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National Coalition for Women and Girls in Education
Releases Report on Women, Girls and Perkins
More than Forty years after Title IX outlawed sex segregation in education, women and girls are still sorely underrepresented in Career and Technical Education (CTE) programs that are nontraditional for their gender. This report shows that women and girls make up only a small percentage of students enrolled in the majority of programs funded by the Perkins Act that provide training for jobs in high-paying fields —a pattern that only intensifies in the transition from secondary to postsecondary education.
NCWE, JFF and AIHEC Release Report on Breaking Through and TCUs
Building the Foundation for Success: Case Studies of Breaking Through Tribal Colleges and Universities highlights the findings from a Breaking Through partnership facilitated by Jobs for the Future, the National Council for Workforce Education, and the American Indian Higher Education Consortium. This eighteen-month initiative focused on piloting workforce and education strategies to better serve low-skilled students at tribal colleges and universities. Six institutions participated—Comanche Nation College, Leech Lake Tribal College, Little Big Horn College, Northwest Indian College, Salish Kootenai College, and Sitting Bull College—with each establishing two or more cohorts of GED or workforce students and incorporating the four Breaking Through core strategies. As a result of experimenting with the implementation of Breaking Through in a tribal college context, a number of key themes emerged.
CCRC Releases New Report on I-BEST in WA State
The study Contextualized College Transition Strategies for Adult Basic Skills Students: Learning from Washington State’s I-BEST Program Model represents the final phase of a multi-year evaluation of the I-BEST model that began in 2009, conducted by CCRC in collaboration with the Washington SBCTC. Based on fieldwork undertaken in spring 2011 on 16 I-BEST programs at eight colleges, this report builds on CCRC’s earlier qualitative and quantitative research by seeking to understand those aspects of I-BEST that best support student learning, progression, and completion. In addition, the report considers the I-BEST student experience and evaluates the costs of I-BEST program delivery. The findings and recommendations highlighted below may be useful for funders, policymakers, and practitioners in other states who are considering transition interventions similar to the I-BEST model.
The Aspen Institute College Excellence Program
Releases Report on Student Success
When colleges have a culture based on student success, they are capable of this kind of innovation. Faculty and staff consistently invent ways to improve student success. Innovators readily find colleagues to adopt and then help improve student success initiatives. And leaders can be counted on to support this good work to help make sure that the most effective student success practices are sustained and scaled. Creating a Faculty Culture of Student Success describes several community colleges that have achieved a culture in which faculty members continuously improve student outcomes, and provides guidance on how others might build and sustain such an exceptional culture similar.
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