Download or read book The Effectiveness of an Urban Central California Community College Instructional Support Program on Student Retention written by Kathleen Kaiser Clarey and published by . This book was released on 2007 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 700 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 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 Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Extended Opportunity Programs and Services Program Study written by Angeles Abraham and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: California community colleges have a completion crisis problem, with over 70% of students failing to graduate. This study was conducted to identify effective support services in the Extended Opportunity Programs and Services (EOPS) program, which serves marginalized community college students. This EOPS program study surveyed almost 2,000 EOPS students, who are served in 14 community colleges in the Los Angeles region, to explore effective support services that lead to positive retention and completion outcomes. The study had three phases: (a) the review of retention data of EOPS students in the Los Angeles Community College District (LACCD), (b) the EOPS student survey, and (c) the EOPS staff survey. The study revealed that the most used EOPS support services by students were (a) EOPS counseling, (b) book vouchers/grants, (c) student educational planning, and (d) priority registration. Student respondents revealed the most impactful EOPS support services were (a) book vouchers/grants, (b) EOPS counseling, (c) cash grants, (d) student educational planning, and (e) priority registration. Similarly, the EOPS staff ranked the most impactful support services as (a) EOPS counseling, (b) book vouchers/grants, and (c) priority registration. The services least used by respondents were (a) foster youth support, (b) the Cooperative Resources Agencies for Education (CARE) program for single parents, and (c) graduation assistance. The least impactful services ranked by the EOPS staff were (a) foster youth support services, (b) gift cards, and (c) graduation assistance. These results indicate that staff hold similar views to their students of the top EOPS services. Such similarity in ranking also indicates that students share with the program's staff an understanding of what is most impactful and where they believe resources should be most effectively directed. The study also reviewed retention rates of EOPS students versus non-EOPS students at all nine colleges in LACCD, and revealed that EOPS students' retention rates were over 20% higher than non-EOPS students. These results indicate that EOPS is operating effectively to improve retention rates for participants. The intent of this study was to identify effective support services in the EOPS program to determine which services students used and valued, to identify which services EOPS staff thought were helpful, and to examine retention and completion rates systemwide. After reviewing and analyzing the data, the evaluation showed that the study's objectives had been achieved.

Download or read book Focus on Results written by California Community Colleges. Chancellor's Office and published by . This book was released on 2007 with total page 770 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effectiveness of Participation in Support Services on Retention of Community College Re entry Students written by Ravel Dae Cowen and published by . This book was released on 1989 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Corporate Giving Directory written by and published by . This book was released on 1994 with total page 1882 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book ERIC Information Analysis Products written by Educational Resources Information Center (U.S.) and published by . This book was released on 1979 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Community Technical and Junior College Journal written by and published by . This book was released on 1991 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1971 with total page 900 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effectiveness of Student Support Services Programs at California Community Colleges written by Mark Christopher Sanchez and published by . This book was released on 2010 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Community College Student Retention written by Victor S. Parker and published by . This book was released on 2018 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of community colleges is to provide educational opportunities to all segments of a population regardless of academic proficiency or economic ability. This open-access admissions policy is meant to allow equal admission to academic and careertechnical programs for all students. Due to open-access admissions, economically disadvantaged community college students find themselves being admissible to community colleges with uncertain financial ability to pay for community college even though it is at a lower cost than 4-year institutions. Community college students historically face more financial and social barriers than 4-year students in attaining higher education and thus have a greater need for federal financial aid assistance. Students attending community colleges participate in federal grant-in-aid and student loan programs at a higher rate than any other type of institution. With this greater need for financial aid assistance, community college students are still held to the same federal financial aid academic standards. Students receiving federal financial aid must meet the same grade-point average, completion rate, and eligibility limit requirements as their university counterparts. These standards impact students at the community college level at an even higher rate than those at the university. The purpose of this study was to determine if students who do not meet federal financial aid academic standards and are placed on financial aid probation can be retained at the community college level using an online intervention course. The knowledge obtained from the course could facilitate the selection of optimal and cost-effective intervention strategies. Determination is necessary in order to eliminate current online intervention, adapt the intervention methods, or continue supporting intervention through allocating resources to the program that may allow for expansion and outcome inference to future student populations. This study specifically explored the retention of students who do not meet corresponding Satisfactory Academic Progress (SAP) indicators through the inclusion of an online intervention course. Student data were obtained from online course outcomes over multiple semesters from a community college in the Southern Region of the United States, yielding quantitative data for analysis. Educational opportunities tend to be viewed in a dramaturgical or symbolic perspective and viewed as successful based on student outcomes. It was assumed that student outcomes are tangible, and the link between means and ends are clear, meaning student outcome attainment equals employment and life success. In this instance, a return on investment study is not intended, but rather program effectiveness in influencing student outcomes. This program can be considered effective as it provides causation for increased performance, subsequent retention, and positive impact on financial aid status. The addition of an online intervention course supports causation linkage. It also supports the correlation of predicting post-semester cumulative grade point average (GPA), and the performance within the course provides inference to the participant’s future status.

Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Scientific Teaching written by Jo Handelsman and published by Macmillan. This book was released on 2007 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Seasoned classroom veterans, pre-tenured faculty, and neophyte teaching assistants alike will find this book invaluable. HHMI Professor Jo Handelsman and her colleagues at the Wisconsin Program for Scientific Teaching (WPST) have distilled key findings from education, learning, and cognitive psychology and translated them into six chapters of digestible research points and practical classroom examples. The recommendations have been tried and tested in the National Academies Summer Institute on Undergraduate Education in Biology and through the WPST. Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science.