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State Policymakers | Local Policymakers | School Board Members

Investments in higher education and the policies enacted should result in all residents and communities sharing in the benefits that it provides

Policymakers have the opportunity to create and reinforce policies that support Black students earning a degree or credential of value and pursuing family-sustaining careers.

State and local policymakers—and their staff—play a critical role in shaping budget decisions that strengthen accountability, affordability, transparency, and consumer protections while investing in institutions where most Black students enroll and complete postsecondary degrees or credentials.

Explore how policymakers can create and support initiatives that directly enhance Black student success and improve affordability.

State and local policymakers can increase postsecondary access and affordability for Black students:

In student loan debt belongs to Florida residents, $75.6b higher than the national average per state
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Average student loan debt of Florida residents, placing FL in the top 5 states with the highest average debt
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National average of additional student loan debt Black students accumulate
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We can and must change these outcomes for Black students.

It’s Time to Get R.E.A.L.
about Florida Student Success

Real Transparency and True Affordability

State policymakers play a critical role in ensuring that higher education remains accessible and affordable through student financial aid investments, public institution funding, and tuition policies.

State decisions on higher education finance have significant implications for equitable access and student outcomes. Currently, in 36 of 38 states with measurable data, the net price of attending a four-year college requires 25% of Black family income, compared to only 16 states for white families. Disinvestments in higher education not only drive tuition increases at public institutions but also escalate student debt, making it harder for Black students to complete their degrees without financial hardship.

Conversely, states that strategically align all aspects of postsecondary finance are better positioned to: (1) target funding where it is needed (2) support efforts that meet state goals, (3) avoid duplication (4) maximize efficiency, and (5) reward the success of Black students.

To provide real transparency and true affordability, policymakers should consider the following:

Recommendations

  • Strengthen state funding formulas to explicitly pay public institutions more for the enrollment, retention, and completion of underserved students, including Black students.
  • Protect state-level authority to manage tuition increases, particularly at institutions where most Black students enroll.
  • Expand access to higher education for Black students from low-wealth backgrounds by increasing investments in need-based grants and scholarships.
  • Leverage federal policies, grants, and programs to expand state-funded affordability efforts, such as free college programs.
  • Address students’ basic needs by scaling up programs that reduce food and housing insecurities and lower childcare costs.
  • Increase awareness of the value of formal learning beyond high school and ways to address affordability challenges. State policymakers should also support FAFSA completion to unlock available financial aid.
  • Develop or refine programs that provide exploratory opportunities around career readiness and the workforce.

REAL Actions

  • Under Florida state law, students who are facing homelessness are exempt from tuition and fees for a school district workforce education program, Florida College System institution, or state university.
  • Illinois has enacted legislation to establish a public university funding model grounded in equity and adequacy, which calls for a data-driven approach that adequately, equitably, and stably funds public universities, including a direction to remediate disparities in access, affordability, and completion for underrepresented students.
  • Minnesota offers comprehensive investments to address affordability in housing, emergency aid, student parents and hunger programs.
  • Xello, Florida’s official, K-12 career planning and work-based learning coordination provider, allows students to review career profiles, labor market data and postsecondary training opportunities to explore options for the future.
  • Twelve states across the nation, from nearly all regions across political party lines, have enacted FAFSA completion policies to require or encourage high school seniors to file the form.

Ensured Success Through Shared Ownership

State policymakers have an opportunity to reverse the decades-long trend of divesting in institutions and programs that serve Black students.

When Black student excellence is embraced, all Floridians benefit—from stronger economies to healthier families and thriving communities. Building a strong state environment for the sustained success of Black students requires shared accountability to provide optimal experiences in postsecondary education and beyond.

State policymakers can set the tone for equity-driven policies by establishing a robust data infrastructure to measure student outcomes, convening stakeholders to align efforts across education, elevating student voices to inform policy decisions, and supporting schools and institutions to implement strategies that drive student success.

To ensure success through shared ownership, policymakers should consider the following:

Recommendations

  • Develop and maintain longitudinal, multisector data systems and publish annual, school- and institution-level outcomes for Black students.
  • Calculate, publish broadly, and widely use data that measures the extent of the decline in Black student enrollment during the past 20 years at the sector, school and institutional levels.
  • Develop minimum standards for program quality and financial aid eligibility.
  • Capture Black student voices in policy discussions and processes to achieve more equitable outcomes.
  • Facilitate regular, trust-building convenings with leaders from the Black community.

REAL Actions

  • The FDOE Statewide Longitudinal Data Systems (SLDS) Program works to increase the efficiency and organization of transferring educational data among schools, districts, and states  to improve student achievement.
  • Florida’s statewide statute on attainment goals, set forth by legislation in 2019 to close equity gaps for underserved populations, aims to increase the percentage of working-age Floridians with a high-value postsecondary credential to 60% by 2030.

