Community College Research Center, Columbia University最新文献

{"title":"Effectiveness of Fully Online Courses for College Students: Response to a Department of Education Meta-Analysis","authors":"S. Jaggars, Thomas R. Bailey","doi":"10.7916/D85M63SM","DOIUrl":"https://doi.org/10.7916/D85M63SM","url":null,"abstract":"SUMMARY: Proponents of postsecondary online education were recently buoyed by a meta-analysis sponsored by the U.S. Department of Education suggesting that, in many cases, student learning outcomes in online courses are superior to those in traditional face-to-face courses. This finding does not hold, however, for the studies included in the meta-analysis that pertain to fully online, semester-length college courses; among these studies, there is no trend in favor of the online course mode. What is more, these studies consider courses that were taken by relatively well-prepared university students, so their results may not generalize to traditionally underserved populations. Therefore, while advocates argue that online learning is a promising means to increase access to college and to improve student progression through higher education programs, the Department of Education report does not present evidence that fully online delivery produces superior learning outcomes for typical college courses, particularly among low-income and academically underprepared students. Indeed some evidence beyond the meta-analysis suggests that, without additional supports, online learning may even undercut progression among low-income and academically underprepared students.","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131266832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Human Resource Development and Career and Technical Education in American Community Colleges","authors":"M. Zeidenberg, T. Bailey","doi":"10.7916/D8DZ06CT","DOIUrl":"https://doi.org/10.7916/D8DZ06CT","url":null,"abstract":"With their open access admission policies, low tuition costs, and convenient locations, community colleges are designed to make college accessible to all. They strive to meet three main goals. The first is to teach marketable vocational skills, the second is to provide the first two years of a four-year bachelor’s degree program, and the third is to provide continuing education and enrichment for community residents. This paper covers issues that are relevant to the community college mission of helping prepare a skilled workforce for jobs offering reasonable wages. After providing an overview about community colleges and their students, the paper discusses the types of remedial education programs that are most likely to provide the large number of underprepared students enrolled in community colleges with the skills to advance to college-level courses. It considers the growing phenomenon of dual enrollment that enables students to earn both high school and college credit for courses while still in high school. It addresses the ways that community colleges can support local labor markets and regional economic development and their efforts to build career pathways for workers. It describes the growing role of community colleges in online education, and it reviews the financing of community colleges. The paper also discusses issues related to community college persistence and completion, and it cites evidence of the market value of the education and credentials the colleges provide. Finally, it considers the usefulness of the American community college as a model for other countries seeking to develop institutions that serve similar functions. Address correspondence to: Thomas Bailey, Director Community College Research Center Teachers College, Columbia University 525 West 120 Street, Box 174 New York, NY 10027 Tel.: 212-678-3091 Email: tbailey@tc.edu Visit CCRC’s website at: http://ccrc.tc.columbia.edu","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126193797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Performance Accountability Systems for Community Colleges: Lessons for the Voluntary Framework of Accountability for Community Colleges","authors":"Kevin J. Dougherty, R. Hare, Rebecca S. Natow","doi":"10.7916/D87W698R","DOIUrl":"https://doi.org/10.7916/D87W698R","url":null,"abstract":"","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124753736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies for Promoting Gatekeeper Course Success Among Students Needing Remediation: Research Report for the Virginia Community College System","authors":"Josipa Roksa, Davis Jenkins, S. Jaggars, M. Zeidenberg, Sung-woo Cho","doi":"10.7916/D8CN71ZM","DOIUrl":"https://doi.org/10.7916/D8CN71ZM","url":null,"abstract":"Acknowledgments: Funding for this report was provided by the Virginia Community College System (VCCS). Additional funding was provided by Lumina Foundation for Education through a grant to CCRC as part of Achieving the Dream: Community Colleges Count. The authors are grateful to the Virginia Community College System staff for sharing the data used in this study, particularly Donna Jovanovich and Susan Wood, who reviewed earlier drafts and offered insights to help us interpret our findings. We also thank the members of the VCCS Developmental Education Task Force, who provided helpful feedback on our preliminary findings and recommendations. Finally, we thank Wendy Schwartz, who edited the report. Executive Summary Overview The Virginia Community College System (VCCS) is engaged in a strategic planning process to improve performance