This book investigates how institutional data and action inquiry can be leveraged to improve academic outcomes and increase retention for underrepresented student populations in higher education. Edward P. St. John and Glenda D. Masoba utilize their extensive backgrounds in educational policy and institutional research to propose a framework for systemic change. By integrating state-level databases with localized action inquiry, the authors argue that colleges can identify specific barriers to student success and implement evidence-based interventions. The text provides a structured approach for administrators and faculty to move beyond descriptive statistics toward actionable policy reform.

Experts in higher education administration identify this work as a practical resource for institutional researchers and policy makers. Readers frequently note the technical density of the data analysis, which serves as a foundational guide for those seeking to implement evidence-based equity initiatives.