed to help 8th and 9th graders explore options for their future.

ACT's Assessment System that includes the Explore, Plan and ACT assessment

The Educational Planning and Assessment System (EPAS) provides a longitudinal, systematic approach to educational and career planning, assessment, instructional support, and evaluation.

From ACT, the PLAN program helps 10th graders build a foundation for future academic and career success.

The State Regents prescribe academic standards of higher education, determine functions and courses of study at state colleges and universities, grant degrees, and approve each public college's and university's allocations.

The Ohio Board of Regents is a nine-member advisory board to the chancellor. Responsibilities of the board include developing an annual report on the Condition of Higher Education in Ohio, and issuing an annual performance review of the chancellor.

The Developmental Education Initiative is a three-year Gates funded effort to identify and develop programs that increase the number of community college students who complete preparatory classes and successfully move on to college-level studies. The Initiative began in 2009.

Setting Up Success in Developmental Education: How State Policy Can Help Community Colleges Improve Student Outcomes is an Achieving the Dream Community Colleges Count and Jobs for the Future Policy Brief written by Michael Lawrence Collins, program director at Jobs for the Future. June 2009