Martin Community College
Martin Community College (MCC) attributes persistence rate increases to the combined effects of its Read To Succeed intervention, its mandatory student success course for first-time-in-college (FTIC) students, and accelerated developmental courses.
Fall to spring persistence increased from 50% to 65% between Fall 2007 and Spring 2011.
To improve persistence, MCC:
- Implemented Read to Succeed, which requires students in every discipline to complete at least two outside reading assignments in every course.
- Mandated that FTIC students attend a Student Success course. Eighty-six percent of the students who passed the Student Success course persisted to the next semester, compared to MCC’s overall persistence rate of 61%.
- Offered eight accelerated developmental courses. Seventy-seven percent of the students in accelerated developmental courses in Fall 2010 persisted to Spring 2011.
MCC started as Martin Technical Institute in 1967. Now a comprehensive public community college, MCC serves residents of Martin County and parts of rural Bertie and Washington counties. As a key link between adult students and local employers, MCC emphasizes occupational skills in both credit and continuing education courses. In Fall 2009, the college had 840 undergraduates – 47% were African American and 68% were female. MCC meshed its Achieving the Dream work with its re-accreditation Quality Enhancement Plan to improve students’ reading skills across the curriculum. Since 2008, the faculty have learned strategies and techniques for engaging students and improving “content literacy” from the Collaborative for Teaching and Learning.
On Data Day, MCC presents faculty, staff, and administrators with the data it collects throughout the year. All personnel examine the data, identify weaknesses and strengths, and weigh-in on strategies.
Students’ responses on the Survey of Entering Student Engagement (SENSE) shaped the restructuring of Academic Advising. MCC designates one week each semester for advisor-advisee conferences in addition to advisors’ initial contact with advisees during the first few weeks of classes. Satisfaction with scheduling has increased from 80% on the SENSE evaluation to 85%.
The college plans to add Mini Math Modules, a College Transfer Success Course, and Welcome Sessions.
The Achieving the Dream Model
Achieving the Dream community colleges commit to our Student-Centered Model of Institutional Improvement. Based on four principles, the model frames the overall work of helping more students, particularly low- income students and students of color, stay in school and earn a college certificate or degree.
Each college approaches the work differently, but Achieving the Dream’s five-step process provides practical guidelines for keeping the focus where it belongs and building momentum over time. Throughout the process, Achieving the Dream coaches offer customized support and help each college’s core team implement data-informed programs and policies that build long-term, institution-wide commitment to student success.
Achieving the Dream Leader Colleges
Leader Colleges are demonstrating the power of the Achieving the Dream Student-Centered Model of Institutional Improvement. They show us it is possible to raise persistence and graduation rates, close achievement gaps, and change lives. Leader Colleges embody the ultimate goal of Achieving the Dream, and as such, serve as mentors within our community of learners.
To be eligible for Leader College distinction, colleges must show three or more years of improvement on one or more of these five measures:
- Course completion
- Advancement from developmental to credit-bearing courses
- Completion of college-level math and English courses
- Term-to-term and year-to-year retention
- Completion of certificates or degrees
