College: 2-year

This report examines college enrollment rates of 2008 Virginia high school graduates using National Student Clearinghouse and Start Department of Education data. The analysis showed that sixty-two percent of graduates enrolled in a degree-granting institution within one-year of graduation; thirty-seven percent enrolled in four-year colleges and twenty-five percent in two-year colleges. The study also found Advanced-Study Diploma graduates had a higher enrollment rate than did Standard Diploma graduates.

The author examined the effectiveness of the Cooperative Alliance Program (CAP) designed to encourage high school students and adult students to enter technical programs in Oklahoma community colleges. The study measured enrollment status, GPA, and hours earned of CAP students compared to a non-CAP control group. After reviewing first-year data, the author found CAP students are more likely to remain in school than non-CAP students and achieve higher GPAs.

This paper examines the relationship between previous online education experiences and future success in online educational opportunities among students enrolled in a community college.

The Center on Innovations in Learning introduces its framework to personal competencies by differentiating between three fundamental terms: mastery, competence, and competency. To achieve a competence, or a sufficient degree of mastery in any given area, four specific competencies must be leveraged. These four competencies are: social/emotional competency, motivational competency, metacognitive competency, and cognitive competency. The remainder of this brief describes the four competencies in detail and their critical connection to student achievement.

The state of California is considering extending bachelor degree pathways to, and across, community colleges. A study group of constituents across the system of California universities has been assembled to determine the pros and cons of this debated model. This report outlines the agenda of the study group, including the research consulted, topics covered, and summary of recommendations to the Chancellor’s Office and the Board of Governors. 

This report describes the impact that various reform models - such as guided pathways, stackable credentials, and competency-based credentials - have on students' postsecondary outcomes as well as examples of how some states have been implementing these reform models. The report also discusses how technology and human systems in higher education inhibit transformative change while also presenting alternatives and solutions for addressing these barriers to change. Finally, the author presents policy recommendations that could accelerate the acceptance of the various reform models.