Massachusetts has announced a series of initiatives aimed at promoting equity in higher education, following the U.S. Supreme Court’s 2023 decision which invalidated race-based admissions policies. Governor Maura Healey and Lieutenant Governor Kim Driscoll introduced these recommendations to improve recruitment, admissions, and support for Historically Underrepresented Students (HUS). The recommendations were developed by the Advisory Council to Advance Representation in Education (ACARE).
Focus on Diversity and Accessibility
The initiative was presented at Westfield High School, with a focus on maintaining diversity and accessibility in higher education, particularly for students of color and those from underserved communities. Education Secretary Patrick Tutwiler reiterated the state’s commitment to fostering inclusive educational environments in light of the Supreme Court ruling.
Key Areas of Attention
The report outlines five key areas for attention: increasing exposure to higher education for K-12 students, re-engaging adult learners, implementing innovative admissions policies, ensuring equity in financial aid, and supporting persistence and completion rates among underserved students.
Building on Previous Actions
Lieutenant Governor Driscoll noted that these new initiatives build upon earlier actions by the administration, which included doubling financial aid and providing free community college for Massachusetts residents.
Collaboration with Diverse Stakeholders
ACARE, led by Tutwiler and Higher Education Commissioner Noe Ortega, consists of a diverse group of stakeholders, including student representatives and civil rights advocates. Recommended actions include adopting holistic admissions models, expanding early college opportunities, and enhancing student support services, which encompass mental health resources and emergency financial aid.
Addressing Historical Inequities
Commissioner Ortega emphasized the importance of ongoing efforts to address historical inequities in education, stating, “This report shows that significant, intentional work is required to reverse historic inequities in higher education.”
(Original source: Insight into Diversity)