Your search found 114 results.

Descriptors:
Educational Planning; College Credits; Developmental Studies Programs; Career Exploration; Community Colleges; Two Year College Students; Remedial Instruction; Mathematics Instruction; College Mathematics; Enrollment Rate; Academic Persistence; Academic Achievement; Outcomes of Education; Observation; Semi Structured Interviews; Holistic Approach; Program Evaluation

Abstract:
Originally designed for students who test into at least two levels of developmental education in a particular subject area, FastStart is a compressed course program model launched in 2005 at the Community College of Denver (CCD). The program combines multiple semester-length courses into a single intensive semester, while providing case management, career exploration, and educational planning services. This report discusses the development of FastStart, its program features, and student perspectives, and it presents findings from a quantitative analysis of the FastStart math program. The authors find that participation is associated with higher rates of enrolling in and passing college-level math courses but not with increased persistence or with increased accumulation of college-level credits. The analysis suggests that FastStart makes it possible for students to complete the developmental math sequence and required gatekeeper math course more quickly than would otherwise be possible, without harming other long-term academic outcomes. The report also analyzes pedagogical features of FastStart drawn from classroom observations and interviews. (Contains 11 figures, 5 tables, and 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (959K)

Descriptors:
Community Colleges; College Attendance; Literature Reviews; Evidence; Comparable Worth; Salary Wage Differentials; Economic Impact; Educational Benefits; Economic Research; Educational Attainment; Outcomes of Education; Individual Differences

Abstract:
This article reviews the existing literature on the economic and other benefits of attending community college. First, the article reports on the earnings gains across all students and reviews the evidence for subgroups by gender, minority status, and credits accumulated. The article then reviews the methodological challenges associated with calculating earnings gains from attending a community college. Despite these challenges, the evidence for the significant earnings gains from community college attendance appears to be compelling. The second part of the article reviews the literature on a broader spectrum of gains, such as health, crime, and welfare reliance. This literature is very limited and potentially offers an important area for further research to establish the full returns from community college attendance. (Contains 7 tables and 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Electronic Learning; Credentials; Community Colleges; Low Income; Online Courses; Education Work Relationship; Higher Education; Educational Assessment; Competition; Educational Objectives; Goal Orientation; Graduation Rate; Two Year College Students; Educational Attainment; Academic Achievement; Student Improvement; Achievement Gains; Mathematics Instruction; Developmental Studies Programs; Remedial Mathematics; Basic Skills; College Programs; Social Support Groups; Organizational Change

Abstract:
Community colleges play an important role in the U.S. economy, providing access to higher education for low-income young people, a path to higher-earning employment for low-income workers, and a supply of well-trained employees for local industry. In order to remain competitive with other major economies, however, the U.S. must sharply increase its supply of educated workers over the coming decade. Accordingly, policymakers and private foundations have set ambitious goals for improving the rate at which Americans earn college credentials. To meet these goals, community colleges will have to increase both the number of students they serve and the rate at which those students graduate. The goal of the "Community College Research Center (CCRC) Assessment of Evidence Series" is to help community colleges identify concrete strategies that have the potential to improve student success on a scale needed to meet national goals for increased postsecondary attainment. Working papers in the "CCRC Assessment of Evidence Series" use the research literature to draw conclusions and provide concrete evidence-based recommendations to practitioners, policymakers, and researchers in eight major topic areas: (1) Developmental Assessment and Placement; (2) Developmental Acceleration; (3) Developmental Mathematics Pedagogy; (4) Contextualization of Basic Skills Instruction; (5) Online Learning; (6) Non-Academic Support; (7) Institutional and Program Structure; and (8) Organizational Improvement. In this introduction to the series, the authors describe their approach in reviewing the literature and discuss the primary theme of "organizational redesign" that weaves through each of the eight working papers. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (64K)

Descriptors:
Remedial Programs; Remedial Instruction; Community Colleges; Developmental Studies Programs; Sequential Approach; Educational Finance; Costs; Program Effectiveness; Student Evaluation; Educational Change; Basic Skills; Learning Activities; Discourse Communities

