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In January 2024, UNCF's Frederick D. Patterson Research Institute (FDPRI) published "Adult Learner Initiative External Report," which outlined key findings and recommendations from an evaluation of the Adult Learner Initiative. To supplement and extend that work, Ascendium Education Group collaborated with FDPRI and Lumina Foundation to fund this portion of the evaluation, which centers Black, rural learners. Black, rural learners and other institutional actors at historically black colleges and universities (HBCUs) in North Carolina experience rurality in varied ways. Despite institutional characteristics and geospatial locations that contribute to the unique identities of HBCUs, actors offered nuanced considerations about rurality. Faculty, staff, and students understood rurality in the context of environmental, financial, and social factors in addition to services and programs tailored to rural students. This report engages rural data landscapes, scholarship on rural students, and empirical research about adult learners at HBCUs to explore rurality. Our overall approach is threefold: First, the authors use place-based data categories and nomenclature to situate HBCUs within rural discourses. Second, the authors position institutional and statewide strategic plans as critical documents that help contextualize researchers' and institutional actors' conceptions of rurality. Third, the authors frame HBCU actors' voices about place as essential contextual components for understanding institutional and community cultures and differentiating between HBCU environments.

To support and enhance educational attainment in the United States, the Lumina Foundation established a national goal of 60% of adults earning a high-quality credential by 2025. To achieve this goal, the Lumina Foundation expanded its funding to the adult learner population in 2017 by establishing the Adult Promise Initiative. The organization recognizes and values diversity, equity, and inclusion in its work and understands how minority-serving institutions, such as Historically Black Colleges and Universities (HBCUs), are integral to the proliferation of Black adult learners. Recognizing the tremendous impact HBCUs have on the educational attainment of Black Adult Learners, we must identify their curricular and co-curricular best practices that are critical to the academic success of this population. This report will provide an overview of these best practices for faculty, staff, and students of the five HBCUs participating in the Lumina Adult Learner Initiative grant. The organization of this report will include a brief review of the Adult Learner Initiative grant and its components, followed by the best practices frequently discussed among faculty, staff, and students participating in the grant and recommendations. The authors will then review Lumina's philanthropic approach to the grant. Lastly, how staff and administrators define capacity-building for the adult learner population will be examined.

This report examines the best practices implemented at Historically Black Colleges and Universities (HBCUs) teacher preparation programs, which result in these institutions being significant producers of Black teachers for America's public education system. This report builds on the HBCU teacher preparation program scholarship by providing a snapshot of the recruitment, curricular, and co-curricular practices implemented at these institutions to strengthen the Black teacher pipeline. Through the voices of faculty, staff, and students at four HBCU teacher preparation programs, this report will introduce practices that support their Black pre-service teachers. [This report was funded by the Voya Financial Foundation.]