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Continuous Improvement

Data Notes: Jan/Feb 2012

11 Jan 2012

Finding Opportunities to Nudge Student Groups Over the Finish Line: Examining Students’ Five-Year Progress

Data Notes: Nov/Dec 2011

28 Dec 2011

Start with Success in Sight: Early Predictors of Student Success

2011 Promising Practices: Systematic Institutional Improvement

The college establishes planning processes that rely on data to set goals for student success and then uses the data to measure goal attainment. The college regularly evaluates its academic programs and services to determine how well they promote student success and how they can be improved. Decisions about budget allocations are based on evidence of program effectiveness and are linked to plans to increase student success. Faculty and staff are afforded professional development opportunities that reinforce efforts that help to close achievement gaps and improve overall student success. Schools included in this section are: Community College of Allegheny County, Durham Technical Community College, Guilford Technical Community College, Northern Virginia Community College and Hillsborough Community College.

Achieving Success: September 2011

1 Sep 2011

In this issue: Developing Continuous Improvement Networks: A Strategy to Accelerate Innovations for Student Completion; Hawai’i’s Performance-based Funding System; Massachusetts’ Vision Project and the Working Group on Graduation and Student Success Rates; Texas: The Developmental Education Initiative’s Impact on Recent Legislation

Achieving Success: May 2011

1 May 2011

In this issue: New Publications from Jobs for the Future; Florida’s Student Success Dashboard: A Tool for Facilitating Institutional Data Use; Connecticut Kicks Off Data-Driven Developmental Education Redesign; Building Capacity in Arkansas Community Colleges Through Statewide Professional Development

2010 Promising Practices: Systematic Institutional Improvement

The college establishes planning processes that rely on data to set goals for student success and then uses the data to measure goal attainment. The college regularly evaluates its academic programs and services to determine how well they promote student success and how they can be improved. Decisions about budget allocations are based on evidence of program effectiveness and are linked to plans to increase student success. Faculty and staff are afforded professional development opportunities that reinforce efforts that help to close achievement gaps and improve overall student success. Promising Practices in Systemic Institutional Improvement include: Mountain Empire Community College’s Cooperative Learning Professional Development for Faculty and Valencia Community College's Expansion of Supplemental Learning.

Investing in Change: How Much Do Achieving the Dream Colleges Spend - And From What Resources - To Become Data-Driven Institutions?

An analysis of the investments made by five Achieving the Dream Institutions to implement an institution-wide improvement process found that while they made substantial investments in institutional reform—an average of $6.3 million over five years—it amounted to less than 5 percent of their overall institutional revenues. And while grants from Lumina Foundation for Education were an important impetus for change, they tended to be the smallest resource supporting colleges' spending.

Achieving the Dream as Reaccreditation Tool Case Studies

  • Integrating Achieving the Dream and the Quality Enhancement Plan to Increase Momentum on Developmental Student Success: Wayne Community College, Goldsboro, N.C.
  • Defining Learning Outcomes to Increase Student Success in Gatekeeper Courses: Westmoreland County Community College (WCC), Youngwood, Pa. 

Institutional Research Case Studies

 

  • Advancing IR capacity beyond compliance reporting: Tallahassee Community College, Tallahassee, Fla. 
  • Expanding capacity in both informational technology and institutional research: Cuyahoga Community College (Tri-C), Cleveland, Ohio

Using Achieving the Dream to Meet Accreditation Requirements (Principles and Practices of Student Success)

The fundamental concepts of Achieving the Dream — using evidence to develop and evaluate strategies for improving student learning and success — are also important to successful efforts to meet accreditation requirements. Following the Achieving the Dream approach can help community colleges organize and document improvement efforts in ways that are a natural fit with the expectations of the regional accrediting agencies.

Strengthening Institutional Research and Information Technology Capacity through Achieving the Dream (Principles and Practices of Student Success)

The Achieving the Dream Student-Centered Model for Institutional Improvement is data-intensive. Achieving the Dream encourages colleges to use data to inform decision-making and guide efforts to improve student success. As a result, colleges participating in the initiative soon discover that collecting, analyzing, and using data is a continual process.

Field Guide For Improving Student Success

This guide is Achieving the Dream’s most comprehensive overview of the signature framework for helping more students finish the courses they start, persist from one term to the next, and earn a certificate or associate degree. The Field Guide includes an in-depth overview of Achieving the Dream’s four principles and five-step process, case studies, and a readiness assessment for prospective colleges to determine how their policies are practices measure up.

What Community College Management Practices are Effective in Promoting Student Success? A Study of High- and Low-Impact Institutions

This study seeks to identify community college management practices that help students succeed. It is based on case studies of six colleges in Florida and analysis of student outcome data from all 28 Florida community colleges.

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