Group items tagged

The annual report shows an increase in the percentage of students requiring remediation - possibly due to more students enrolling in college - but also higher retention rates for these students. The comprehensive report looks at remedial participation, success and cost, and also includes high school feedback reports. (Colorado Commission on Higher Education, February 2012)

This brief makes a case for using cohort and momentum point data, disaggregated by gender, ethnicity, and institution, to improve program practices and community college system policies in California. Findings indicate that too few students reach transfer, retention, and completion milestones, and that a large percentage of students do not always follow enrollment patterns or degree checkpoints, as intended by policy. The brief outlines three recommendations: improving campus data collection practices, creating accountability structures through new funding models and assessment policies, and using data to align institutional and system-level efforts (Institute for Higher Education Leadership & Policy at California State University Sacramento, October 2010).

The newspaper article from the Business Gazette (MD) details the efforts of Maryland communities colleges and Montgomery College, in particular, to redesign remediation by integrating basic math and English skills into vocational and specialized major courses. By including remedial curricula within major content areas, faculties hope to increase retention and completion rates for students who require college prep.

Describes Project DEgree pilot at Durham Tech. Project DEgree administered by Gateway to College National Network and funded through grant from Gates Foundation. Model uses evidence-based best practices, cohort-based model and supplementary student service support. Program retention rate of 92% (23 of 25).

Summarizes states' efforts to provide information on success of K-12 students after high school, such as postsecondary enrollment, remediation, persistence and degree completion. (Data Quality Campaign, December 2011)

The Virginia Community College System (VCCS) is engaged in a strategic planning process to improve performance. A key objective is to encourage colleges to improve retention and academic success for unprepared students. This report presents the main findings from a study of VCCS developmental education and outlines suggestions to attain the strategic plan goals. (Josipa Roksa, Davis Jenkins, Shanna Smith Jaggars, Matthew Zeidenberg & Sung-Woo Cho, Community College Research Center, November 2009)

The task force will identify ways to strengthen the education pipeline, improve student college preparation, decrease the need for college remediation, improve access to financial aid, increase retention and graduation rates, address data and tracking needs, and ultimately support economic development.

The report from the Community College Research Center studies the validity of developmental education assessments in predicting retention and student completion odds. While many have focused on instructional innovations, few have studied the empirical power of assessments to predict future performance.

Summarizes findings from VCCS' effort to improve the rates at which students complete developmental coursework and advance to take and pass college courses, particularly the initial college-level, or "gatekeeper," math and English offerings. (Community College Research Center, November 2009)