ERIC Number: ED279371
Record Type: RIE
Publication Date: 1987
Reference Count: 0
Mapping an Institutional Strategy for Improving the Success of Minority Students.
Ellison, Nolen M.; And Others
Minority groups in general and blacks in particular are rapidly losing participation ground in higher education. Minority students are more likely than are other students to drop from the educational pipeline at every level, and are more likely to leave secondary school before graduation, reducing the number of students qualified to apply for college admission. In attempting to help students overcome both personal and structural barriers to higher education, Cuyahoga Community College (CCC) in Ohio has focused primarily on a strategy of inter-institutional articulation, seeking to smooth the transitions which students must make from secondary schools to two-year schools to four-year schools. The major elements of change affected by CCC's articulation approach are curricular improvements, academic and support services, development of student information systems, and enhancement of transfer agreements and opportunities. CCC's Urban Demonstration Model provides an effective theoretical framework for guiding institutional change through: (1) institutional advancement; (2) an orientation toward building educational bridges; (3) a theoretical framework and evaluation model; and (4) clearly defined operational responsibilities. The ultimate goal of this model are the increased effectiveness of CCC's support programs and services. (EJV)
Descriptors: Access to Education, Affirmative Action, Articulation (Education), Black Students, College Bound Students, College School Cooperation, Community Colleges, Higher Education, Minority Groups, Organizational Change, Program Effectiveness, Student Personnel Services, Two Year Colleges, Urban Education
Publication Type: Reports - Descriptive; Opinion Papers
Education Level: N/A
Authoring Institution: Cuyahoga Community Coll., Cleveland, OH.