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1.
As community colleges face increasingly tight budgets and calls for a renewed focus on improving student outcomes in the form of graduation rates, colleges must address the concept of access. How much access to higher education can they continue to provide low-skilled students in adult education and similar programs? One way to ensure access to these students is through formalized transition to college programs. The authors summarize characteristics of two transition program models and introduce research at a community college that evaluated the effectiveness of three characteristics in the models.  相似文献   

2.
Using an ex post facto analysis of outcomes data, this paper tracks the academic performances of developmental and non-developmental students and examines the effects that developmental courses have on subsequent academic progress leading up to graduation. Three-year data on developmental students and graduates were analyzed to discern the characteristics of students graduating from the College, and to compare and contrast the characteristics of developmental and non-developmental students who graduated. The College graduates were categorized into four groups with respect to their academic preparation as suggested by their placement scores. During the three-year period considered, over 61% of the College's graduates took one or more developmental courses. This study shows that there is a positive link between the number of developmental courses taken and time to graduation. Consistent with prior studies, it is remarkable that developmental students perform equally well in college level courses as non-developmental students, depending on the number of pre-college level courses taken. As higher education institutions are facing increasing demands for accountability and performance requirements, accurate assessment and placement of students needing interventions become more imperative. However, accountability measures linked to retention, graduation rates, and federal student financial aid may disadvantage community colleges, especially because roughly two-thirds of community college students attend part-time and require remediation.  相似文献   

3.
The Los Angeles Unified School District (LAUSD) serves a large majority of socioeconomically disadvantaged students who are struggling academically and are underprepared for high school graduation and college. This article describes the partnership between LAUSD and the Los Angeles Education Research Institute, and how this collaboration endeavors to produce accessible and high-quality research to inform pressing problems of practice. The article also presents findings from an ongoing partnership research project analyzing a district policy focused on improving college readiness by aligning high school graduation and college-eligibility requirements. In a cohort that went through high school before the policy became mandatory for all students, less than 1/5 of all students (and 30% of graduates) met the college eligibility criteria. Our findings indicate that academic and behavioral indicators from 8th and 9th grade can help identify for possible intervention students who are not on track to meet these new graduation requirements.  相似文献   

4.
Strong partnerships and external funding allowed San Jacinto College North to engage a declining community to transform into one valuing education. A community center, training classes, and student support programs contributed to this effort. The results included doubling Hispanic college enrollment, skyrocketing high school graduation rates, and increasing earning power.  相似文献   

5.
Among students with similar characteristics who entered either a two- or four-year institution after high school graduation, factors that appear related to achieving the B.A. among those who begin at a two-year college are (1) clear goals and direction, (2) high motivation to achieve the B.A., (3) early contact with the four-year transfer institution, and (4) rigorous high school course preparation. Quantitative data were used to identify the empirical reality of attaining the bachelor's degree while qualitative data were employed to understand the meaning behind the outcomes. While most research on B.A. attainment measures quantitative outcomes in a causal manner, this study focuses on understanding the human meaning behind the numbers. The authors call for more qualitative research focused on the nature of the community college experience for particular student subgroups and for a multifaceted, all-out effort to change the potency of the community college experience for those planning to transfer.  相似文献   

6.
Joint planning by Richard Daley College with a high school, the National Center for Education and the Economy, and the Associated Equipment Distributers Foundation produced a technology-based partnership that has motivated students, avoided additional construction, and resulted in an 84% graduation rate, including 32 graduates with 1 year of college and 6 students among the top 100 Hispanic graduates in the nation. The model is under consideration for adoption in Lubbock, Texas, and in the Columbus, Ohio, public schools. The program won an Excellence in Learning-Centered Instruction Award from the Illinois Community College Board in 2000 and the Bellwether Award for Governance, Planning, and Finance at the 2001 Community College Futures Assembly.  相似文献   

7.
This article discusses issues that impact student success in the United States. Increasing the number of college graduates could bring greater economic equity and help the nation remain competitive. However, the rates of student success in community colleges and universities are considered low with necessary gains requiring a broad base of collaboration. Toward this goal, the National Governors Association Center for Best Practices developed Common College Completion Metrics that enable states to monitor achievement and progress at each of their higher education institutions. In addition, the government and private foundations are supporting initiatives designed to increase student retention. Interviews with dropouts have identified their reasons for withdrawal and the conditions that would have allowed them to stay in school. Some other fundamental changes for consideration to improve graduation rates involve adoption of better study habits by students, willingness of faculty to discontinue the general studies requirement, a well-defined support role for families, and public approval of an education entitlement that provides high school graduates free access to further schooling needed for employment.  相似文献   

