Left Out: How Exclusion in California’s Colleges and Universities Hurts Our Values, Our Students, and Our Economy

Students across the state, like Theresa Jean Ambo, understand the need for more racial and gender diversity in higher education leadership because of their individual experiences. But, the data we collected in our latest report,  Left Out: How Exclusion in California’s Colleges and Universities Hurts Our Values, Our Students, and Our Economy proves that the lack of racial and gender diversity is a systemic problem that must be addressed.
Left Out found that 69% of California college students come from diverse racial backgrounds, yet the faculty, senior leadership, and Academic Senates in California higher education are over 60% White. And, while 54% of college students are women, women are underrepresented across higher education leadership and faculty.
The stark racial and gender inequities reported in Left Out underscore the experiences students have felt for generations. And it reminds us time and time again of the need for good data, disaggregated by race and gender, that can tell us the scale of a problem, groups affected, and pinpoint areas for improvement.
Collecting and reporting data on race and gender that reveals systemic shortcomings in higher education is not easy to do. That is why, during our Changing Faces lecture series , we honored four California leaders as our 2018 "Beacon of Light" award recipients. These leaders shine a bright light on the importance of racial equity through their research.  
Dr. Estela Mara Bensimon
Dean’s Professor in Educational Equity and Director of the Center for Urban Education, Rossier School of Education at USC
Dr. Karthick Ramakrishnan, Associate Dean at the University of California, Riverside School of Public Policy
Dr. Robert Teranishi
Professor of Education at UCLA
Shaun Harper
Executive Director at the USC Race and Equity Center
To watch our lectures and panel discussions featuring several of these leaders, click here or on the button below.

I hope you will also read the new research by The Education Trust—West, the Center for American Progress, The Institute for College Access and Success, and WestEd. Thank you for having the courage to discuss racial and gender inequality with us and for understanding that our students cannot wait for us to get comfortable talking about these challenges. 
Michele Siqueiros, President
Dr. Luke Wood , Director and Distinguished Professor, Community College Leadership at San Diego State University; Marvin Martinez , East LA College President;  Alexa Victoriano , Former Student Trustee of the Los Angeles Community College District, Dr. Estela Mara Bensimon, and Michele Siqueiros discuss solutions to diversifying higher education leadership at the California Community Colleges. 
Add this education research to your reading list!
Unlocking Learning II: Math as a Lever for English Learner Equity

Education Trust—West

Second in a series exploring English learner equity in California schools, this report highlights how students learning English are faring in math classrooms across the state. Unlocking Learning II: Math as a Lever for English Learner Equity provides real-world examples of schools and districts closing gaps for California’s English learners. Read more
Unpacking California College Affordability: Experts Weigh in on Strengths, Challenges, and Implications

The Institute for College Access and Success (TICAS)

Concerns about college costs and affordability are widespread, but who is impacted and what does that impact look like in California? TICAS interviewed 22 higher education and financial aid experts with a broad array of experiences and viewpoints to understand more about college affordability and the policymaking landscape in California. Read more
Gaps in College Spending Shortchange Students of Color

Center for American Progress

For years, researchers have highlighted the vast inequities that persist in our K-12 education system, with students of color disproportionately enrolled in public schools that are underfunded, understaffed, and thus more likely to underperform when compared with schools attended by their white peers. What has received less attention is the fact that these inequitable patterns do not end when a student graduates from high school but persist through postsecondary education. Read more
A Cross-State Evaluation of MIND Research Institute’s Spatial-Temporal Math on Math Performance


As students with more advanced skills move into the workforce, there are increases in productivity and earnings. Unfortunately, the low mathematics achievement of many students in the U.S. poses a threat to their future academic and employment prospects as well as the future competitiveness of the U.S. economy.  WestEd presents the findings from an assessment of mathematics outcomes in elementary schools across multiple states that were provided with the ST Math program, a game-based, instructional software for K–12 students created by the MIND Research Institute. Read more