College Completion

Report from NCHEMS to the State of Arkansas analyzing public policy related to higher education completion and workforce development

Overview of higher education issues for the 2011 Tennessee legislature

Story on how Norwalk Community College in Connecticut will pilot AACC Voluntary System of Accountability

Story on push in West Virginia to increase college completion

Story on the Complete College Tennessee Act

Story on Indiana's performance based funding system.

Study of the PROMISE or Merit scholarships in West VA that found significant improvements in graduation rates.

Story on proposals to fund higher education in West VA through a performance-based funding model.

The profile is a framework for defining and ultimately measuring the general knowledge and skills that individual students need to acquire in order to earn degrees at various levels, such as associate, bachelor's and master's degrees. (Lumina Foundation for Education, January 2011)

To try to provide a shared understanding of what college degrees mean - but without turning that into a government or other mandate - the Lumina Foundation for Education is releasing a draft of its Degree Qualifications Profile. The profile is intended to establish what the recipients of associate, bachelor's and master's degrees should know and be able to do. (Inside Higher Ed, 01/25/11)

Examines enrollment policies and practices at California community colleges, and makes recommendations for improvement. Looks at time-to-degree. (California Legislative Analyst Office, January 2011)

A proposal would cut off access to California community college students who linger too long. A state legislative report recommended giving first-time students a higher priority for class registration, capping the number of taxpayer-subsidized units that students can take and limiting the number of times students can repeat certain courses on the state's dime - moves that could save an estimated $235 million. (California Watch, 01/24/11)

The Idaho Board of Education wants to increase the number of Idaho adults between ages 25 and 34 who have a college degree or professional credential from 31% to 60% by 2020, despite budget cuts. The board said expanding college course offerings online is one way to achieve this and other goals. (Idaho Statesman, 01/20/11)

Provides community colleges and other eligible institutions with funds to expand and improve their ability to deliver education and career training programs that can be completed in two years or less, are suited for workers who are eligible for training under the Trade Adjustment Assistance for Workers program, and prepare program participants for employment in high-wage, high-skill occupations. (Department of Labor, January 2011)

A new $2 billion federal grant program for community and for-profit colleges is designed to help retrain trade-displaced workers and accomplish some of the goals proposed under the American Graduation Initiative to increase college completion rates. The program will impose strict accountability requirements and compel participants to make academic materials available to the public. (Inside Higher Ed, 01/21/11)

Facing dwindling state dollars and more pressure to graduate students, Texas community colleges may begin steering students who test at the lowest skill levels toward shorter vocational programs or adult basic education before attempting college academics. (San Antonio Express-News, 01/21/11)

Connecticut ranks seventh in the nation in the percentage of students with postsecondary degrees, but the rate of growth is well behind many states. Connecticut's acceleration ranks 34th out of 50 states, according to figures based on an analysis of census data. (Hartford Courant, 01/19/11)

Graphic showing the percent of adults with college degree by county.

College Board session on college completion in Maryland

A report to the Council for Labor and Economic Growth from the CLEG Low-Wage Worker Advancement Committee's Adult Learning Work Group