Phillips Community College of The University of Arkansas
Since adding Supplemental Instruction Labs to all its developmental courses, course completion and persistence rates have improved at Phillips Community College of the University of Arkansas (PCCUA).
PCCUA faculty revised developmental course curricula when they decided to require students attend Supplemental Learning Labs. The labs give students extra time to practice skills with faculty guidance.
Since changing both the content and delivery of developmental reading, writing, and math courses in Fall 2007:
- 66% of students have successfully completed developmental courses compared to 55% in the 2004- 2006 cohorts
- 74% persisted term-to-term compared to 67% in the 2004-2006 cohorts
- 42% persisted fall-to-fall compared to 33% in the 2004-2006 cohorts
PCCUA’s three campuses serve rural Eastern Arkansas where the population has declined 25% in two decades. As residents with portable job skills leave to find employment, each cohort entering PCCUA has greater developmental needs. In 2010, 53% of new students placed in the lowest remedial math course.
In Fall 2009, 48% of the college’s 2,300 students were African American; 67% were women. Underachievement is an issue for African American and white male students.
Pell grants were distributed to 53% of PCCUA students. New high school graduates are eligible for full-tuition Great River Promise Scholarships funded by the college’s foundation and local businesses. Achieving the Dream has influenced all 22 two-year college presidents and chancellors in Arkansas to use measures that include Achieving the Dream’s core indicators.
Achieving the Dream prompted PCCUA to change its mission, values, and vision statements, and numerous policies and practices. To continue breaking age, gender, and class barriers to improve student success, PCCUA will:
- Use a curriculum for small-group Conversations about Race that it developed in collaboration with the Clinton School for Public Service. The College will continue its structured discussions tied to Bridges Out of Poverty.
- Focus on Gatekeeper English and Algebra courses.
- Test a Combined Writing and Freshman English Course based on the Accelerated Learning Program.
- Continue to offer Learning Communities that link Student Success Courses with Basic Writing II and Freshman English I. The success courses build academic skills and financial literacy.
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
