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Franco, Joaquin; Durdella, Nathan – New Directions for Community Colleges, 2018
Familial and social experiences shape college transitions of first-year, first-generation college students who are foster youth. This chapter describes these experiences and offers recommendations to enhance support for foster youth in college.
Descriptors: College Freshmen, First Generation College Students, Foster Care, Family Environment
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Whitman, Kenyon L. – New Directions for Community Colleges, 2018
Utilizing an academic capital framework and student perspectives, this chapter provides insight into the ways that programs and services can help students develop the skills needed to succeed in college.
Descriptors: Foster Care, Undergraduate Students, Academic Achievement, Student Attitudes
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Westland, Melinda A.; Totten, Volena – New Directions for Community Colleges, 2018
Using personal narratives, in this chapter the authors weave together two distinct perspectives to illuminate the stark reality of many students' experiences as they transition from the foster care system to postsecondary education.
Descriptors: Community Colleges, Two Year College Students, Foster Care, Postsecondary Education
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White, Carol Cutler – New Directions for Community Colleges, 2018
For numerous reasons, it can be difficult for foster youth to succeed in postsecondary education. This chapter offers insight into state-level policies and programs, community college programs dedicating to supporting foster youth, and a framework for creating a structured support system to increase student success.
Descriptors: State Policy, State Programs, Academic Achievement, Guidelines
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Hallett, Ronald E.; Westland, Melinda A.; Mo, Elaine – New Directions for Community Colleges, 2018
This chapter describes the ways that the trauma of childhood frames the academic, social, and personal lives of many foster youth as they navigate higher education. In particular, we focus on the role of homelessness, social network fragmentation, and abuse and neglect.
Descriptors: Trauma, Foster Care, Two Year College Students, Community Colleges
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Day, Angelique; Riebschleger, Joanne; Wen, Jiebing – New Directions for Community Colleges, 2018
Precollege outreach programs improve college access for underrepresented students; however, information on foster youth engagement in precollege programs is virtually nonexistent. This chapter describes the impact of a precollege program on two- and four-year college enrollment and completion rates.
Descriptors: Mentors, Excellence in Education, College Preparation, Community Colleges
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Fox, Heather L.; Zamani-Gallaher, Eboni M. – New Directions for Community Colleges, 2018
This chapter examines how postsecondary practitioners are encouraged to work collaboratively with child welfare agencies and other community-based organizations to identify and implement culturally responsive supports for former foster youth to promote early academic achievement.
Descriptors: Equal Education, Child Welfare, Public Agencies, Community Organizations
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Dworsky, Amy – New Directions for Community Colleges, 2018
This chapter examines what we know about the disparity in postsecondary educational attainment between youth in foster care and their non-foster care peers, the reasons for it, and the policies and programs that have been developed to address that disparity. It also discusses the unique role that community colleges can play in reducing this…
Descriptors: Foster Care, Postsecondary Education, Educational Attainment, Community Colleges
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Piel, Megan Hayes – New Directions for Community Colleges, 2018
This chapter acknowledges the contextual considerations in preparation and success in higher education and establishes a foundation of knowledge for researchers, educators, and practitioners to support foster youth in community college settings.
Descriptors: Higher Education, Community Colleges, Foster Care, Two Year College Students
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Bers, Trudy H. – New Directions for Community Colleges, 2018
This chapter describes and reviews new approaches to revising developmental English, the effectiveness of these approaches, and a synthesis of lessons learned from them.
Descriptors: English Instruction, Developmental Studies Programs, Instructional Effectiveness
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Campbell, Emily; Cintron, Rene – New Directions for Community Colleges, 2018
This chapter describes the implementation and outcomes of a multiyear pilot study on the use of the corequisite model in math and English remediation. Practical recommendations are presented after an analysis of student outcomes and institutional practices.
Descriptors: Acceleration (Education), Remedial Instruction, Program Implementation, Pilot Projects
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Barbitta, Susan; Munn, William – New Directions for Community Colleges, 2018
This chapter considers the case of placement tests, examining students who enter community college gateway math and English courses.
Descriptors: Student Placement, Tests, Community Colleges, Two Year College Students
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Manning, Terri Mulkins – New Directions for Community Colleges, 2018
This chapter examines how student success allows a college to recoup their funding loss from a costly reform effort in developmental math education.
Descriptors: Mathematics Achievement, Mathematics Education, Developmental Studies Programs, Educational Change
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Brathwaite, Jessica; Edgecombe, Nikki – New Directions for Community Colleges, 2018
This chapter discusses the importance of scrutinizing the outcomes of developmental education reforms across race/ethnicity, socioeconomic status, gender, and level of developmental need.
Descriptors: Developmental Studies Programs, Educational Change, Outcomes of Education, Race
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Cox, Rebecca D. – New Directions for Community Colleges, 2018
This chapter presents pedagogical challenges to reform in developmental education and observations of best practices gleaned from successful mathematics developmental education classrooms.
Descriptors: Developmental Studies Programs, Educational Change, Best Practices
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