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According to their "About AACC" page, "The association represents almost 1,200 two-year, associate degree-granting institutions and more than 11 million students." This is a great "go-to" site, with a variety of statistics, demographics and "Fast Facts" as well as information on the White House Summit and related federal initiatives that pertain to community colleges.

A one-page summary that includes (at the bottom) the demographic make-up of the student population at South Texas College. South Texas is one of the colleges in the GSCC project.

Produced by the Office of Institutional Research and Assessment, Division of Information Technology at LaGuardia Community College, part of The City University of new York. September 2010. Includes profiles of the student body (general and entering students), enrollment profile, and demographics about degrees earned.

By Kim Parker, Amanda Lenhart and Kathleen Moore, published by the Pew Research Center/Pew Social & Demographic Trends, August 28, 2011. The big take-away seems to be that 51% of college presidents surveyed find that "online courses offer an equal educational value compared with courses taken in a classroom," but only 29% of the general public agrees with this statement.

By Rosemary Capps, August 2010. In this dissertation, Capps looks deeply at the persistence of 9 adult learners in a community college, while also looking at the literature of persistence, demographic surveys, etc.

Based at Indiana University, "NSSE annually collects information at hundreds of four-year colleges and universities about student participation in programs and activities that institutions provide for their learning and personal development." According to NSSE, student engagement represents both "the amount of time and effort students put into their studies" and "how the institution deploys its resources and organizes the curriculum."

By Lisa W. Foderaro in the N.Y./Region section of The New York Times, March 3 2011. Dr. Gail Mellow is quoted in the article: "I embrace developmental education because it pivots lives." NOTE: The article contains some important current statistics about remedial and developmental ed needs in the CUNY system.

M.Z. posted this to the March 2011 Coffee Klatch.

By Kristen Amundson, Op/Ed, The Washington Post, May 27 2011. Amundson argues that the state of Virginia is doing itself a disservice by allowing high school students to graduate with a "standard diploma." The diploma requires only three years of math, leaving many students unprepared for college math and thus required to enroll in developmental math.