The purposes of this publication are: (1) to report the status of higher education equity in the United States and to identify changes over time in measures of equity; and (2) to identify policies and practices that promote and hinder progress; and to illustrate the need for increased support of policies, programs and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. In recognition of the need to address inequity based on demographic characteristics other than measures of family income, the 2016 edition of this report also includes selected tables that look at differences by race/ethnicity and family socioeconomic status (SES), an index comprised of income, education, and occupation developed by the National Center for Education Statistics (NCES) for use in the high school longitudinal studies. Additionally, for this 2016 edition, the authors have adjusted the Current Population Survey (CPS) data to reflect more current estimates from the high school longitudinal studies. They also describe trends in bachelor's degree attainment using data from the National Center for Education Statistics (NCES) Beginning Postsecondary Study (BPS) and the NCES high school longitudinal studies that have been conducted at irregular intervals approximately once per decade since the 1970s. Throughout this trend report, data is presented on the specific Indicators as far back as comparable data warrant beginning with 1970. In addition to providing longitudinal indicators of the status of equity, this report is written to advance productive conversation about the most effective policies and practices for improving equity in higher education opportunity and outcomes. To this end, the report includes three essays that connect the indicators to some current policy debates. These include discussions about how to reduce the stratification of college choice, higher education as a human right, and recommendations for the reauthorization of the Higher Education Act (HEA). Additional methodological notes and tables are appended.