North Central State College
By enforcing its mandatory assessment-placement policy, North Central State College (NC State) created the most propitious conditions for students to complete the developmental math sequence.
Since implementing Achieving the Dream strategies in 2006-2007, NC State has required all students to prove math competency and enforced a mandatory assessment-placement policy. As a result:
- Students completing any developmental math during the initial year increased from 12% to 53%
- Students completing the developmental math sequence during the initial year increased from 8% to 29%
- Men completing the sequence increased from 7% to 26%
- Students between the ages of 25 and 29 completing the sequence increased from 7% to 37%
NC State and an Ohio State University regional campus share a 600-acre wooded campus. NC State’s Shelby campus has an Advanced Manufacturing Tool & Die Center.
In Fall 2009, NC State had 3,600 students. Of those students, 6% were African American, 25% were between the ages of 20 and 24, 44% were 25 or older, and 38% received Pell grants.
NC State’s student success partnerships include five high schools, a Tech Prep Consortium, a P-16 Council, and the region’s basic education provider. Input from employers guided trustees’ development of “Ends Policies.”
To improve evidence gathering and dissemination, Institutional Research and Information Technology staffs are in the same office and report to the same manager.
To address achievement gaps and improve retention, NC State offers:
- A Tutoring Center for students enrolled in developmental courses to receive individual, group, and online tutoring
- Math Boot Camps and Writing Workshops prior to each quarter in high schools and on campus to help students prepare for math and writing placement tests
- Paired English Courses that link developmental writing courses with English 101
- Case Management Advising that assigns an advisor to each new student
- Solutions adult transition program provides self-paced, individualized instruction for adults who need to develop academic skills before entering college
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
