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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.

The CPI Mid-Term Assessment provides insights from the first two years of the United Negro College Fund (UNCF)® Career Pathways Initiative (CPI). The authors derived insights from a comprehensive view of the experience of UNCF's Institute for Capacity Building (ICB) and the network of institutions implementing the program. To facilitate continuous improvement, this assessment shares early insights that guide how the authors address the following questions through completion of the grant: (1) How can ICB's delivery of programmatic supports be refined?; (2) How can scale promising practices be willed across the three-pronged network-based approach?; and (3) How can current efforts to support student success be amplified? UNCF, ICB, and the CPI's ultimate goal is to increase student and workforce outcomes for low-income, first generation Black students and other students of color. This mid-term assessment is an important milestone for the program. Insights from this assessment will shape how UNCF will enhance the execution of the CPI program through the remainder of the grant period. It will also identify promising practices to inform transformative change at historically Black colleges and universities (HBCUs), predominantly Black institutions (PBIs), and other institutions of higher education. The assessment covers the first two years of program implementation or the period from January 2017-December 2019. It is organized to provide insights from three critical components: program overview, early outcomes, and institutional highlights. The assessment ends with a summary of progress to date and path forward.

A college degree is increasingly vital for career mobility and economic success as more employers are requiring greater levels of education and credentials. For more than 150 years, historically black colleges and universities (HBCUs) have played a leading role in graduating black students and have made significant contributions to the workforce and economic vitality of the nation. A historically black college and university is defined as "… any historically black college or university that was established before 1964, whose principal mission was, and is, the education of African Americans." There are 101 accredited public and private HBCUs located in 19 states, the District of Columbia and the U.S. Virgin Islands. While these institutions only represent 3 percent of the nation's colleges and universities, they are economic engines in both their regional communities and the nation, generating substantial economic returns annually. gional economies and how much graduates benefit in terms of increased earnings over a working lifetime. The study noted that every dollar spent on, and by, an HBCU and its students has a positive chain reaction in terms of heightened economic activity, increased job creation, and greater earning potential for graduates. At the national level, the study's key findings revealed that: (1) HBCUs annually generate 134,090 jobs and $14.8 billion in total economic impact for their local and regional economies; and (2) HBCU graduates from 2014 can expect total earnings of $130 billion over their lifetimes--56 percent more than they could expect to earn without their college degrees.