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10.
In the knowledge economy, now more than ever, students are encouraged to attend an institution of higher education. Students actively search for resources to assist them in their progress toward a college degree, even before high school graduation. Dual enrollment is an opportunity for students to complete college courses while still in high school, and it encourages stronger collaborations between K–12 and higher education. The purpose of this study was to explore the relationship between demographic and policy variables in South Carolina technical college dual enrollment programs and first-to-second-year persistence of dually enrolled students once entering college. All participants in this study were high school students who continued at a technical college after graduation. Outcomes were analyzed using logistic regression to determine persistence, defined as first-to-second-year retention. Variables included dual enrollment course type, course setting, ethnicity, gender, and county of residence. Results show that course type and course setting are significant in predicting college student persistence. Recommendations and implications for future research are discussed.  相似文献   

11.
This paper examines the effect of high school closures on student achievement and educational attainment. Previous studies primarily focus on effects of elementary school closings on test scores. This study furthers the literature by focusing on high school closures and examines several measures of achievement and attainment. I utilize student data from the Milwaukee Public School district and follow five freshman cohorts through high school. I find that school closings cause a negative shock to student attendance. Importantly, these closures also have long-run consequence both lowering the probability of high school graduation and college attendance.  相似文献   

12.
Over the last decade, policymakers, educators, and researchers have increasingly sought to understand community college policies and practices that promote students’ success. This effort has been partly driven by an increased emphasis on outcome accountability, but it has also promoted a productive discussion about improving institutional performance. The research reported here has two related goals. One goal is to work towards strengthening the ability to assess and compare institutional performance. We thus have developed a model that can be used to adjust simple graduation rates for institutional characteristics, such as student composition, college resources, size, and location, all of which might influence those rates. Our long-term goal is to understand how to improve student outcomes, so the paper also uses the model to measure the effect of those institutional characteristics on graduation rates. We use data from the Integrated Postsecondary Education Data System (IPEDS) surveys, applying a weighted least-squares procedure for grouped data to estimate an institutional-completion rates model. This analysis confirms several hypotheses about institutional determinants of graduation rates at community colleges. Our results indicate a consistent negative relationship between enrollment size and completion. Additionally, colleges with high shares of minority students, part-time students, and women have lower graduation rates. A final significant finding among institutional characteristics is that greater instructional expenditures are related to a greater likelihood of graduation. The method developed here can be used to better assess the performance of community colleges.  相似文献   

13.
Based on a mixed methods case study design, the current study reports on a Promise Scholarship program offered by a community college and its affiliated foundation to graduating students at a nearby high school located in a low-income neighborhood of a large city and with a high proportion of African American and other students of color. Using a mix of government and private funding, all graduating students, regardless of financial need or academic achievement, were offered free tuition at the community college for one year. The promise of a scholarship plus an intensive outreach effort resulted in the majority of graduating seniors submitting scholarship applications and a four-fold increase in the proportion of graduates from the high school who subsequently matriculated at the community college. Once at college, the student recipients demonstrated a high rate of quarter-to-quarter retention. However, few placed into college-level courses in English and math, and their academic progress at the end of the first year was modest.  相似文献   

14.
College readiness is a social construct requiring both student and adult preparedness. This paper used a case study methodology to explore how teaching in an early college program might promote adult college readiness in the instructors. A community of practice, enhanced by a co-teaching model, in two separate high school settings under one early college program, was the unit of analysis. The communities of practice provided a safe place for risk-taking, experimentation and innovation. Semi-structured interviews revealed growth in cross-cultural understanding, content knowledge and contextual skills and knowledge as well as general teaching skills, all of which would contribute to student success in the secondary/postsecondary transition. Self-discovery and self-expression flourished, but concrete changes in identity were minimal and institutional learning was marginal.  相似文献   

