Download or read book An Assessment of the Achievement and Retention of Community College Students Recommended for Developmental Education written by Karen J. Hubers Severson and published by . This book was released on 1994 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Success in Community Colleges written by Deborah J. Boroch and published by John Wiley & Sons. This book was released on 2010-02-22 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in Community Colleges As more and more underprepared students enroll in college, basic skills education is an increasing concern for all higher education institutions. Student Success in Community Colleges offers education leaders, administrators, faculty, and staff an essential resource for helping these students succeed and advance in college. By applying the book's self-assessment instrument, colleges can pinpoint how their current activities align with the most effective proven practices. Once the gaps are identified, community college leaders can determine the best strategic direction for improvement. Drawing on a broad knowledge base and illustrative examples from the most current literature, the authors cover organizational, administrative, and instructional practices; program components; student support services and strategies; and professional learning and development. Designed to help engage community college leadership and practitioners in addressing the practices, structures, and obstacles that enhance or impede the success of basic skills students, the book's strategies can be tailored to various institutional levels, showing how to unite faculty, staff, and administrators in a cooperative effort to effect institutional change. Finally, Student Success in Community Colleges reveals how investing in a comprehensive basic skills infrastructure can be a financially sustainable model for the institution as well as substantially beneficial to students and society. "This is a most unusual and valuable book; it is packed with careful analysis and practical suggestions for improving basic skills programs in community colleges. Compiled by a team of practicing professionals in teaching, administration, and research, it is knowledgeable about what has been done and imaginative and practical about what can be done to improve the access and success of community college students." K. Patricia Cross, professor of higher education, emerita, University of California, Berkeley "For its first hundred years the community college was committed primarily to access; in its second hundred years the commitment has changed dramatically to success. This book provides the best road map to date on how community colleges can reach that goal." Terry O'Banion, president emeritus, League for Innovation, and director, Community College Leadership Program, Walden University "This guide is the most comprehensive source of information about all facets of basic skills or developmental education. It will be invaluable not just to community college educators across the nation, but also to those in high schools and four-year colleges who share similar problems." W. Norton Grubb, David Gardner Chair in Higher Education, University of California, Berkeley
Download or read book Increasing Persistence written by Wesley R. Habley and published by John Wiley & Sons. This book was released on 2012-09-04 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Download or read book An Analysis of the Effect of Developmental Education Program Organization on Student Retention and Academic Achievement in Public Four year Non research Colleges and Universities written by Linda Ruth Minor Thompson and published by . This book was released on 1993 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book What Works written by Hunter R. Boylan and published by . This book was released on 2002 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Massachusetts Community Colleges Developmental Education Best Policy and Practice Audit written by Charmian Sperling and published by . This book was released on 2009 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study, funded by Jobs for the Future through a grant to the Massachusetts Community Colleges Executive Office, was to: (1) provide an update on the status of developmental education within Massachusetts community colleges; (2) shed light on the alignment between research-based best practices to advance success among developmental learners and the practices and policies currently in use with Massachusetts community colleges; and (3) provide relevant recommendations, as well as a repository of Massachusetts community colleges' practices and policies that advance the persistence and attainment of underprepared learners. Based upon a current best practice literature review, questionnaires were developed and then completed by individuals in the following roles at each of the 15 colleges: Chief Academic Officer, Developmental Math department chair, Developmental English department chair, Reading department chair, and a maximum of two coordinators for Special Programs serving developmental learners. Follow-up campus interviews were conducted: each included 10-20 individuals with responsibility for supporting underprepared learners at each college. The findings indicated that while college personnel feel deeply committed to developmental education and have in place a broad array of relevant courses and services, most institutions have a fragmented approach to fostering achievement among developmental learners. Programs and services that evidence the greatest impact on student success are, by and large, grant-funded initiatives in which clear outcomes and ongoing assessment guide practitioners in developing and refining strategies that increase student attainment and success. Successful strategies include ongoing mentoring; close coordination between instruction and support labs/tutoring, supplemental instruction, advising, counseling; acceleration options, diagnostic assessment linked to opportunities for students to close specific gaps in learning; and learning communities that integrate instruction, aggressive reinforcement of learning, student success skills, and proactive advisement. Fifteen recommendations are offered. They include: linking commitment, inquiry, intentionality and accountability; connecting students to a coherent and interconnected set of offerings and services that enhance student attainment and development; requiring underprepared students to partake of strategies that are known to advance learning and promote success; and aligning faculty and staff professional development programs and desired outcomes with student development and achievement goals and benchmarks. Areas for further inquiry include: further research into the effective linking of diagnostic assessments with coordinated instructional activities; research into best practice models for bringing to scale practices and policies that effectively promote student success; and discovery of professional development programs that have a demonstrable impact on increased student success. Six appendices are included: (1) Following Up on 100% Math: Additional Mathematics Perspectives; (2) Specific Topics for Further Inquiry Generated from Campus Interviews: A Wish List from Massachusetts Community College Developmental Educators: (3) Massachusetts Community Colleges Developmental Education Policy and Practice Audit Timeline Charmain Sperling, ED.D., Principal Investigator; (4) Instructions for Completion of Institutional Inventories; (5) Institutional Inventories; and (6) Campus Interview Protocol. (Contains 101 footnotes.).
Download or read book Developmental Education written by and published by First-Year Experience and Students in Transition University of South Carolina. This book was released on 1998 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 16 chapters of this volume describe a wide variety of developmental programs intended to promote skill development and enhance academic performance for high-risk students at all levels of higher education. Following an introductory chapter by the editors, the chapters are: (1) "The Origin, Scope, and Outcomes of Developmental Education in the 20th Century" (Hunter R. Boylan and D. Patrick Saxon); (2) "Who Belongs in College: A Second Look" (Carlette J. Hardin); (3) "Transitions in Developmental Education: Interviews with Hunter Boylan and David Arendale" (Cheryl B. Stratton); (4) "Remedial/Developmental Education: Past, Present, and Future" (Milton G. Spann, Jr. and Suella McCrimmon); (5) "Provisionally Admitted College Students: Do They Belong in a Research University?" (Don T. Garnett and M.V. Hood III); (6) "Transitions in Developmental Education at the University of Georgia" (Jeanne L. Higbee and Patricia L. Dwinell); (7) "Developmental Education at a Public Research University" (Catherine Wambach and Robert delMas); (8) "A Charge to Developmental Educators: Ignite the Spark" (Rita Klein et al.); (9) "The Impact of a Course in Strategic Learning on the Long-Term Retention of College Students" (Claire E. Weinstein et al.); (10) "Integrating Critical Thinking into the Developmental Curriculum" (Linda Best); (11) "Metacognition: Facilitating Academic Success" (Cynthia M. Craig); (12) "Student Beliefs, Learning Theories, and Developmental Mathematics: New Challenges in Preparing Successful College Students" (Irene Mary Duranczyk and Joanne Caniglia); (13)"Mainstreaming Basic Writers: Chronicling the Debate" (Mary P. Deming); (14) "A Commentary on the Current State of Developmental Reading Programs" (Martha Maxwell); (15) "Establishing Personal Management Training in Developmental Education and First-Year Curricula" (Robert Nelson); and (16) "Increasing Efficiency and Effectiveness of Learning for Freshman College Students through Supplemental Instruction" (David Arendale). A concluding chapter is by the editors. (Individual chapters contain references.) (DB)
Download or read book The Relationship Between Developmental Education Program Organizational Structure and Student Achievement and Retention in Public Community Colleges written by Lucas Nsama Mukulalwendo and published by . This book was released on 1997 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Paths to Persistence written by Thomas Raymond Bailey and published by . This book was released on 2005 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Journal of Developmental Education written by and published by . This book was released on 2011 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developmental Students Levels of Engagement and Student Success in Two year Institutions written by Marie Sesay and published by . This book was released on 2011 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt: The need for development education for first year community college students is a growing trend and has a variety of solutions. Engagement and retention of these students is vital to the success of the student and the college in which they attend. Taking developmental education courses should not be repetitive hurdles for a college student. This study is to establish the level of engagement of community college students who are enrolled in developmental education compared to students not enrolled in developmental education and their levels of success. The study evaluates administrative practices that engage developmental students in 2-year institutions. This study aims at increasing successful outcomes in developmental education students through research. The study of levels of engagement, retention, successful strategies and academic support may be the determining factor of success of developmental education students and the 2-year institution in which they are enrolled. Quantitative analysis will determine if there are significant differences in the engagement levels among first year developmental education students versus first year non-developmental college students within 2-year institutions and what institutional practices or academic support initiatives support developmental students' engagement in 2-year institutions. The instrument used was the 2009 SENSE (Survey of Entering Student Engagement). This tool assists colleges to focus on the "front door" of the students' college experience. This study uses an independent sample t-test to analyze the responses of students currently enrolled in developmental education courses versus students enrolled in non-developmental courses. The SENSE Survey was administered to students at 120 member community colleges during the fourth and fifth week of the fall 2009 semester. Fall 2009 was the first national administration of the survey. A 20-year community college system in suburban Houston, TX was specifically examined. This study determines the significance of implementation of successful programs and academic support procedures to enhance the college experiences and performance of students enrolled in developmental education, increases more efficient use of college resources, and assists students to complete developmental courses to persist into college level courses.
