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It highlights demographic shifts since 2010, including growth in Black, Hispanic, and Asian populations, and forecasts changes in the number of high school graduates through 2032. Building on prior New England Board of Higher Education work, it outlines five equity indicators—college readiness, access and enrollment, affordability and debt, post-college success, and faculty diversity—and argues for timely higher education action.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/indicators-of-postsecondary-diversity-equity-and-inclusion-in-new-england-november-2-0-2-0/585567/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/indicators-of-postsecondary-diversity-equity-and-inclusion-in-new-england-november-2-0-2-0/585567.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the report on New England education?","Question",{"text":112,"@type":113},"To re-examine disparities in New England along racial and ethnic lines and argue that higher education leaders and policymakers must act to ensure equal opportunity to thrive.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What demographic changes does the report emphasize for New England since 2010?",{"text":117,"@type":113},"It notes that while the region’s non-Hispanic white population shrank, minority populations grew, including increases for Black, Hispanic, and Asian residents between 2010 and 2018.",{"name":119,"@type":110,"acceptedAnswer":120},"Which equity indicators does the report use to assess postsecondary diversity, equity, and inclusion?",{"text":121,"@type":113},"It presents five indicators: college readiness; access and enrollment; affordability and debt; post-college success; and faculty diversity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585567,1792161144,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","NOVEMBER 2 0 2 0  \nINDICATORS OF  \nPOSTSECONDARY DIVERSITY , EQUITY , AND INCLUSION  \nIN NEW ENGLAND  \nNew England Board of Higher Education  \nP R E PA R E D BY :  \nStephanie Murphy  \nAssociate Director of Policy Research & Analysis  \nCandace Williams  \nDirector of Policy Research & Strategic Initiatives  \nSheridan Miller  \nState Policy Engagement Coordinator  \nIf the ladder of educational opportunity rises high at the door of some youth and scarcely rises at the doors of others, while at the same time formal education is made a prerequisite to occupational and social advancement, then education may become the means, not of eliminating race and class distinctions, but of deepening and solidifying them .  \n-President Harry S. Truman  \n\" Statement by the President Making a Public Report of the Commission on Higher Education \"December 15 , 1947  \nNEW ENGLAND BOARD OF HIGHER EDUCATION i  \nCONTENTS  \n0 1  \nTh e C a s e fo r E x a m i n D i v e r s i ty , E q u i ty , a n I n c l u s i o n i n N e w E n gl a n d  \n0 6  \nEq u ity I n di c a t o r \\# 1  \nC o ll e g e R e a di n e s s  \n0 9  \nEq u ity I n di c a t o r \\# 2  \nA c c e s s & E n r oll m e n t  \n0 8  \nEq u ity I n di c a t o r \\# 3  \nAffo r d a bility & D ebt  \n1 7  \nEq u ity I n di c a t o r \\# 4  \nP o s t-c o l l e g e S u c c e s s  \n2 2  \nEq u ity I n di c a t o r \\# 5  \nF a c u l ty D i v e r s i ty  \ni n g  \nd  \n2 8  \nBibli o g r a phy  \nNEW ENGLAND BOARD OF HIGHER EDUCATION ii  \nTHE CASE FOR EXAMINING DIVERSITY , EQUITY , AND INCLUSION IN NEW ENGLAND  \nDiversity. Equity. Inclusion.  \nThese words have dominated the national conversation in recent weeks. From the racial justice protests that have sprung up across the U. S. since the death of George Floyd, to the White House ’ s recent executive order against the “malign ideology” of diversity training efforts in federally funded programs, individuals from both sides of the political aisle have had a lot to say on the matter.  \nIn addition to the recent resurfacing of questions around racial justice in the U. S. , significant demographic shifts in New England prompt us toreexamine the persistent quality of life gaps that exist in our region along racial and ethnic lines. Many of these gaps have been shown to threaten society ' s long-term well-being and economic success (Page 2008 , Futrelle 2013 , Burns 2012) .  \nWhile New England ’ s population remains predominantly non-Hispanic white, the region has diversified considerably in recent years, as most population growth has occurred among minority groups. According to the U. S. Census Bureau, between 2010 and 2018 , New England' s nonHispanic white population shrank by 3. 1% . During this same period, the region ' s minority populations grew significantly: The Black population increased by 13. 2%, the number of Hispanics rose by 29.4%, and the Asian population expanded by 29.5%(U. S. Census Bureau) .  \nResearchers project that this general demographic pattern will persist. By 2032 , New England' s white population of high school graduates is forecast to shrink by 21% . By contrast, the region ' s number of Black high school graduates is anticipated to grow by 7%, Hispanics in this same category are expected to proliferate by 26%, and New England ' s Asian population is projected to grow by nearly 12%(Bransberger and Michel au 2016) .  \nThis brief builds on previous work by the New England Board of Higher Education to re-examine the disparities that exist in New England along racial and ethnic lines, many of which begin at birth and persist through young adulthood and beyond. Erasing these disparities is critical to the economic vitality of New England. Higher education leaders and policymakers must act now to ensure that every New Englander has the same opportunity to thrive.  \nNEW ENGLAND BOARD OF HIGHER EDUCATION 1  \nNEW ENGLAND THEN AND NOW  \nPercent Change in Population , by Race / Ethnicity:  \n2 0 1 0-2 0 1 8  \nFigure 1 : United States  \nFigure 2 : Northeast Region","cbCaipJ6QtGkM2qn","https://ap.wps.com/l/cbCaipJ6QtGkM2qn","pdf",27594061,31,"English","# The Case for Examining Diversity, Equity, and Inclusion in New England\n## Equity Indicator #1 College Readiness\n## Equity Indicator #2 Access & Enrollment\n## Equity Indicator #3 Affordability & Debt\n## Equity Indicator #4 Post-college Success\n## Equity Indicator #5 Faculty Diversity\n## Bibliography","[{\"question\":\"What is the main purpose of the report on New England education?\",\"answer\":\"To re-examine disparities in New England along racial and ethnic lines and argue that higher education leaders and policymakers must act to ensure equal opportunity to thrive.\"},{\"question\":\"What demographic changes does the report emphasize for New England since 2010?\",\"answer\":\"It notes that while the region’s non-Hispanic white population shrank, minority populations grew, including increases for Black, Hispanic, and Asian residents between 2010 and 2018.\"},{\"question\":\"Which equity indicators does the report use to assess postsecondary diversity, equity, and inclusion?\",\"answer\":\"It presents five indicators: college readiness; access and enrollment; affordability and debt; post-college success; and faculty diversity.\"}]","Indicators of Postsecondary Diversity, Equity, and Inclusion in New England - November 2 0 2 0 | PDF",1792055109,78]