Abstract:
In this Brief the authors first report on evidence about the effectiveness (or, unfortunately, in too many cases, the ineffectiveness) of remediation and then provide information about the progression of students through the developmental sequence. They discuss problems associated with the crucial assessments and make a brief statement about costs. They then describe three initiatives designed to improve the performance of remedial services. (Contains 10 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (71K)

Descriptors:
Community Colleges; Developmental Studies Programs; Enrollment; Two Year College Students; Referral; Remedial Programs; Academic Achievement; Institutional Characteristics; Student Characteristics; Longitudinal Studies; Sequential Approach; Student Placement; Student Evaluation; College Instruction; College Credits; Educational Policy; College Preparation

Abstract:
Developmental education is designed to provide students with weak academic skills the opportunity to strengthen those skills enough to prepare them for college-level coursework. The concept is simple enough--students who arrive unprepared for college are provided instruction to bring them up to an adequate level. In practice, developmental education (or "remedial" education, the authors use these terms interchangeably) is complex and confusing. Experts do not agree on the meaning of being "college ready," and policies governing assessment, placement, pedagogy, staffing, completion, and eligibility for enrollment in college-level, credit-bearing courses vary from state to state, college to college, and program to program. The developmental education process is confusing enough simply to describe, yet from the point of view of the student, especially one with very weak academic skills and little previous success in school, it may appear as a bewildering set of unanticipated obstacles involving several assessments, classes in more than one subject area, and sequences of courses requiring three or more semesters of study before the student (often a high school graduate) is judged prepared for college-level work. The policy deliberation and especially the research about developmental education give scant attention to this confusion and complexity. Discussion typically assumes that the state of being "college ready" is well-defined, and it often elides the distinction between students who need remediation and those who actually enroll in developmental courses. In this Brief, which summarizes a study by the Community College Research Center on patterns of student progression through developmental education, the authors broaden the discussion by moving beyond consideration of the developmental "course" and focus attention instead on the developmental "sequence". (Contains 3 tables.) [This Brief is based on CCRC Working Paper No. 15, "Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges" (ED503962).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (54K) |  More Info:
Help Find in a Library

Descriptors:
Electronic Learning; Income; Online Courses; College Students; Educational Technology; Meta Analysis; Postsecondary Education; Instructional Effectiveness; Conventional Instruction; Access to Education; Blended Learning; Low Income Groups; At Risk Students; College Preparation; Computer Uses in Education; Teaching Methods

Abstract:
Proponents of postsecondary online education were recently buoyed by a meta-analysis sponsored by the U.S. Department of Education suggesting that, in many cases, student learning outcomes in online courses are superior to those in traditional face-to-face courses. This finding does not hold, however, for the studies included in the meta-analysis that pertain to fully online, semester-length college courses; among these studies, there is no trend in favor of the online course mode. What is more, these studies consider courses that were taken by relatively well-prepared university students, so their results may not generalize to traditionally underserved populations. Therefore, while advocates argue that online learning is a promising means to increase access to college and to improve student progression through higher education programs, the Department of Education report does not present evidence that fully online delivery produces superior learning outcomes for typical college courses, particularly among low-income and academically underprepared students. Indeed some evidence beyond the meta-analysis suggests that, without additional supports, online learning may even undercut progression among low-income and academically underprepared students. (Contains 6 footnotes.)[To review the related report, "Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies", see ED505824.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (90K)

Descriptors:
Referral; Enrollment; Academic Persistence; Remedial Instruction; Community Colleges; African American Students; Males; Adult Students; Part Time Students; Vocational Education; College Students

Abstract:
After being assessed, many students entering community colleges are referred to one or more levels of developmental education. While the need to assist students with weak academic skills is well known, little research has examined student progression through multiple levels of developmental education and into entry-level college courses. The purpose of this paper is to analyze the patterns and determinants of student progression through sequences of developmental education starting from initial referral. Our results indicate that fewer than one half of the students who are referred to remediation actually complete the entire sequence to which they are referred. About 30 percent of students referred to developmental education do not enroll in any remedial course, and only about 60 percent of referred students actually enroll in the remedial course to which they were referred. The results also show that more students exit their developmental sequences because they "did not enroll in" the first or a subsequent course than because they "failed or withdrew from" a course in which they were enrolled. We also show that men, older students, African American students, part-time students, and students in vocational programs are less likely to progress through their full remedial sequences. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Community Colleges; Vocational Education; Labor Force Development; Remedial Programs; Dual Enrollment; Economic Development; Electronic Learning; Educational Finance; Academic Persistence; Graduation; Student Characteristics; Two Year College Students; Institutional Mission; College Preparation

