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40 .
Auclair, R., Bélanger, P., Doray, P., Gallien, M., Groleau, A., Mason, L., and Mercier, P.
2008.
Transitions: First-generation students: A promising concept? .
This research paper is a critical summary of the
scientific literature dealing with the First Generation Student (FGS) concept.
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42 .
Bailey, T., Alfonso, M., Calcagno, J., Jenkins, D., Kienzl, G., and Leinbach, T.
2004.
Improving student attainment in community colleges: Institutional characteristics and policies .
Describes student characteristics and educational outcomes at community colleges.
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62 .
Braxton, J., Doyle, W., Jones, W., Mclendon, M., Montgomery, M., and Proper, E.
2009.
Making the connections: Connecting state and institutional policies to improve student success .
This report summarizes the findings of a multi-year study into the state and institutional policies that affect college completion.
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66 .
Brock, T., Jenkins, D., Ellwein, T., Miller, J., Gooden, S., Martin K., MacGregor, C., Pih, M., Miller, B., and Geckeler, C.
2007.
Building a culture of evidence for community college student success: Early progress in the Achieving the Dream initiative .
This report, a coproduction of MDRC and the Community College Research Center (CCRC) at Columbia University’s Teachers College, describes Achieving the Dream’s attempt to
build a “culture of evidence” at the first 27 community colleges that joined the Building a Culture of Evidence initiative.
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73 .
Cabrera, A., Nora, A., Terenzini, P., Pascarella, E., Hagedorn, L.
1999.
Campus racial climate and the adjustment of students to college: A comparison between white students and African-American students .
Examines the effects of perceptions of prejudice and discrimination on African American and white student adjustment to college, according to four assertions made in literature addressing the issue.
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94 .
Coles, A., Conley, D., Davies, G., King, J., Portch, S., and Tinto, V.
2003.
The challenge of access and persistence .
This collection of papers from WISCAPE addresses issues surrounding college access and success, including: family perspectives, federal roles, P-16 reforms, and state policies and strategies for increasing retention and persistence.
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108 .
Cornwell, C.M., Lee, K.H., and Mustard, D.B.
2003.
The effects of merit-based financial aid on course enrollment, withdrawal, and completion in college .
Using data extracted from the longitudinal records of all undergraduates who enrolled at the University of Georgia between 1989 and 1997, this paper estimates the effects of the Georgia HOPE Scholarship on course enrollment, withdrawal, and completion.
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112 .
Doray, P., Comoe, E., Trottier, C., Picard, F., Murdoch, J., Laplante, B., Moulin, S., Marcoux-Moisan, M., Groleau, A., Bourdon, S.
2009.
Educational pathways and transition modes in Canadian post-secondary education .
The purpose of this note is to empirically study how
students journey through Canada’s postsecondary
education system.
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147 .
Gardenhire-Crooks, A., Collado, H., Martin, K., Castro, A., Brock, T., and Orr, G.
2010.
Terms of engagement: Men of color discuss their experiences in community college .
This study draws on the experiences of 87 African-American, Hispanic, and Native American men who were enrolled in developmental math courses at four Achieving the Dream institutions to find out more about what affects the success of men of color in community college.
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166 .
Hess, F., Schneider, M., Carey, K., and Kelly, A.
2009.
Diplomas and dropouts: Which colleges actually graduate their students (and which don't) .
This report documents the dramatic variation in
graduation rates across more than 1,300 of the
nation’s colleges and universities, even between those
with similar admissions criteria and students. Using
official U.S. Department of Education graduation
rates, the report identifies the top and bottom performers
among institutions that have similar levels of
admissions selectivity, as reported in the widely used
Barron’s Profiles of American Colleges.
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193 .
Kamanzi, P., Doray, P., Murdoch, J., Moulin, S., Comoe, E., Groleau, A., Leroy, C., and Dufresne, F.
2009.
The influence of social and cultural determinants on post-secondary pathways and transitions .
The study attempts to answer the following
questions:
1. What influence do characteristics of social and
cultural relatedness have on the decision whether
to continue education after secondary school?
2. How do those characteristics influence postsecondary
persistence and pathways (linear or discontinuous)?
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194 .
Karp, M. M., Calcagno, J. C., Hughes, K. L., Jeong, D. W. & Bailey, T. R. .
2007.
The postsecondary achievement of participants in dual enrollment: An analysis of student outcomes in two states .
Researchers at the Community College Research Center at Teachers College, Columbia University, examined the outcomes of dual enrollment participation for students in Florida and New York City, with particular emphasis on students in career and technical education (CTE) programs.
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268 .
Perry, M., Bahr, P., Rosin, M., Woodward, K., and Riley, P.
2010.
Course-taking patterns, policies, and practices in developmental education in the California community colleges .