Academic and Social Supports that Create a Sense of Belonging

When policymakers review systems that can serve as barriers and participate in clearing obstacles that Black students face in higher education, they can reverse the crisis of the loss of 600,000 students from the postsecondary experience.

Despite their ambition and potential, Black students remain underrepresented across all postsecondary sectors, with pronounced gaps at selective four-year public and private institutions.

States policies must ensure equitable access to high-quality, affordable postsecondary pathways, empowering students to pursue degrees and credentials that lead to economic mobility and career success.

Beyond traditional postsecondary pathways, education also plays a critical role in addressing systemic disparities in incarceration rates. Florida state policymakers have developed education and career reentry programs for incarcerated individuals, recognizing that expanding access to education is critical for breaking cycles of incarceration and increasing economic opportunity. Seventy-six (76) Black incarcerated individuals account for nearly 39% of the correctional population.

In Florida, Black people make up just 14%  of the state’s population but account for 48% of the incarcerated population. Although nearly half the U.S. population has earned a postsecondary credential, only 13% of incarcerated individuals have done so. Comparatively, only .5% of Floridian incarcerated individuals have enrolled in college, according to a recent report.

By making evidence-based, state-supported interventions and policies the default trajectory for all students, Black students are  potentially protected from biases and off-ramps that negatively impact or end their path to a postsecondary credential.

To develop academic and social supports that create a sense of belonging, policymakers should consider the following:

Recommendations

  • Develop a standing cross-agency task force focused on understanding Black student outcomes.
  • Offer opportunities for high school students to complete college credits, including workforce-oriented courses and paid apprenticeships.
  • Require foundational policies to ensure students can seamlessly transfer from an Associate degree program to a bachelor’s degree program.
  • Develop policies and systems to automatically admit and support students without having them complete applications.
  • Develop statewide campaigns to reach young and adult students who previously attempted college, particularly through credible and trusted voices in the Black community.
  • Support robust advising, mentoring, mental health and community-building programs to bridge potential gaps in postsecondary success.
  • Strengthen incarcerated education and prison reentry educational opportunities.
  • Expand on-campus childcare options for students and fund child c

REAL Actions

  • The B.E.S.T. (Benchmarks for Excellent Student Thinking) Standards were introduced to improve educational outcomes by focusing on critical thinking and problem-solving skills. These standards were created by educators and emphasize real-world applications and encourage students to engage with diverse perspectives in subjects like history and literature. By integrating culturally relevant content, the curriculum helps students see themselves reflected in their education, fostering a sense of belonging.
  • The Florida Mental Health Services Act (Baker Act) requires schools to provide mental health services to students to help students cope with challenges and promote a supportive environment. This includes hiring school counselors, psychologists, and social workers to support students’ emotional well-being, even developing partnerships with local mental health organizations to expand resources.
  • The Florida Department of Education has developed initiatives aimed at increasing parental involvement in schools to foster stronger home-school connections for student success. Programs include workshops for parents on how to support their children’s education, as well as events that invite families to participate in school activities. Key resources include a checklist for parents and guardians.
  • Anti-Bullying Legislation (SB 196) mandates that all Florida schools implement comprehensive anti-bullying policies. Schools must develop clear procedures for reporting and addressing bullying incidents, provide training for staff, and educate students about the impact of bullying. The goal is to create a safe and supportive school climate where all students can thrive without fear of harassment.

Learner-Centered Teaching Practices for Black Students

Policymakers can help create an environment where quality programs and instruction lead directly to student learning.

By investing in professional development, strengthening the teacher and professor pipeline, and enacting equity-driven policies, states can ensure Black students receive the quality education they deserve.

States can also enact critical policies to ensure Black students are able to access and complete college programs aligned to their academic preparation and career goals.

To strengthen learner-centered teaching practices for Black students, policymakers should:

Recommendations

  • Invest in training for educators on student-centered practices that specifically address the learning styles and needs of Black students.
  • Ensure equitable access of resources, including funding, technology, and support services, to schools serving predominantly Black students.
  • Utilize data to identify achievement gaps and tailor interventions that specifically support Black students’ academic and social-emotional needs.
  • Promote flexible learning environments that accommodate diverse learning styles and needs, allowing for individualized learning experiences.

REAL Actions

Under a state partnership, the Florida Department of Education provides assistance to all public secondary schools, with a primary focus on low-performing middle and high schools; The partnership program aims to accomplish its mission primarily through strengthening the content knowledge of teachers and providing instructional resources, including materials and strategies, which enable teachers to provide instruction to students who have diverse learning styles.