What We Do

Policy Project

The LEDA Policy Project trains and positions young leaders from underrepresented backgrounds to lend their voices to federal policy discussions pertaining to postsecondary education.

Thanks to a transformative investment from Lumina Foundation, in 2017, LEDA launched the LEDA Policy Project, which trains and positions young leaders from underrepresented backgrounds to lend their voices to federal policy discussions pertaining to postsecondary education. The Policy Project builds on LEDA’s mission of ensuring that diverse voices are at the table where decisions are made.

 

Opportunities to Partner and Engage

LEDA seeks partners who can:

  • Incorporate the voice of LEDA students at education policy events and convenings
  • Ensure that your organization’s work incorporates the student perspective in discussions about the creation and implementation of federal education policy solutions, especially related to college access, affordability, and completion
  • Engage the perspectives of LEDA students on how to best support underrepresented students throughout higher education

 

2018-2019 LEDA Policy Corps

In its inaugural year, members of the LEDA Policy Corps participated in an in-depth training on advocacy and federal education policy in Washington, D.C., and participated in 13 prestigious national conferences, including the 2018 Southern Education Foundation’s Annual Issues Forum and SXSW EDU 2019. They also wrote op-eds that were published in numerous education policy blogs and websites, including:

Additionally, the LEDA Policy Corps has identified a set of key policy issues that impact LEDA Scholars and their communities. These issue areas are:

  • College access and completion for historically marginalized students
  • College affordability
  • Higher education data and transparency

To address these issues, the Policy Corps recommended that:

  • Higher education laws and policies should adapt to the needs of the changing demographics of college students, and practices should include supports for historically marginalized students.
  • Efforts to improve college completion should include holistic and culturally competent supports.
  • Higher education institutions should be transparent in how they communicate the true cost of college and financial aid awards.
  • Higher education outcome data should be transparent, easily accessible, and disaggregated by race and income.

Please direct questions about the program to Amber Briggs, Project Director, at amberbriggs@ledascholars.org.

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