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Education Research of Interest

Educational Research of Interest

Assessment Commons With over 1,600 links, including over 500 college and university assessment sites, Assessment Commons provides a one stop shop for new resources and lists of links, and for new pages on individual institutions' assessment programs.

Divided We Fail: Improving Completion and Closing Racial Gaps in California's Community Colleges

Divided We Fail: San Francisco Bay Regional Profile The future of California depends heavily on increasing numbers of Californians with certificates, associate degrees, and bachelor’s degrees. Educational attainment in California has been declining with each younger generation - a statistic that bodes poorly for the state’s economic competitiveness. It is essential to increase educational attainment among the Latino population, as current levels are relatively low and the Latino share of the working age population in California is projected to grow from 34% currently to 50% by 2040.

Guided Pathways Demystified This publication is the culmination of a series of six blog posts between January and June 2016. A companion piece to the Community College Research Center (Teachers College, Columbia University) book Redesigning America’s Community Colleges: A Clearer Path to Student Success (2015), this resource is designed for higher education leaders and practitioners ultimately tasked with implementing change on our campuses. It addresses real concerns about compromising our higher education values, practical considerations about control and enrollment, and apprehensions about the impact on students’ learning and development—all issues that will need to be addressed to successfully pursue a guided pathways effort. 

The Road Less Traveled: Realizing the Potential of Career Technical Education in the California Community Colleges This research examines four high-wage, high-need career pathways in the California community colleges as a basis for exploring the Career Technical Education (CTE) mission and its role in the college completion agenda.The study found that the potential of CTE to help meet the state’s completion, workforce, and equity goals is not fully realized due to a lack of priority on awarding technical certificates and degrees and an absence of clear pathways for students to follow in pursuing those credentials.

Time is the Enemy A report released in late September 2011 by a group seeking to raise college graduation rates shows that despite decades of steadily climbing enrollment rates, the percentage of students making it to the finish line is barely budging.The group, Complete College America, is a nonprofit founded two years ago with financing from the Bill and Melinda Gates Foundation, the Lumina Foundation and others. Its report, which had the cooperation of 33 governors, showed how many of the students in states completed their degrees, broken down into different categories, including whether enrollment is full- or part-time, or at a two- or four-year institution.

Using Student Voices to Redefine Support: What Community College Students Say Institutions, Instructors and Others Can Do To Help Them Succeed Provides a detailed discussion of students’ perspectives on how “six success factors”—directed, focused, nurtured, engaged, connected and valued—contribute to their achievement; incorporates discussion questions to stimulate dialog about these findings and provides several suggestions for action—offered by students in the study—that can be used by different constituent groups to support their success.

What Students Say They Need to Succeed: Key Themes from a Study of Student Support Presents five key themes that synthesize what students say about the six success factors and share specific strategies that students suggest may improve their achievement; includes discussion questions for practitioners to facilitate college-level reflection and planning.

Working After Community College Degrees & Certificates This summary report analyzes how community college students in Kentucky fared in the job market. Results strongly support that associate's degrees and diplomas have large labor-market returns.