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Among students who begin in a two-year college, only 12 percent of underrepresented minority students and 16 percent of other students transfer to a four-year institution. Among transfers, only 55 percent of the minorities and 61 percent of other students earn a bachelor’s within six years of transferring. In sum, then, only about seven percent of minority students—and 10 percent of nonminority students—who begin in a two-year college earn a bachelor’s degree from any institution in these large systems within 10 years of starting college. These rates are far lower than for students who begin even in nonselective four-year colleges.

We can’t afford to waste this much talent. Indeed, a recent report from the independent, congressionally chartered Advisory Committee on Student Financial Assistance painted a stark picture of the consequences of current attendance patterns. According to the committee’s calculations, the combination of three forces—the increasing cost of college, insufficient need-based grant aid, and an enrollment shift among college-qualified students toward the two-year sector—resulted in a loss of between 1.7 and 3.2 million bachelor’s degrees over the last decade.

92 percent graduation rate and an average GPA for its graduating seniors of 2.8 (slightly above the district average). When tested, however, 67 percent of their graduates were not ready to take freshman math, 57 percent were not ready to take freshman English, and 41.5 percent were not ready to for college-level reading.

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.