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The What Works Clearinghouse (WWC) has released an Educator’s Practice Guide for college and university faculty, administrators, and advisors working with postsecondary students who are academically underprepared for college. The “Strategies for Postsecondary Students in Developmental Education – A Practice Guide for College and University Administrators, Advisors, and Faculty” presents six evidence-based recommendations. The report includes a summary of the evidence, guidance on carrying out the recommendation, suggestions for surmounting potential roadblocks, and an implementation checklist for each recommendation.

If you are developing a grant proposal for a program to support college students in developmental education, this guide will be very valuable. It is full of resources and information to inform program design as well as establish rationale and evidence of potential effectiveness.

The six recommendations of the guide are:

  1. Use multiple measures to assess postsecondary readiness and place students.
  2. Require or incentivize regular participation in enhanced advising activities.
  3. Offer students performance-based monetary incentives.
  4. Compress or mainstream developmental education with course redesign.
  5. Teach students how to become self-regulated learners.
  6. Implement comprehensive, integrated, and long-lasting support programs.

The Institute of Education Sciences (IES) website page for the report is The direct link to the guide is


The Condition of Education report is provided to Congress every year to summarize trends and developments in education. The National Center for Education Statistics (NCES) uses the latest available data to present 43 indicators of population characteristics, participation in education, and elementary, secondary, and postsecondary education.

Among the data used in the report, survey and program areas include crime and safety surveys, longitudinal studies, IPEDS, Common Core of Data, assessments of adult competencies, Private School Survey (PSS), international student assessments, and reading, literacy, mathematics, and science studies.

The Condition of Education 2016 report provides a wealth of information and data for grant writers and evaluators. For example, IES shared these examples of report findings in its email announcing the release of the report:

• High-poverty schools accounted for 25 percent of all public schools in 2013–14. In that year, 24 percent of traditional public schools were high-poverty, compared with 39 percent of charter schools.

• Students who exhibited positive approaches to learning behaviors more frequently in the fall of kindergarten had greater academic gains in reading, mathematics, and science between kindergarten and second grade than their peers who exhibited these behaviors less frequently. The relationships between initial approaches to learning behaviors and these academic gains were more pronounced for students from lower socioeconomic status (SES) households than for students from higher SES households.

• While 86 percent of all young adults ages 25–34 with a bachelor’s or higher degree were employed in 2014, differences in employment outcomes were observed by occupation, sex, and race/ethnicity. For example, female full-time, year-round workers earned less than their male colleagues in nearly all of the occupation groups examined and for every employment sector (e.g., private for-profit, private nonprofit, government).

You can view or download the entire report, summaries, or highlights here:


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Achieve, an education reform organization created in 1996, has released a report on the college and career readiness (CCR) of high school graduates in all 50 U.S. states. There is a wealth of information in the report to use for grant proposal need statements and objective benchmarks and comparisons. The entire report and individual reports for each state are available for download here.

“The College and Career Readiness of U.S. High School Graduates” report includes data by state on the percentage of 9th grade cohorts meeting state CCR benchmarks, completing CCR courses of study, accumulating credits towards graduation, and earning college credit through Advanced Placement exams. The data is aggregated by subgroup when available.

The individual state reports includes information about the job market in the state, preparedness for the military, postsecondary remediation, and performance indicators for 4th and 8th grade students.


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GrantProse Associate Jenny Braswell was a guest host on GrantChat last week to discuss Challenges of Rural Programs. If you missed it, here are links to the Twitter chat, the Blab video, and the blog post.

The Storify version of the Twitter Chat has all of the tweets during the hour collected into an easy to follow format. During the chat, we shared a lot of links to resources for data, research, and information about funding opportunities, as well as some ideas for proposal writing strategies.

Here is a recorded archive of the  Blab interview. Jenny talks about strategy, the importance of funding in rural communities, craft beer, and how to think bigger about impact.

Here is the link to Jenny’s associated blog post, Rural Wisdom for Grant Seekers. It talks about the bigger role grant professionals need to assume in rural areas and includes some fun but important advice for grant writing projects in general: