Download or read book Community College Student Success What Institutional Characteristics Make a Difference written by Thomas Bailey and published by . This book was released on 2005 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this study is to determine the institutional characteristics that affect the success of community college students as measured by the individual student probability of completing a certificate or degree or transferring to a baccalaureate institution. While there is extensive research on the institutional determinants of educational outcomes for K-12 education and a growing literature on this topic for baccalaureate institutions, few researchers have attempted to address the issue for community colleges. Using individual level data from the National Education Longitudinal Study of 1988 (NELS:88) and institutional level data from the Integrated Postsecondary Education Data System (IPEDS), we address two methodological challenges associated with research on community college students: unobserved institutional effects and attendance at multiple institutions. The most consistent results across specifications are the negative relationship between individual success and larger institutional size, and the proportion of part-time faculty and minority students.

Download or read book The Effects of Institutional Factors on the Success of Community College Students written by Thomas Bailey and published by . This book was released on 2005 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this report is to measure the institutional characteristics that affect the success of community college students, particularly low-income and minority students. While there is a growing literature on this topic for baccalaureate institutions, few researchers have attempted to address the issue for community colleges. Since this line of research is so new, there remain open many methodological and conceptual issues. Much research has been done to identify individual student characteristics that impact their outcomes at community colleges. Characteristics such as academic preparedness, household income, parents? level of education, gender, race/ethnicity, and patterns of enrollment have all been found to impact individual student outcomes. Yet, individual factors cannot completely explain the graduation rates of different community colleges, or even the likelihood of an individual student completing at a particular college. Evidence shows that different community colleges enrolling essentially similar types of students may have vastly different graduation rates. What characteristics of these institutions might play a role in explaining student outcomes, when controlling for student characteristics? This report investigates that question using different models and sets of data. This report focuses on policies and programs that colleges themselves might be able to implement to improve student success. Even though community colleges are similar types of institutions on many levels, there is wide variation among colleges in various student outcome measures such as graduation, transfer, and retention. The central premise of this report and the broader research program, of which the report is one component, is that there are important lessons and insights that can be learned from this variation. Appended are: (1) Institutional Graduation Rates Regression Tables; (2) Individual Outcomes Models; and (3) Individual Outcomes Regression Tables. [Report produced byearch Center.].

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 198 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 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 2016-09-19 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 Comprehensive Reform for Student Success written by Nan L. Maxwell and published by John Wiley & Sons. This book was released on 2017-01-19 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges face pressure to “do more with less” that have prompted many college leaders to consider fundamental changes to the ways they have typically done business. Because piecemeal solutions have not often been effective or efficient, colleges are moving far beyond discreet “programs” or “interventions,” and are attempting to implement comprehensive reform efforts. This volume conceptualizes comprehensive reform as being marked by: a focus on student success; a theory of change that ties programmatic components together in an intentional and cohesive package, implemented at multiple levels throughout the college and touching the majority of students; and a culture of evidence that uses data to continuously assess programs and processes against student success. Presenting original analyses that describe the rationale for comprehensive reform, this volume examines the challenges involved in implementing, evaluating, and sustaining those efforts. This is the 176th 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 Student Success in the Community College written by Terry U. O'Banion and published by Rowman & Littlefield. This book was released on 2020-12-15 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: For much of the twentieth century, the definition of success for most community colleges revolved around student retention and graduation. This definition no longer works—if it ever did. In Student Success in the Community College: What Really Works? respected community college leaders, researchers, and innovators argue that student success is about redesigning community colleges in a manner that is consistent with each college’s mission, goals, student population, and resources. Concluding that there is no one-size-fits-all approach to increasing student success, chapter authors analyze national, state, and regional efforts to increase student success; identify principles institutions can use to frame student success initiatives; and outline specific actions community colleges can take to increase student—and institutional—success. Student Success in the Community College: What Really Works? also provides concrete examples of effective student success initiatives in a variety of community college settings.

Download or read book What Community College Policies and Practices Are Effective in Promoting Student Success written by Davis Jenkins and published by . This book was released on 2006 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to identify the policies and practices of community colleges that are effective in enabling their students to succeed in postsecondary education. The study was conducted through a partnership with the Florida Department of Education's Division of Community Colleges and Workforce Education and funded by the Lumina Foundation for Education as part of its Achieving the Dream initiative. Achieving the Dream is a national effort to increase the success of community college students, particularly those in groups that have been underserved in higher education. The initiative works on multiple fronts including technical assistance to community colleges, research, public engagement, and public policy-and emphasizes the use of data to drive change. This study builds on earlier research that the Community College Research Center (CCRC) has conducted using national survey data. Transcript-level data on 150,000 students in three cohorts of first-time Florida community college students and a regression methodology to estimate the effect that each of the 28 Florida community colleges has on the probability of its students' achieving a successful outcome, after controlling for characteristics of the individual students was used. This effect can be seen as a measure of value added-the impact that a college has on its students' educational success independent of the characteristics of individual students. The colleges according to their estimated effects on student success, were then ranked. Appended are: (1) Methodology for Measuring Institutional Impact on Student Success Using Student Cohort Data from the Florida Community Colleges; and (2) Profiles of High- and Low-Impact Community Colleges. (Contains 4 tables and 27 endnotes.) [This report was written with Thomas R. Bailey, Peter Crosta, Timothy Leinbach, James Marshall, Andrea Soonachan, and Michelle Van Noy.].

Download or read book Activity Systems Analysis Methods written by Lisa C. Yamagata-Lynch and published by Springer Science & Business Media. This book was released on 2010-07-15 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the last two decades, there has been growing interest in pursuing theoretical paradigms that capture complex learning situations. Cultural Historical Activity Theory (CHAT) is one of several theoretical frameworks that became very popular among educational researchers because it conceptualizes individuals and their environment as a holistic unit of analysis. It assumes a non-dualistic ontology and acknowledges the complexities involved in human activity in natural settings. Recently, reputable journals such as the American Psychologist, Educational Psychologist, and Educational Researcher that are targeted for a wide-range of audience have included articles on CHAT. In many of such articles, CHAT has been referred to as social constructivism, sociocultural theory, or activity theory. Activity systems analysis is one of the popular methods among CHAT researchers for mapping complex human interactions from qualitative data. However, understanding the methods involved in activity systems analysis is a challenging task for many researchers. This difficulty derives from several reasons. First the original texts of CHAT are in Russian and there have been numerous authors who report on the difficulties of reconciling translation problems of the works of original authors’ such as Vygotsky and Leontiev. Second, in North America activity systems analysis has deviated from the Russian scholars’ intentions and Engeström’s original work using the triangle model to identify tensions to overcome and bring about sociopolitical change in participant practices. Third, to this date there are numerous publications on the theoretical background of activity theory and studies reporting the results of using activity systems analysis for unpacking qualitative data sets, but there have been no methodological publications on how researchers engage in activity systems analysis. Thus, there is a dearth of literature in both book and journal publications that guide researchers on the methodological issues involving activity systems analysis.

Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Download or read book What Community College Management Practices Are Effective in Promoting Student Success written by Davis Jenkins and published by . This book was released on 2006 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study, conducted by the Community College Resource Center (CCRC), identifies community college management practices that promote student success. This study builds on earlier CCRC research using national survey data. It used transcript-level data on 150,000 students in three cohorts of first-time Florida community college students and a regression methodology to estimate the effect that each of Florida's 28 community colleges had on the probability that its students would achieve a successful outcome, after controlling for characteristics of the individual students. This effect can be seen as a measure of value added--the impact that a college has on its students' educational success independent of the characteristics of individual students. It then ranked the colleges according to their estimated effects on student success. CCRC selected colleges for field research using rankings of the magnitude of the effect of each institution on the probability that its African American and Latino students would attain successful outcomes. In Florida, as in other states, African American and Latino community college students are less likely than other students to complete a degree or to transfer to a baccalaureate program. At the same time, because of an interest in what colleges are doing to retain students generally, CCRC also examined each institution's impact on outcomes for all first-time students. The study used these rankings along with an analysis of descriptive statistics on each institution to select six colleges for field research: three with higher impacts on the chance that their minority students would succeed and three with lower impacts. The purpose of the fieldwork was to compare the institutional policies, practices, and cultural characteristics of the high- and low-impact colleges during the period in which the student cohorts were tracked (from academic year 1998-1999 through 2002-2003) to determine why some colleges had a greater net effect on their minority students' educational success than did others. Appended are: (1) Methodology for Measuring Institutional Impact on Student Success Using Student Cohort Data from the Florida Community Colleges; and (2) Profiles of High- and Low-Impact Community Colleges. (Contains 7 tables and 27 footnotes.) [This study was conducted in partnership with the Florida Department of Education's Division of Community Colleges and Workforce Education.].

Download or read book Is Student Success Labeled Institutional Failure written by Thomas Bailey and published by . This book was released on 2005 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges are open-door institutions serving many students with academic, economic, and personal characteristics that can make college completion a challenge. Their graduation rates are low, but community college students do not always have earning a degree as their goal. While individual students may feel that their experience at a community college is a success, unless it culminates in a credential or transfer to a four-year institution the enrollment is counted as a failure for the college. This report explores different views on whether graduation rates are a fair and valid measure of community college effectiveness. It indicates how these rates can be useful as a relative measure and as a guide for institutional improvement, and suggests other ways of measuring student and institutional success. (Contains 13 figures.).

Download or read book Redesigning America s Community Colleges written by Thomas R. Bailey and published by Harvard University Press. This book was released on 2015-04-09 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals.

Download or read book Becoming a Student Ready College written by Tia Brown McNair and published by John Wiley & Sons. This book was released on 2016-07-25 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought—they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.

Download or read book Institutional Characteristics that Lead to Increased Student Success Points for Community Colleges in Texas written by Carol Moore Hanes and published by . This book was released on 2017 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Success in Community College Do Institutions Differ written by Charles T. Clotfelter and published by . This book was released on 2012 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community colleges are complex organizations and assessing their performance, though important, is difficult. Compared to four-year colleges and universities, community colleges serve a more diverse population and provide a wider variety of educational programs that include continuing education and technical training for adults, and diplomas, associates degrees, and transfer credits for recent high school graduates. Focusing solely on the latter programs of North Carolina's community colleges, we measure the success of each college along two dimensions: attainment of an applied diploma, or degree; or completion of the coursework required to transfer to a four-year college or university. We address three questions. First, how much variation is there across the institutions in these measures of student success? Second, how do these measures of success differ across institutions after we adjust for the characteristics of the enrolled students? Third, how do our measures compare to the measures of success used by the North Carolina Community College System? We find that most of the system's colleges cannot be statistically distinguished from one another along either dimension. Appended are: (1) Variable Definitions for Student-Level Table; and (2) Variable Definitions for Institutional-Level Tables. (Contains 3 figures, 4 tables and 12 footnotes.).

Download or read book What Excellent Community Colleges Do written by Joshua S. Wyner and published by Harvard Education Press. This book was released on 2019-01-02 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: In What Excellent Community Colleges Do, Joshua S. Wyner draws on the insights and evidence gained in administering the inaugural Aspen Prize for Community College Excellence. This book identifies four domains of excellence—degree completion, equity, student learning, and labor market success—and describes in rich detail the policies and practices that have allowed some community colleges to succeed in these domains. By starting with a holistic definition of excellence, measuring success against that definition, and then identifying practices and policies that align with high levels of student success, the author seeks to contribute to the growing body of knowledge about improving student success in community colleges.

Download or read book The Costs of Completion written by Robin G. Isserles and published by JHU Press. This book was released on 2021-12-07 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: To improve community college success, we need to consider the lived realities of students. Our nation's community colleges are facing a completion crisis. The college-going experience of too many students is interrupted, lengthening their time to completing a degree—or worse, causing many to drop out altogether. In The Costs of Completion, Robin G. Isserles contextualizes this crisis by placing blame on the neoliberal policies that have shaped public community colleges over the past thirty years. The disinvestment of state funding, she explains, has created austerity conditions, leading to an overreliance on contingent labor, excessive investments in advisement technologies, and a push to performance outcomes like retention and graduation rates for measuring student and institutional success. The prevailing theory at the root of the community college completion crisis—academic momentum—suggests that students need to build momentum in their first year by becoming academically integrated, thereby increasing their chances of graduating in a timely fashion. A host of what Isserles terms "innovative disruptions" have been implemented as a way to improve on community college completion, but because disruptions are primarily driven by degree attainment, Isserles argues that they place learning and developing as afterthoughts while ignoring the complex lives that define so many community college students. Drawing on more than twenty years of teaching, advising, and researching largely first-generation community college students as well as an analysis of five years of student enrollment patterns, college experiences, and life narratives, Isserles takes pains to center students and their experiences. She proposes initiatives created in accordance with a care ethic, which strive to not only get students through college—quantifying credit accumulation and the like—but also enable our most precarious students to flourish in a college environment. Ultimately, The Costs of Completion offers a deeper, more complex understanding of who community college students are, why and how they enroll, and what higher education institutions can do to better support them.