15.
ABSTRACT

With the increased numbers of dual enrollment students across the country as well as various state initiatives to increase retention among the student population at large, institutions face great challenges when balancing the many initiatives incumbent upon them. However, Tennessee, a state leader in both the free community college and dual enrollment initiatives, the Tennessee Board of Regents System (TBR), and its community colleges are positioned to improve retention rates by giving greater attention to their dual enrollment students. This brief study of one cohort of students at Walters State Community College (WSCC), located in East Tennessee, noted a major disparity in retention between students with dual enrollment experience and those without, suggesting an extant need to give particular consideration to institutional approaches designed to reinforce the dual enrollment programs and the students’ experience in said programs. Doing so may not only address the initiative of providing high quality dual enrollment classes to high school students but also improve institutional retention rates.  相似文献   

16.
大学生村官是选聘到农村基层任职的优秀高校毕业生;“一村一名大学生计划”是提升农村基层干部的学历层次和文化素养,为农村培养留得住、用得上的人才的农村远程高等教育项目。大学生村官参与“一村一名大学生计划”教学过程,外来大学生村官和本土村官大学生相互助力、“肩并肩、双学促发展”,对提升“一村一”教学质量和教学支持服务体系,构建适合山西农村远程教育模式具有深远的现实意义。  相似文献   

17.
Philanthropists, researchers, policymakers, and practitioners are increasingly focused on a college completion crisis in the United States. Collectively and independently, they have called for increasing the number of adults with postsecondary certificates and degrees as a national imperative. Using the 2007 administration of the Community College Survey of Student Engagement (CCSSE), this article explores the statistical relationships between student engagement, as measured by the CCSSE, and institutional graduation rates reported to the Integrated Postsecondary Education Data System (IPEDS). Both bivariate correlations and hierarchical multiple regression analyses yielded results that reinforce the salience of student engagement as an important predictor of college completion. Specifically, the CCSSE student engagement benchmarks of active and collaborative learning and support for learners are positive predictors of institutional graduation rates. The article concludes with suggestions around instructional practices and institutional policies to consider for community college leaders committed to the completion agenda.  相似文献   

18.
Factors associated with one-year retention in a community college   总被引：1，自引：0，他引：1  
This study sought to evaluate preenrollment variables as predictors of one-year retention of first-time students in a community college. The purpose was to use information that is typically available when a student begins his or her college program and determine if this information can help identify students who are more likely to drop out within their first year. Based on a logistic regression model to select predictors of retention, the lower the high school GPA, the greater the chance the student will drop out. Over and above this, additional risk is associated with the age range 20–24, attending part-time, and being an ethnic minority other than Asian. When all or some of these are operating, it may be necessary to enhance these students' chances with special programs or services.  相似文献   

19.
In the United States, education policy calls for every student to graduate from high school prepared for college and a career. National legislation has mandated programs of study (POS), which offer aligned course sequences spanning secondary and postsecondary education, blending standards-based academic and career and technical education (CTE) content and often including work-based learning opportunities. This study examined the effects of these career-themed POS on high school achievement outcomes in the United States. We used structural equations and an instrumental variable approach to test the effects of POS enrollment and participation in CTE course sequences on GPA and graduation. Results indicated that POS enrollment improved students’ probability of graduation by 11.3 % and that each additional CTE credit earned in POS increased their probability of graduation by 4 %. There were non-significant effects for high school GPA. These findings suggest that POS benefited students in terms of retention at no cost to their achievement.  相似文献   

20.
Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity of the role of a college student may help students transition into this role with more ease. With new legislation allowing students to use Pell Grants to attend dual-enrollment programs, and other proposed policies to increase attendance at community college, research on the mechanisms that make dual enrollment successful is well-timed. This study takes a mixed method approach with an online survey (N = 101) and a series of focus groups (N = 15) to explore the experiences of dual-enrollment students from several high schools and one community college. Findings suggest that dual enrollment helped to enhance participants’ clarity of the college-student role, including who attends college, what skills are required, what college can lead to, and their own self-identification as college students. Sources of role expectations for these students included self-reflection and peer, family, teacher, and structural expectations. Students highlighted strengths and weaknesses of the dual-enrollment program in which they were enrolled. These findings have implications for practice, including the potential for dual enrollment to support low-income and first-generation college students in their transition to higher education.  相似文献   

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