Black community colleges across Alabama are teaming up to expand their reach in the state.

Chandra Scott is executive director of nonprofit organization Alabama Possible, a group that aims to bridge gaps in poverty and higher education.

She highlighted the historical oversight of these schools, which often receive inadequate funding and support.

To change this, she said they are working to elevate the significance of these institutions and their contributions to education accessibility, the workforce, and student assistance.

A major step in achieving this is the inaugural gathering of the Historically Black and Predominately Black Community College Network at the EmpowerED Conference.

"I think for so long there's been a narrative created around shame," said Scott, "for those institutions - like, you didn't make it to the four-year institution so you had to settle for a two-year degree. And that is not the case. They really do set the groundwork for a lot of students to be very successful."

Scott said the two-day conference will take place in Mobile at the Mobile Marriot on February 8 and 9.

She said attendees can expect informative breakout sessions on various topics including STEM education, HBCC's, PBCC's, affirmative action and campus inclusivity.

They will also hear from keynote speakers and a student panel.

Scott said another vital aspect of the conference is the release of case studies examining Alabama's eight historically and predominately black community colleges.

She noted these studies aim to fill the research void surrounding the impact of these campuses on their communities.

"We're hoping that this is kind of a launching pad for lots of great things," said Scott, "that could begin to be elevated that are already happening at these campuses in supporting students who come from under-resourced families - students of color, first generation, adult learners. I mean every population you can think of."

She said now more than ever, this data and conference hold immense importance as community college enrollment has seen a decline nationwide and the need for skilled workers in Alabama continues to rise.

She said numbers for these colleges have risen, but the National Center for Education Statistics reports a decrease in community college enrollment from approximately 11 million students in 2010 to 6.7 million in the 2021-2022 school year.




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A new report says North Dakota's five tribal colleges contribute nearly $170 million to the state's economy. But any positive news is overshadowed by the Trump administration's budget-cutting tone and the potential harm to campuses. The data was issued this week by the North Dakota Tribal College System, which says between 2022 and 2023, North Dakotans saw added tax revenue and public-sector savings of more than $30 million because of daily operations at these schools.

Tracey Bauer, North Dakota Tribal College System executive director, said alumni add even more economic activity when they work in their communities after graduation. But she warns a lot might change if federal cuts reach them.

"It's going to possibly lead to staff layoffs, increases in tuition - to kind of make up some of that lost funding, [and] even campus program closures," she said.

Bauer said tribal colleges are largely funded by federal grants. In addition to freezing a range of federal aid, President Donald Trump wants to eliminate the Department of Education, which administers programs that support campuses in Native communities. Among other things, he claims higher education is overtaken by a "woke" agenda. But some of his budget-cutting actions are being challenged in court or face other constitutional hurdles.

The American Indian College Fund stresses that tribal colleges should be exempt from executive orders due to treaty and trust obligations of the federal government.

Cheryl Crazy Bull, president and CEO of the American Indian College Fund, said as the uncertainty unfolds, organizations like hers are preparing to help these schools adjust.

"Providing resources for institutions to hire adjunct faculty, or helping students with transfer programming," she said.

These leaders say colleges and universities serving Native populations were set up to provide a more cultural and welcoming learning environment, while giving students flexibility to overcome barriers to enrolling. Bauer says these campuses are still in their "infancy" stage compared with mainstream higher-ed institutions, and the sudden budget shift might derail progress.

"It wasn't until the late [19]60s and early '70s that we were able to get tribal colleges established across the country. And so, not having that opportunity to provide education for our young people would be devastating," Bauer added.

And it's not just young adults, with Bauer noting they also serve a lot of working parents who might not be able to travel to another school if their campus shuts down.


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Ohio Senate Bill 1 is drawing strong reactions across the state, particularly from students in higher education. The bill, which its supporters say aims to promote institutional neutrality, has been met with vocal opposition from students and faculty who argue it threatens academic freedom.

Clara Conover, lead organizer at the Ohio Student Association, points to the overwhelming response against the bill.

"There has not been one single public university student testifying for this bill or openly supporting it. And I think that that goes a really long way to represent how harmful Senate Bill 1 would be for higher ed," she explained.

Despite strong student opposition, proponents of SB 1 argue that the legislation is necessary to ensure political neutrality in classrooms and prevent ideological bias. The bill, introduced by Sen. Jerry Cirino, R-Columbus, would restrict diversity-related programs and require universities to remain neutral on controversial topics.

As the debate over SB 1 continues, students have been actively protesting its progression through the Legislature. The Ohio Student Association recently staged a silent protest at the Statehouse, symbolizing what they describe as grief over the bill's potential impact. Conover emphasized the broader implications of this legislation.

"This bill would make our universities ... like, it would drive students out of Ohio and then it would make sure that no one else came here for college 'cause no one wants to go to the Jim Crow state, the modern one where you can't learn what everyone else around you is learning in different states," he said.

SB 1 remains under consideration in the Ohio Senate despite strong opposition. Wednesday's committee vote followed more than eight and a half hours of testimony, with more than 800 pieces of opponent testimony submitted.


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According to research from Lumina Foundation, the rate of U.S. high school seniors seeking higher education is on the upswing.

Although Ohio student rates are improving, the numbers show they still rank behind national figures. The foundation's Stronger Nation report showed nearly 55% of American adults aged 25 to 64 have a college degree or industry-recognized certification. Ohio's attainment rate is almost 53%, 12 points shy of the 2025 goal for the state.

Teresa Lubbers, a Lumina Foundation board member and president of the Sagamore Institute, a think tank focusing on social impact issues, said the study was done with a sense of urgency.

"I don't think that the salary alone can be the measure because some important jobs don't have the pay that we think they should have," Lubbers pointed out. "But economic mobility is an important way to measure it, and all degrees and credentials should ensure economic mobility and meet workforce needs."

The report specified a post-high school education as an associate's, bachelor's or master's degree or an industry-recognized certificate. It noted 60% of adults in the United States will need a post-high school credential in training and a demonstrated competency in an employable skill.

Data classified by race and ethnicity showed progress across the board. The report found 31% of Black students either have an associate, bachelor's or master's degree, while 45% of white students, 32% of Hispanic students, and 66% of Asian students have obtained degrees.

Lubbers stressed it is important to compile the information.

"Whether it's college readiness, college completion, dual credit, return on investment, the number of credentials and certificates, all of those things roll up to make the case for what we're doing and what's working," Lubbers outlined.

The report recommended maintaining the current achievement figures and boosting enrollment numbers in credential-based institutions.

Support for this reporting was provided by Lumina Foundation.


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