beyond the goals in Dateline 2009, the system's current vision and plan. A key objective is to encourage colleges to improve retention and academic success for students, particularly the substantial numbers who arrive unprepared for college-level work. Specifically, the VCCS seeks to improve the rates at which underprepared students complete developmental coursework and advance to take and pass college courses, particularly the initial college-level, or \" gatekeeper, \" math and English offerings. to conduct analyses to inform its efforts to improve student outcomes. In response, CCRC designed a study to address the following question: What student characteristics, course-taking patterns, and other factors are associated with higher probabilities that students who require remediation will take and pass college-level math and English? The dataset used by CCRC, provided by the VCCS, contained information on 24,140 first-time college students who enrolled in a VCCS college in summer or fall 2004. It included information on student demographics, institutions attended, placement test scores and placement recommendations, transcript data on courses and grades, and information on educational attainment (including transfer to four-year institutions and certificates and associate degrees earned). Students were followed for four years, through the 2008 summer term. CCRC examined a range of educational outcomes, including: whether students took and passed development courses and gatekeeper English and math, the number of terms they were enrolled, the number of credits they accumulated, and whether they earned educational awards (certificates and associate degrees) or transferred to four-year institutions. This report presents the main findings from CCRC's study and outlines suggestions for steps that the VCCS and its member colleges might take to improve completion of gatekeeper courses by the many students …","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"290 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121290464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Outcomes of I-BEST, Washington State Community and Technical College System's Integrated Basic Education and Skills Training Program: Findings from a Multivariate Analysis. CCRC Working Paper No. 16.","authors":"Davis Jenkins, M. Zeidenberg, Gregory S. Kienzl","doi":"10.7916/D8668NBB","DOIUrl":"https://doi.org/10.7916/D8668NBB","url":null,"abstract":"","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132531770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building Bridges to Postsecondary Training for Low-Skill Adults: Outcomes of Washington State's I-BEST Program. CCRC Brief. Number 42.","authors":"Davis Jenkins, M. Zeidenberg, Gregory S. Kienzl","doi":"10.7916/D8J67R18","DOIUrl":"https://doi.org/10.7916/D8J67R18","url":null,"abstract":"Each year, community colleges, schools, and community organizations offer basic skills instruction to more than 2.5 million adults with limited skills and education. Such programs include Adult Basic Education (ABE) and GED preparation programs for individuals who do not have a high school credential and English-as-a-SecondLanguage (ESL) programs for persons with limited proficiency in English. Yet few of these students advance successfully to college-level education and training, even when they attend a basic skills program offered by a community college. Not doing so limits the potential of these individuals to secure jobs that pay family-supporting wages and that offer opportunities for career advancement. Integrated Basic Education and Skills Training, or I-BEST, is an innovative program created to address this problem. First piloted in 2004-05, I-BEST was developed by the community and technical colleges in Washington State to increase the rate at which adult basic skills students enter and succeed in postsecondary occupational education and training. Under the I-BEST model, basic skills instructors and career-technical faculty jointly design and teach collegelevel occupational, or what in Washington State are called “workforce,” courses for adult basic skills students. Instruction in basic skills is thereby integrated with instruction in college-level career-technical skills. This model challenges the conventional notion that basic skills instruction should be completed by students prior to starting college-level courses. The approach thus offers the potential to accelerate the transition of adult basic skills students into college programs. This Brief, which summarizes a longer paper, presents findings from a CCRC study that investigated the outcomes of students who participated in the program. The study compared, over a two-year tracking period, the educational outcomes of I-BEST students with those of other basic skills students, including students who comprised a particularly apt comparison group — those non-I-BEST basic skills students who nonetheless enrolled in at least one workforce course in academic year 2006-07, the period of enrollment examined in the study. The analyses controlled for observed differences in background characteristics and enrollment patterns of students in the sample. We examined data on more than 31,000 basic skills students in Washington State, including nearly 900 I-BEST participants.","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116934586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Demise of Higher Education Performance Funding Systems in Three States. CCRC Working