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35 .
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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63 .
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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64 .
Burack, C., Lanspery, S., Shields, T., and Singleton, S.
2010.
Partnerships that promote success: Lessons from the evaluation of the Jack Kent Cooke Foundation's Community College Transfer Initiative .
From 2006-2010, the Jack Kent Cooke Foundation’s Community College Transfer Initiative (CCTI) provided support to eight selective colleges and universities to increase their enrollment of high-achieving, low- to moderate-income community college transfer students. This report highlights selected findings from an evaluation, focusing on promising practices and lessons learned, with a goal of conveying information that institutions interested in similar efforts will find useful.
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78 .
Choitz, V., Soares, L., and Pleasants, R.
2010.
A new national approach to career navigation for working learners .
This Center for American Progress report, prepared by Jobs for the Future in collaboration with CAP, details the inadequacy of the career navigation assistance now available and why the United States needs a new approach. The report describes the urgent need, which has been exacerbated by recent trends in the economy. It also showcases promising models of career navigation that have emerged—created by community colleges, employers, labor unions, public workforce systems, and community-based organizations—but remain small, boutique enterprises.
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79 .
Choy, S., Horn, L., Chun, S. and Nouri, F.
2000.
Services to students with disabilities: A study of workload and costs .
In the spring of 1998, the Chancellor's Office contracted with MPR Associates to support the efforts of the Workload Task Force by developing a system to track the delivery of services for disabled students, training community college staff to use the system, monitoring the data collection, and analyzing the data.
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106 .
Dougherty, K. J., Reid, M., Crosta, P., Nienhusser, H. K., & Walker, N.
2007.
Fifty states of achieving the dream: State policies to enhance access to community colleges across the United States .
This report gives the results of a 50-state survey of state policies affecting community college practices in three main areas: student access, student success, and performance accountability.
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112 .
Dowd, A., Bensimon, E., Gabberd, G., Singleton, S., Macias, E., Dee, J., Melguizo, T, Cheslock, J., and Giles, D.
Transfer access to elite colleges and universities in the United States: Threading the needle of the American dream .
While full-time community college enrollment is growing faster than enrollment at four-year schools, the opportunity to transfer to elite institutions is shrinking. Fewer than one of every 1,000 students at the nation’s most selective private institutions is a community college transfer, despite high rates of degree completions among students who manage to transfer from community colleges to elite colleges and universities.
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127 .
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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177 .
Lamos, E., Simon, M., Waits, M., Fulton, B., and Bird, K.
2010.
A sharper focus on technical workers: How to educate and train for the global economy .
This report provides a model for how states can work collaboratively with industry, community colleges and each other to provide opportunities for workers to build their skills and ensure America's future economic security and prosperity.
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219 .
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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228 .
Pusser, B., Breneman, D.W., Gansneder, B.M., Kohl, K.J., Levin, J.S., Milam, J.H., & Turner, S.E.
2007.
Returning to learning: Adults’ success in college is key to America’s future .
This report details the findings of the National Survey of Students in Continuing Education. In order to maximize continuing education programs as pathways to further attainment, the report recommends creating pre-baccalaureate certificate and training programs that give students transferable college-level credits.
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233 .
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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246 .
Scrivener, S., Bloom, D., LeBlanc, A., Paxson, C., Rouse, C., Sommo, C., Au, J., Teres, J., & Yeh, S.
2008.
A good start: Two-year effects of a freshman learning community program at Kingsborough Community College .
This report presents the findings of a study on the implementation of a learning community program at Kingsborough Community College. Analyses in this report show that: the program improved students’ college experience, and the program also improved some educational outcomes while students were in the learning community program, but the effects diminished in subsequent semesters; the program moved students more quickly through developmental English requirements; and the evidence is mixed about whether the program increased persistence.
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248 .
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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270 .
Visher, M., Schneider, E., Washington, H., and Collado, H.
2010.
Scaling up learning communities: The experience of six community colleges .
Community college leaders are using many strategies to improve their students’ ability to complete their studies, particularly their academically underprepared students. In recent years, these strategies have included adaptations of an approach long used in four-year colleges known as “learning communities,” in which groups of students enroll together in two or more courses.
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271 .
Visher, M., Wathington, H., Richburg-Hayes, L., and Schneider, E.
2008.
The learning communities demonstration: Rationale, sites, and research design .
While the number of learning community programs continues to grow, rigorous studies measuring their effectiveness are limited. To address this need for evidence, the Learning Communities demonstration uses random assignment to test models of learning communities at six community colleges.
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276 .
Weiss, M., Visher, M., Wathington, H., Teres, J., and Schneider, E.
2010.
Learning communities for students in developmental reading: An impact study at Hillsborough Community College .
among students who enroll in community colleges with the intent to earn a credential or transfer to a four-year institution, only 51 percent achieve that goal within six years. Many postsecondary institutions operate learning communities to improve low rates of success. Basic learning communities simply co-enroll a cohort of students into two classes together. This report presents results from a rigorous random assignment study of a basic learning community program at Hillsborough Community College in Tampa Bay, Florida.
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277 .
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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