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The Industrial Manufacturing Academy
South Seattle College

Carreras en Salud: A Chicago Bilingual Healthcare Partnership
Instituto del Progreso Latino


Completion Agenda

Redesigning Community Colleges for Completion: Lessons from Research on High-Performance Organizations (CCRC Working Paper No. 24, Assessment of Evidence Series)

This paper argues that in order to increase rates of student completion on a large scale, community colleges will have to make fundamental changes in the way they operate. Based on practices found to be effective among a broad range of high-performance organizations, the paper outlines practical steps community colleges can take to bring about continuous improvement in student learning and progression.

Community College Research Center (2011)
Davis Jenkins

Taking the Next Step: The Promise of Intermediate Measures for Meeting Postsecondary Completion Goals

In Taking the Next Step,the authorsassess the state of the emerging field of defining, measuring, reporting, and rewarding student progress in achieving "intermediate measures of success.”

Taking the Next Step distinguishes between milestones that must be attained in order to get to completion and success indicators that increase a student's chances of completion. The authors review 11 cases of the use of intermediate measures by multistate, single-state or single-system, and multi-institution initiatives, noting differences in approaches, definitions, and uses of "milestones” data.

Jobs for the Future and Achieving the Dream
Jeremy Offenstein and Nancy Shulock

Strategies for Promoting Gate Keeper Course Success
Among Students Needing Remediation

This report discusses findings and recommendations from a CCRC study designed to help community colleges develop strategies for improving the rate at which academically underprepared students take and pass initial college-level (or "gatekeeper") courses in math and English. Based on analysis of more than 24,000 first-time students who enrolled in a Virginia community college in summer or fall 2004, the study examines student characteristics, course-taking patterns, and other factors associated with higher probabilities that students who require remediation will take and pass math and English gatekeeper courses.

Community College Research Center
Josipa Roksa, Davis Jenkins, Shanna Smith Jaggars, Matthew Zeidenberg & Sung-Woo Cho

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