|
 Career
Pathways: Aligning Public Resources to Support Individual and Regional
Economic Advancement in the Knowledge Economy is the first
in a series of reports the Workforce Strategy Center (WSC) plans to have
published by the end of fall 2006. This report is geared toward
practitioners and policymakers. The second in the series is the
Career Pathways How-To Guide, geared toward practitioners; the third
describes how state policymakers can support effective economic and
workforce development. See also:
Building Community
College/CBO Partnerships published March 2005. |
 Degrees
of Opportunity: Adults’ views on the value and
feasibility of returning to school.
A 2006 national study of
the attitudes of adult Americans (age 25 to 60) toward
continuing their education. More than half of
participants indicated they would like to pursue
additional education — the equivalent of more than 70
million Americans. The study also reveals the reasons
millions of adult Americans are returning to school, as
well as the barriers that are preventing others from
pursuing their educational goals.
|
 The
Community College as a Nexus for Workforce Transitions: A Critical
Essay. This article examines horizontal and vertical
workforce transitions and how a global economy and the need to train new
subpopulations of future workers will cause community colleges to
approach their roles in workforce training differently. |
|
What Community College Policies and Practices Are
Effective in Promoting Student Success? A Study of High- and Low-Impact
Institutions. This
study seeks to identify policies and practices of community colleges
that are effective in enabling their students to succeed in
postsecondary education. |
The Council of Regional Accrediting
Commissions (CRAC) developed three documents to assist institutions in
the area of student learning that provide a framework within which
institutions, regardless of regional affiliations, might give a central
focus to student learning as a demonstration of institutional quality.
The documents are:
1.
Regional Accreditation &
Student Learning: A Guide for Institutions & Evaluators
2.
Regional Accreditation
&Student Learning: Improving Institutional Practice
3.
Regional Accredit. &
Student Learning: Preparing Teams for Effective Deliberation
|
 Promoting
Student Success in Community College and Beyond.
This report describes the
background, objectives, and design of MDRC’s evaluation of Opening
Doors. Six community colleges are participating in the project:
Kingsborough Community College (New York), Lorain County Community
College and Owens Community College (Ohio), Delgado Community College
and Louisiana Technical College-West Jefferson (Louisiana), and Chaffey
College (California). These are mostly large, well-established community
colleges that offer a range of associate’s degree programs and technical
or vocational programs. The six colleges make up four Opening Doors
study sites, each implementing a unique intervention |
 Profile
of US Undergraduates in Community Colleges. This report is the
fifth in a series of reports that provide a statistical snapshot of the
undergraduate population. It accompanies the newly released data from
the National Postsecondary Student Aid Study (NPSAS), and each one
includes a focused analysis on a particular topic. This report focuses
on community college students, who represent about 7.6 million students
nationwide.1 With their open enrollment policies and relatively low
cost, community colleges have long provided access to underserved
populations, such as students from low-income families and those who are
the first in their family to attend college (Cohen and Brawer 2003).
This report focuses on the relationship between a measure of
degree commitment and student persistence among community college
students. |
|
 The
Truth About Boys and Girls On many measures American
boys are achieving more than ever, but girls have improved
their performance even faster. A careful look at the
evidence shows the boy crisis hype is overblown and benefits
neither boys nor girls. In fact, with a few exceptions,
American boys are scoring higher and achieving more than
they ever have before. But girls have just improved their
performance on some measures even faster. As a result, girls
have narrowed or even closed some academic gaps that
previously favored boys, while other long-standing gaps that
favored girls have widened, leading to the belief that boys
are falling behind.
|
|
FCCS - Newsletter - August 2006 |
 A
look at the nation's college enrollment trends, demographics, faculty
pay, tuition and fees, etc. |
