Increasing Opportunities for Low-Income Women and Student Parents in Science, Technology, Engineering, and Math at Community Colleges
This report analyzes trends in womenâ€™s representation in Science, Technology, Engineering, and Math (STEM) fields of study at community colleges, as well as promising institutional and broader policy initiatives for improving recruitment, retention, and completion rates for women students in general and student parents in particular. This report is a prodÂ¬uct of IWPRâ€™s Student Parent Success Initiative, a multifaceted project designed to share knowledge, raise awareness, and improve public policies to support positive outcomes for low-income student parents seeking higher education.
Cynthia B. Costello, Ph.D.
Institute for Womenâ€™s Policy Research (2012)
Business and Community College Partnerships: A Blueprint
Research on education and skills levels of employees and jobs available in the future is clear. Recent projections by The Georgetown Center on Education and the Workforce indicate, by 2018, the economy will experience 47 million job openings, two-thirds of which will require some postsecondary education or training. Predictions indicate that there will not be enough people qualified to fill three million of these jobs, jobs which require at least a two-year associateâ€™s degree. Without strategic change this gap will only continue to grow â€“ hurting individuals, their families, our communities and our nationâ€™s economy.
Corporate Voices encourages the scaling of best practice Learn and Earn model partnerships, which are collaborations that integrate important aspects of employment and education for working learners. Business and Community College Partnerships: A Blueprint helps practitioners create and sustain these partnerships to increase the skills of employees and college completion rates.
Corporate Voices for Working Families
Degrees for What Jobs?
Raising Expectations for Universities and Colleges in a Global Economy
In 2010, the Heldrich Center, in collaboration with the National Governors Association (NGA), conducted a study of state policies that promote the alignment of higher education with workforce and economic development needs. The study report concluded that community colleges, four-year institutions, and research universities can make a more significant contribution to future economic growth by bringing their educational programs more closely in line with fast-changing market demand. State governments control nearly two-thirds of all higher education funding in the United States, and policymakers, employers, and educators increasingly recognize that the nationâ€™s economic development goals cannot be achieved if postsecondary programs are not more closely aligned with the knowledge and skills necessary for the 21st Century economy. The study report highlights innovative practices under way in Minnesota, North Carolina, Ohio, and Washington. The study found that a growing number of governors, higher education institutions and systems, and business leaders working together to ensure that colleges and universities align their programs with the real-world needs of students seeking employment in a global, knowledge-based economy.
Erin Sparks and Mary Jo Waits
NGA Center for Best Practices
Deploying Community Colleges to Strengthen State Economic Development
In 2005, the Heldrich Center conducted research on the state efforts to engage community colleges as cornerstones of their comprehensive economic development strategies. Recognizing the unique and substantial role community colleges can play in meeting companiesâ€™ workforce needs, the study examined statesâ€™ efforts to use community colleges as key resources for attracting, maintaining, and supporting key employers in their states. Ten states were selected for in-depth examination based on recommendations from national economic and workforce development experts and a review of the research literature. The study included interviews with senior state and local community college and economic development professionals and reviews of state Web sites and scholarly studies.
Jennifer Cleary and Dr. Aaron Fichtner
John J. Heldrich Center for Workforce Development