Download or read book Responding to the Challenges of Developmental Education written by Carol A. Kozeracki and published by Jossey-Bass. This book was released on 2005-04-20 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developmental education is a core mission of the community college, and approximately 40 percent of entering community college students enroll in one ore more developmental math, English, or reading courses. The existing literature recommends several instructional and organization practices for developmental educators to follow in addressing the needs of those students. Despite the availability of these models, however, community colleges--each facing its own unique combination of students needs and available resources--continue to struggle in their efforts to effectively educate underprepared students and help them move onto and succeed in college-level courses. This volume of New Directions for Community Colleges offers a realistic assessment of the difficulties community colleges face in attempting to assist students who share the common characteristic of being underprepared for college-level work, but whose backgrounds, academic preparation, motivational levels, and goals are extraordinarily varied. The authors discuss the dangers of isolating developmental students, faculty, and curriculum from the broader academic structure of the college. They provide examples of successful programs, and offer a range of recommendations that college administrators can adapt to their campuses and student populations. They also call for additional research on developmental education, especially systematic assessments of existing programs and qualitative research that captures the perceptions of the students for whom these programs are designed.
Download or read book The Effects of Initial Placement Enrollment on Community College Student Persistence written by George Terrence McNulty and published by . This book was released on 2011 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: College student retention is one of the most significant issues in higher education. Nationally, persistence and graduation rates have changed sparingly over the past decade (Tinto, 2006-2007). In community colleges, one-half of all new students are retained from their first to second year and graduation rates are low. In student success literature, researchers have long discussed the association between academic preparedness and success in college. In his analysis of a National Education Longitudinal Study, Bailey (2008) estimated that 60% of recent high school graduates who enter post-secondary education through the community college enroll in at least one developmental English, math, and/or reading course or more. When compared with students needing no remediation, this group of students is far less likely to persist, or to complete a college degree (Bailey, 2008). The purpose of this single institutional case study was to explore the relationship between student persistence rates and developmental education policy. Specifically, this study examined how assessment testing, placement policy, institutional practice, and initial course enrollment patterns related to student success. With the majority of students entering community colleges academically underprepared, the importance of the evaluation, as well the development of institutional policy, which may aid in increasing success rates, cannot be overstated (Price & Roberts, 2008-2009). The research methodology of this study included qualitative and quantitative approaches. Data was collected from the academic transcripts of a single cohort of all first-time, full-time, associate degree-seeking students who were enrolled at the college during the 2007 Fall semester and tracked for their persistence rates through the 2010 Spring semester. In addition, seven college professionals were interviewed and relevant documentation examined in order to perform the qualitative portion of this study. Descriptive statistics were utilized to report, summarize, and interpret the data. A Chi Square Test of Independence was employed to examine possible differences between groups as determined by selected independent and dependent variables. This mixed methods approach addressed the purpose of this study, that is, the study explored the relationship between student persistence rates and developmental education policy in terms of quantitative representation and qualitative explanation. This study provided an in-depth perspective of the history of developmental education in addition to initial placement policy and practices at the college. Throughout the interviews, two themes emerged institutional struggle with the right to fail philosophy and ambivalence towards/questioning of the validity of assessment testing instruments. The Chi Square Test indicated that there were no statistically significant differences between groups as determined by selected independent and dependent variables. Overall, the quantitative results of this research study did not support the research findings of other studies.
Download or read book Academic Achievement of Traditional and Nontraditional Community College Students After Completion of Developmental Education written by Flavol Glen Rester and published by . This book was released on 1996 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Promising and High Impact Practices Student Success Programs in the Community College Context written by Gloria Crisp and published by John Wiley & Sons. This book was released on 2016-09-21 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: With calls for community colleges to play a greater role in increasing college completion, promising or high-impact practices (HIPs) are receiving attention as means to foster persistence, degree completion, and other desired academic outcomes. These include learning communities, orientation, first-year seminars, and supplemental instruction, among many others. This volume explores the latest research on: how student success program research is conceptualized and operationalized, evidence for ways in which interventions foster positive student outcomes, critical inquiry of how students themselves experience them, and challenges and guidance regarding program design, implementation and evaluation. This is the 175th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Download or read book Underprepared Community College Students written by Kathryn Claire King and published by . This book was released on 2008 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Are Community Colleges Underprepared for Underprepared Students written by Pam Schuetz and published by Jossey-Bass. This book was released on 2008 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume steps outside entrenched habits of viewing the underprepared student as the central problem in improving student outcomes and highlights new questions and approaches that focus on addressing the reality of student needs. Chapters discuss: Overview of Foundational Issues Developing a Theory-Driven Model of Community College Student Engagement Focus on the Front Door of the College Organizational Culture as a Hidden Resource Tiered Mentoring to Leverage Student Body Expertise Do Institutional Attributes Predict Indidivuals' Degree Success at Two-year Colleges? Information Networks and Integration: Institutional Influences on Experiences and Persistence of Beginning Students The California Basic Skills Initiative Institutional Efforts to Address Disadvantaged Students: An "Up-So-Down" View Transmuting Resistance to Change If community colleges can find the courage and willingness to appreciate that they are as underprepared for their students as these students are for the college-level curriculum, it would signal the beginning of a major paradigm shift and a new universe of possibilities. This is the 144th volume of the Jossey-Bass higher education quarterly report series New Directions for Community Colleges. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
