ERIC Number: ED475990
Record Type: RIE
Publication Date: 2003-Mar
Opening Doors to Earning Credentials: Curricular and Program Format Innovations That Help Low-Income Students Succeed in Community Colleges.
Kazis, Richard; Liebowitz, Marty
It is well known that the number of community college students who complete an Associate's degree or even a certificate program is low. Among those who begin an Associate's degree program, fewer that 50% have earned their degree or are still enrolled after 5 years. For nontraditional students, the rates are even lower. For minorities, low income students, and those with limited English proficiency, the rates are lower still. Focus groups conducted by Opening Doors to Earning Credentials, a Manpower Demonstration Research Corporation (MDRC) program, found that conflicting demands on students' time pose a significant barrier to student success for working adults. The focus groups also found the need for remedial studies to be another crucial barrier for these same students, with as many as 75% of urban college students in need of at least one remedial course. Innovative colleges are experimenting with ways to shorten the time it takes to earn a credential and to create more easily navigable pathways into credential programs. This document examines some of the innovative approaches community colleges are taking in this effort, and reports on programs at five two-year colleges. The report also makes suggestions for curricular and program redesign. (Contains 12 references.) (NB)
Descriptors: Academic Persistence, Acceleration (Education), Certification, College Curriculum, College Students, Community Colleges, Economically Disadvantaged, Educational Innovation, Employment, Financial Support, Incentives, Low Income, Low Income Groups, Remedial Instruction, School Holding Power, Two Year Colleges
For full text: http://www.jff.org/jff/PDFDocuments/Openingdoors.pdf.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Manpower Demonstration Research Corp., New York, NY.
Authoring Institution: Jobs for the Future, Boston, MA.