명일동수학 who have painstakingly used their technical expertise over many years to produce the historical and current estimates included in the Indicators reports. We thank the past and present staff from the Current Population Survey (CPS) and American Community Survey (ACS) from the U.S. Census Bureau and past and present government and contractor staff from the National Center for Education Statistics (NCES) studies including: High School Longitudinal Studies program, National Postsecondary Student Aid Study (NPSAS), Beginning Postsecondary Students Longitudinal Study (BPS), Baccalaureate and Beyond Longitudinal Study (B&B), and Integrated Postsecondary Education Data System (IPEDS). We especially thank Tara Spain of Travelers and Susan Johnson of Lumina Foundation for their advisory guidance and the financial support of the organizations they represent. We also heartily acknowledge the feedback, technical assistance, and suggestions for future reports provided by the Improving Equity in Higher Education Advisory Panel members and the Pell Advisory Panel members. A number of persons at COE and Penn contributed to various aspects of this 2018 report. We especially thank Maureen Hoyler, President of COE, and Holly Hexter and Jodi Koehn-Pike of COE for their assistance, feedback, and production support. This report series owes much to Colleen O’Brien, former Director of the Pell Institute and author of the 2004 and 2005 Indicators reports. Much of the trend data presented in this and earlier reports was originally compiled by Tom Mortenson, Senior Scholar at the Pell Institute, with the assistance of Nicole Brunt, for inclusion in the Postsecondary Education Opportunity Newsletter. We also appreciate the helpful critiques received from Susan Dynarski, Sandra Baum, and David Mundel concerning the use of CPS data and other aspects of the 2015 Indicators report. Suggested Citation: Cahalan, M., Perna, L. W., Yamashita, M., Wright, J. & Santillan, S (2018). 2018 Indicators of Higher Education Equity in the United States: Historical Trend Report. Washington, DC: The Pell Institute for the Study of Opportunity in Higher Education, Council for Opportunity in Education (COE), and Alliance for Higher Education and Democracy of the University of Pennsylvania (PennAHEAD). ACKNOWLEDGEMENTS In 2004 and 2005, the Pell Institute for the Study of Opportunity in Higher Education (Pell Institute), sponsored by the Council for Opportunity in Education (COE), published two editions of Indicators of Opportunity in Higher Education. In 2015, we renewed the commitment to documenting trends in higher education equity by publishing an expanded annual trend report and initiating the Search for Solutions Shared Dialogues. The 2018 Indicators of Higher Education Equity in the United States: Historical Trend Report directly follows on these earlier efforts. This publication brings together again in partnership the Pell Institute with the Alliance for Higher Education and Democracy of the University of Pennsylvania (PennAHEAD). Both organizations have a core mission to promote a more open, equitable, and democratic system of higher education within the United States. The Pell Institute, with its historical and ongoing ties to the federal TRIO programs, has a special mission to promote more equitable opportunity for low-income and first-generation students, and students with disabilities. These reports draw from multiple sources of existing data to provide, in one place, indicators that describe trends in equity in postsecondary enrollment, choice, and degree attainment, as well as indicators of college affordability. Purposes of the Report. The purposes of this equity indicators project are to: • Report the status of higher education equity in the United States and identify changes over time in measures of equity; • Identify policies and practices that promote and hinder progress; and • Illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education
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