Posts Tagged: attainment & innovation
In their third “Community Insights” report, Civitas Learning examines persistence among part-time students and the gap in persistence rates between part-time and full-time students. The brief also provides examples of what institutions successfully working to close these gaps are doing to support their part-time students.
The report found that while Pell eligibility does not necessarily increase or change the likelihood of a student choosing to go to college or not, relatively small additional grant aid at college entry substantially increases college completion and earnings.
The second CBE wave—more grounded and focused on quality than the first—is underway, and resources to support development of high-quality programs include the University of Wisconsin Flexible Option case study.
Between 2004 and 2009, over 1/3 of all college students transferred at least once, and that in the act of transferring, they lost around 43 percent of their previously accumulated credits on average, according to a new report from the Government Accountability Office.
Across the University of California (UC) system, 42 percent of undergraduate students are the first in their family to attend college. To better serve this large and growing “first-gen” population and help build their sense of belonging on campus, UC has launched a system-wide First-Generation Faculty effort to connect these students with faculty mentors who have walked in their shoes.
A recent news article by Matt Krupnick of the Hechinger Report focuses on the need for more tradespeople, occupations that are increasingly in high demand.
ACT’s Center for Equity in Learning recently released a report on working learners, Who Does Work Work For? Understanding Equity in Learner College and Career Success.
In a recent op-ed in The New York Times, president of LaGuardia Community College and ACE Board Member Gail O. Mellow offered her perspective on today’s college students. Namely, they aren’t who you think they are, and the higher education community could help remove barriers to their success by realizing that.
A recent blog post from the Lumina Foundation discusses how frameworks act as blueprints to ensure all credentials are of high quality.
The community college student is unlike most postsecondary learners, writes Everette J. Freeman, president of the Community College of Denver. Through listening, encouragement, leading by example and giving students a sense of belonging and community, we can help them become part of the next generation of leaders.
Year-round Pell Grants were recently reinstated, having previously been implemented for academic years 2009-2010 and 2010-11. A timely working paper released by the Community College Research Center at Columbia University examines the effect of year-round Pell Grants on the likelihood of completing an associate degree.
The Urban Institute, in partnership with The George Washington University, recently released an impact analysis of the Accelerating Opportunity (AO) initiative across four states. The program, created by Jobs for the Future, helps students and adults enroll in integrated career pathway programs at community and technical colleges.