Abstract:
With their open access admission policies, low tuition costs, and convenient locations, community colleges are designed to make college accessible to all. They strive to meet three main goals. The first is to teach marketable vocational skills, the second is to provide the first two years of a four-year bachelor's degree program, and the third is to provide continuing education and enrichment for community residents. This paper covers issues that are relevant to the community college mission of helping prepare a skilled workforce for jobs offering reasonable wages. After providing an overview about community colleges and their students, the paper discusses the types of remedial education programs that are most likely to provide the large number of underprepared students enrolled in community colleges with the skills to advance to college-level courses. It considers the growing phenomenon of dual enrollment that enables students to earn both high school and college credit for courses while still in high school. It addresses the ways that community colleges can support local labor markets and regional economic development and their efforts to build career pathways for workers. It describes the growing role of community colleges in online education, and it reviews the financing of community colleges. The paper also discusses issues related to community college persistence and completion, and it cites evidence of the market value of the education and credentials the colleges provide. Finally, it considers the usefulness of the American community college as a model for other countries seeking to develop institutions that serve similar functions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (119K)

Descriptors:
Higher Education; High Schools; School Districts; Access to Education; High School Students; Barriers; College Preparation; College Admission; Secondary School Teachers; Administrators; School Counselors; Evidence; Secondary School Curriculum; Instructional Effectiveness; Program Effectiveness; Student Evaluation; Academic Achievement; College Entrance Examinations; Student Financial Aid; Financial Aid Applicants; Records (Forms); College Bound Students

Abstract:
Access to higher education remains a challenge for many students who face academic and informational barriers to college entry. This guide targets high schools and school districts, and focuses on effective practices that prepare students academically for college, assist them in completing the steps to college entry, and improve their likelihood of enrolling in college. The guide contains specific steps on how to implement the recommendations that are targeted at school- and district-level administrators, teachers, counselors, and related education staff. The guide also indicates the level of research evidence demonstrating that each recommended practice is effective. This practice guide includes five recommendations for how high schools and school districts can improve access to higher education. The first two recommendations focus on preparing students academically for college by offering a college preparatory curriculum and assessing whether students are building the knowledge and skills needed for college. These two recommendations reflect the panel's belief that students are best served when schools develop a culture of achievement and a culture of evidence. The next recommendation describes how high schools can build and sustain college aspirations by surrounding students with adults and peers who support these aspirations. Recommendations 4 and 5 explain how high schools can assist students in completing the critical steps to college entry, including college entrance exams and college and financial aid applications. Appended to this guide are: (1) Postscript from the Institute of Education Sciences; (2) About the authors; (3) Disclosure of potential conflicts of interest; and (4) Technical information on the studies. (Contains 5 tables, 5 exhibits, and 264 footnotes.) This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences by the What Works Clearinghouse, a project of Mathematica Policy Research, Inc.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1918K)

Descriptors:
Community Colleges; Developmental Studies Programs; Program Effectiveness; Two Year College Students; Remedial Programs; Academic Ability; Longitudinal Studies; Educational Finance; Educational Objectives

Abstract:
Developmental education is one of the most difficult issues confronting community colleges. Community colleges are charged with teaching students college-level material, yet a majority of their students arrive with academic skills in at least one subject area that are judged to be too weak to allow them to engage successfully in college-level work. Thus, a majority of community college students arrive unprepared to engage effectively in the core function of the college. Colleges address this problem with extensive programs of developmental education, which are designed to strengthen skills so students can successfully complete college-level courses. In this chapter, the author first reviews evidence on the number of students who arrive with weak academic skills and the incidence of developmental education. Using longitudinal data sets that track students through their college experience, the author then reports on what happens to developmental students and reviews the research on the effectiveness of programs at community colleges designed to strengthen weak academic skills. The subsequent section briefly discusses the costs of these programs to students. The author concludes by arguing that, on average, developmental education as it is now practiced is not very effective in overcoming academic weaknesses, partly because the majority of students referred to developmental education do not finish the sequences to which they are referred. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website