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Central to the paper is the structure hypothesis: that community college students will be more likely to persist and succeed in programs that are tightly and consciously structured, with relatively little room for individuals to unintentionally deviate from paths toward completion, and with limited bureaucratic obstacles for students to circumnavigate. Evidence suggests that the lack of structure in many community colleges is likely to result in less-than-optimal decisions by students about whether and how to persist toward a credential.

partnerships between community colleges and high schools that may make it more likely for students to complete three important milestones on the road to college completion: 1. Enrollment in college – In order for students to complete college, they must first enroll. Colleges work with high schools to increase the likelihood that students will view college matriculation as an option. 2. College readiness at enrollment – Many students enter college in need of remediation; participation in remedial (also called developmental) education is associated with lower rates of degree completion. Colleges and high schools can work together to increase the number of students who are college-ready upon entry. 3. Persistence in college – Students often enter college only to leave before completing a degree, frequently during the first year. Their success can depend on the extent to which they make a smooth transition from high school to college.

Initiatives designed to provide high school students with access to existing and regular college resources and offerings, such as assessments or college courses. • Programs or activities that partnerships develop together specifically for high school students and their needs.