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ERIC Number: ED519941
Record Type: Non-Journal
Publication Date: 2011-Apr
Pages: 20
Abstractor: ERIC
Reference Count: 0
CCRC Currents. April 2011
Community College Research Center, Columbia University
This annual newsletter contains updates on the latest Community College Research Center (CCRC) research, new publications and details of upcoming presentations at major conferences. The feature article in this issue, "Strategies for Increasing Student Success," by Thomas Bailey, summarizes the discussion found in the CCRC Assessment of Evidence Series, a set of working papers that use the most valuable research findings available to draw conclusions and provide evidence-based recommendations 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. Bailey also discusses the four broad recommendations built from this series of papers. Other sections of this newsletter include: (1) National Center for Postsecondary Research; (2) Transforming Community Colleges to Accelerate Success for Low-Income Young Adults; (3) Student Achievement Initiative; (4) Concurrent Courses Initiative: Pathways to College and Careers; (5) Completion by Design; (6) Developmental Education Initiative; (7) Higher Education Performance Funding in Eight States; (8) Federal Work-Study Program; (9) Employer Perceptions of Two-Year Degrees in Information Technology; (10) Announcements; (11) Upcoming Conference Presentations; and (12) Selected Publications.
Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail:; Web site:
Publication Type: Collected Works - Serial; Reports - Descriptive
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: Alfred P. Sloan Foundation
Authoring Institution: Columbia University, Community College Research Center