Policy discussions in California and nationally focus increasingly on student success in community colleges, and those discussions inevitably come around to questions of academic rigor within the system. But in the open-access community colleges in this state, ratcheting up expectations for college completion cannot be separated from the effectiveness of developmental or basic skills education in preparing students for college-level work.
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278 .
Radford, A., Berkner, L., Wheeless, S., and Shepherd, B.
2010.
Persistence and attainment of 2003–04 beginning postsecondary students: After six years .
This First Look report provides a brief description of the persistence and degree attainment of a nationally representative sample of students who began postsecondary education for the first time in the 2003-04 academic year. The report provides a first look at the experience of these students over six academic years, from 2003-04 to 2008-09, and provides information about the rates at which students completed degrees, transferred to other institutions, and left postsecondary education without attaining degrees.
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284 .
Richburg-Hayes, L., Brock, T., LeBlanc, A., Paxson, C., Rouse, C., and Barrow, L.
2009.
Rewarding persistence: Effects of a performance-based scholarship program for low-income parents .
To study the effect of supplemental financial aid with an incentive component to encourage academic success and persistence, two New Orleans-area colleges operated a performance-based scholarship program with counseling in 2004-2005. The program was targeted to low-income
parents as part of MDRC’s multisite Opening Doors demonstration.
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296 .
Scrivener, S., Weiss, M., and Teres, J.
2009.
More guidance, better results? Three-year effects of an enhanced student services program at two community colleges .
This report presents the results of a study at two community colleges in Ohio that tested the use of enhanced student services for low-income students. The study was one of a very few that has used an experimental design to evaluate community college student services. The student-
to-counselor ratio in the program was vastly lower than that in a control group, who received only the regular college services, and the program services were more intensive, comprehensive, and personalized.
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315 .
Swaner, L., and Brownell, J.
2008.
Outcomes of high impact practices for underserved students: A review of the literature .
This literature review examines the known outcomes of five high-impact practices – learning communities, service-learning, undergraduate research, first-year seminars, and capstone courses and projects – for underserved student populations, namely underrepresented minorities, low income
students, and first-generation college students.
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318 .
Terenzini, P., Cabrera, A., Deil-Amen, R., and Lambert, A.
2005.
The dream deferred: Increasing the college preparedness of at-risk students .
Examined the impact of multi-dimensional, cross-sector interventions designed to increase the chances of college enrollment, persistence, and graduation for low-income students.
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319 .
Texas Guaranteed Student Loan Coorporation and the Educational Policy Institute.
2008.
Engaging faculty and staff: An imperative for fostering retention, advising, and smart borrowing .
This publication, Engaging Faculty and Staff: An Imperative for Fostering Retention, Advising, and Smart Borrowing, was written to provide useful insight and strategies for institutions to use in order to increase student retention, persistence, and postsecondary success, and, in turn, to reduce the burdens of student loan defaults for students served by US colleges.
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336 .
Vaade, E., Connery, J., and McCready, B.
2010.
Promising practices: What works in the Midwest: New approaches to improving college access, persistence, and success: Three exemplary postsecondary opportunity programs .
This report provides examples of what is working, how it is working, why it works, and obstacles
that have been overcome to achieve success. Reaction and analysis of lessons learned can motivate and inspire further ideas and insights, leading to creative “break through” practices. At the same time, avoiding the pitfalls and detours suffered by others saves not only time and money but also conserves energy to focus on other areas needing attention.
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337 .
van Stolk, C., Tiessen, J., Clift, J., and Levitt, R.
2007.
Student Retention in Higher Education Courses .
This paper compares management of higher education student retention in the United Kingdom, Australia, Ireland, the Netherlands, and the United States, including an examination of any special policies focused on the retention of disadvantaged groups.
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345 .
Weissman, E., Cerna, O., Geckeler, C., Schneider, E., Price, D., and Smith, T.
2009.
Promoting partnerships for student success: Lessons from the SSPIRE Initiative .
This report describes how community colleges in California that participated in the Student Support Partnership Integrating Resources and Education (SSPIRE) initiative took steps to better serve low-income and underprepared students by integrating student support services with academic instruction.
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347 .
Wirt, J., Choy, S., Gerald, D., Provasnik, S., Rooney, P., Watanabe, S. and Tobin, R.
2002.
The condition of education 2002 .
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas.
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348 .
Wirt, J., Choy, S., Gerald, D., Provasnik, S., Rooney, P., Watanabe, S., Tobin, R. and Glander, M.
2001.
The condition of education 2001 .
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2001 print edition includes 59 indicators in six main areas.
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349 .
Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A. and Tobin, R. .
2004.
The condition of education 2004 .
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2004 print edition includes 38 indicators in six main areas.
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