Paper No.17.","authors":"Kevin J. Dougherty, Rebecca S. Natow","doi":"10.7916/D81V5P5C","DOIUrl":"https://doi.org/10.7916/D81V5P5C","url":null,"abstract":"Over the past three decades, policymakers have sought ways to secure better performance from higher education institutions, whether in the form of greater access and success for less advantaged students, lower operating costs, or improved responsiveness to the needs of state and local economies. As a result, great effort has gone into designing incentives for improved college performance. One of the key incentives that state governments have tried is performance funding, which ties state funding directly to institutional performance on specific indicators, such as rates of retention, graduation, and job placement. One of the great puzzles about performance funding is that while it has been popular, it has also been very unstable (Dougherty & Hong, 2006; Erisman & Gao, 2006). States that have enacted performance funding have often and sometimes substantially changed the amount of funding they devote to it and the criteria by which they award that funding. Moreover, the number of states enacting performance funding has waxed and waned. Between 1979 and 2007, 26 states enacted performance funding, but 14 of those states dropped it over the years (with 2 reestablishing it recently) (Burke & Minassians, 2003; Dougherty & Reid, 2007). We are now entering a period of renewed interest. In the past few years, a variety of prominent higher education commissions and researchers have called for greater focus on performance accountability, though often taking forms different from past practice (Blanco, Jones, Longanecker, & Michelau, 2007; Shulock & Moore, 2005, 2007). Moreover, several states have recently enacted or readopted performance funding, including Virginia (in 2005) and Washington (in 2007), and other states, such as Texas and Arizona, have been considering it. Despite its apparent popularity, however, performance funding has experienced only limited and unstable institutionalization in the years since it was first introduced. This Brief, which draws on a longer report, examines this instability. Based on an analysis of three states that enacted and then eliminated performance funding systems, we identify factors that may lead states to let their performance funding systems lapse. To understand the experiences of the three states — Florida, Illinois, Washington — we drew upon interviews and documentary analyses that we conducted in these states. We carried out interviews with state and local higher education officials, legislators and staff, governors and their advisors, and business leaders. The documents we analyzed included state government legislation, policy declarations and reports, newspaper accounts, and analyses by other investigators.","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"214 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116044073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Achieving the Dream Colleges in Pennsylvania and Washington State: Early Progress toward Building a Culture of Evidence.","authors":"Davis Jenkins, T. Ellwein, John Wachen, M. Kerrigan, Sung-woo Cho","doi":"10.7916/D8445JKS","DOIUrl":"https://doi.org/10.7916/D8445JKS","url":null,"abstract":"","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116922259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evidence-Based Decision Making in Community Colleges: Findings from a Survey of Faculty and Administrator Data Use at Achieving the Dream Colleges","authors":"Davis Jenkins, M. Kerrigan","doi":"10.7916/D8QZ281Q","DOIUrl":"https://doi.org/10.7916/D8QZ281Q","url":null,"abstract":"","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"508 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127602164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making The Transition To Four-Year Institutions: Academic Preparation And Transfer. CCRS Working Paper No. 13.","authors":"Josipa Roksa, Juan Carlos Calcagno","doi":"10.7916/D8SX6NB3","DOIUrl":"https://doi.org/10.7916/D8SX6NB3","url":null,"abstract":"In this study, we examine the role of academic preparation in the transition from community colleges to four-year institutions. We address two specific questions: To what extent do academically unprepared students transfer to four-year institutions? And, can positive experiences in community colleges diminish the role of inadequate academic preparation? The results, which are based on analyses of Florida’s unit record data of first-time community college students, indicate that a substantial proportion of students who enter community colleges academically unprepared do indeed transfer to four-year institutions. Moreover, successful completion of intermediate outcomes — such as passing college-level math and writing courses, meeting specific credit thresholds, and earning an associate degree — enhances students’ probability of transfer. However, the ability of community colleges to mitigate the negative effects of inadequate academic preparation is limited: successful completion of even the most demanding intermediate outcomes does not alleviate the negative consequences of entering higher education unprepared. The policy implications of these findings are discussed.","PeriodicalId":218750,"journal":{"name":"Community College Research Center, Columbia University","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124102015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}