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Descriptors:
Resistance (Psychology); Self Determination; Mexican American Education; Indigenous Knowledge; Ethnic Studies; Community Colleges; Student Needs; Two Year College Students; Ideology; Instruction; Epistemology; Praxis

Abstract:
This paper builds upon the edict for self-determination in El Plan de Santa Barbara: a Chicano plan for higher education (1969), which calls for "strategic use of education," by placing value on needs of the community (La Causa, p. 9). For me, this passage translates into valuing needs of community-college students entering my classes and life. I believe it is my obligation, as an educator, to problematize ways in which knowledge has been defined, framed, presented, and researched by dominant ideologies informing institutions of learning at all levels. In essence, this work is a meditation allowing readers to witness how I am weaving together various strands of myself including the personal, emotional, professional, intellectual, and spiritual. It captures how my participant-observation of MAS-Tucson educators, while describing their use of barrio pedagogy and critically compassionate intellectualism, has been enhanced by my re-reading of Elena Avila's (2000) "Woman who Glows in the Dark: A Curandera Reveals Traditional Aztec Secrets of Physical and Spiritual Health." This paper represents an ongoing epistemological exercise about my own teaching and scholarship, resulting in an emergence of my own modality as an apprenticing practitioner of Chicano-Indigenous pedagogy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Persistence; Student Financial Aid; Community Colleges; Two Year College Students; College Freshmen; Part Time Students; Graduation; School Holding Power; Higher Education; Financial Aid Applicants; Need Analysis (Student Financial Aid); Paying for College; Predictor Variables; Demography; Cultural Capital; Social Capital; Multivariate Analysis; Regression (Statistics)

Abstract:
In 2007-2008, approximately 42% of community college students who were eligible to receive Pell grant funding did not file the Free Application for Federal Student Aid (FAFSA). Using data from the Beginning Postsecondary Student Study, this study examined the relationship between FAFSA filing status and persistence from the fall to spring semesters among first-year community college students. Results indicate that when controlling for other relevant predictors of persistence, filing a FAFSA was associated with higher odds of within-year persistence among all students and was particularly strong for the restricted sample of students enrolled part time. The implications of these findings are discussed in light of the national completion agenda and recent calls to improve the utilization of financial aid among community college students. (Contains 2 tables, 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Remedial Mathematics; Two Year College Students; Community Colleges; Dropouts; Academic Achievement; Vocational Education; Certification; Declining Enrollment; College Mathematics

Abstract:
Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable: most students depart from the community college without a credential and without transferring to a four-year institution. Interestingly, however, many of these students continue to attend the community college after they exit the remedial math sequence, sometimes for an extended period. One is led to ask why students who do not complete the sequence generally are not finding their way to an alternative credential objective that does not require college-level math competency, such as a career and technical education certificate, sometimes referred to as a vocational certificate. In this study, I explore three possible answers to this question, including difficulty navigating to the alternative credential, declining participation in the community college, and declining academic performance. I find that all three of these explanations contribute (to varying degrees) to explaining the low rate of certificate completion among remedial math students who do not achieve college-level math competency. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Enrollment; Well Being; Females; Two Year College Students; Academic Persistence; School Holding Power; Predictor Variables; Demography; Low Income Groups; Mobility; Employment; Child Care; Natural Disasters; Outcomes of Education; Intervention; Rating Scales; Student Surveys; Interviews; Helping Relationship

Abstract:
In this study, we explored predictors of community college re-enrollment after Hurricane Katrina among a sample of low-income women (N = 221). It was predicted that participants' pre-hurricane educational optimism would predict community college re-enrollment a year after the hurricane. The influence of various demographic and additional resources (e.g., social support, childcare, hours of employment, psychological well-being) was also explored. High levels of pre- and post-hurricane educational optimism were significant predictors of re-enrollment, as were lower post-hurricane psychological distress and fewer post-hurricane hours employed. In addition, experiencing a greater number of moves since the hurricane was a marginally significant predictor of post-hurricane re-enrollment. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Colleges; Enrollment; Enrollment Trends; College Credits; Student Characteristics; Two Year College Students; Online Courses; Dual Enrollment; High School Students; Academic Degrees; College Programs; Adult Literacy; Labor Force Development; Apprenticeships; Graduation Rate; Transfer Rates (College); Education Work Relationship; Outcomes of Education; Income; Adult Basic Education; Tuition; Fees; Student Financial Aid; Educational Finance; Expenditure per Student; Human Resources; School Personnel; College Faculty; College Administration; Salaries; Part Time Students; Full Time Students

Abstract:
Each fall, the Iowa Department of Education collects enrollment data from Iowa's community colleges on the tenth business day of the semester. The fall data pertain to the 2012-13 academic year (fiscal year 2013). This report is the only report on fiscal year 2013 until next year's "Annual Condition of Iowa's Community Colleges." Fall enrollment for 2012 was 100,519 students, a 5.2 percent decline from fall 2011. Since 2008, community college enrollment has grown rapidly, likely a result of the recession of 2008 and 2009. Table 2-1 displays enrollment figures for the latest five years. Enrollment fell at 12 of the 15 community colleges. More students were enrolled part-time (less than 12 semester credit hours) than were enrolled full-time. Students enrolled part-time accounted for 53.9 percent of total fall enrollment, compared to 51.8 percent last fall. The fall enrollment of full-time students fell from 51,107 (48.2 percent of total enrollment) to 46,354 (46.1 percent of total enrollment), a 9.3 percent decline, while the fall enrollment of part-time students dropped slightly (-1.3 percent) from 54,868 students in 2011 to 54,165 students in 2012. Although overall fall enrollment has increased more than tenfold since 1965, the number of full-time students as a percentage of total fall enrollment has steadily declined from 90.8 percent in 1965 to 46.1 percent in 2012. (Contains 272 tables and 105 figures.) [This data for this paper was compiled with the assistance of Geoffrey Jones.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (3859K)

Descriptors:
Academic Achievement; Grade Point Average; Social Sciences; Electronic Learning; Technical Institutes; Online Courses; Peer Influence; African American Students; Two Year College Students; Community Colleges; Academic Persistence; Males; Enrollment; Age Differences; Comparative Analysis; Intellectual Disciplines

Abstract:
Using a dataset containing nearly 500,000 courses taken by over 40,000 community and technical college students in Washington State, this study examines how well students adapt to the online environment in terms of their ability to persist and earn strong grades in online courses relative to their ability to do so in face-to-face courses. While all types of students in the study suffered decrements in performance in online courses, some struggled more than others to adapt: males, younger students, Black students, and students with lower grade point averages. In particular, students struggled in subject areas such as English and social science, which was due in part to negative peer effects in these online courses. (Contains 5 tables and 13 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Planning; College Credits; Developmental Studies Programs; Career Exploration; Community Colleges; Two Year College Students; Remedial Instruction; Mathematics Instruction; College Mathematics; Enrollment Rate; Academic Persistence; Academic Achievement; Outcomes of Education; Observation; Semi Structured Interviews; Holistic Approach; Program Evaluation

Abstract:
Originally designed for students who test into at least two levels of developmental education in a particular subject area, FastStart is a compressed course program model launched in 2005 at the Community College of Denver (CCD). The program combines multiple semester-length courses into a single intensive semester, while providing case management, career exploration, and educational planning services. This report discusses the development of FastStart, its program features, and student perspectives, and it presents findings from a quantitative analysis of the FastStart math program. The authors find that participation is associated with higher rates of enrolling in and passing college-level math courses but not with increased persistence or with increased accumulation of college-level credits. The analysis suggests that FastStart makes it possible for students to complete the developmental math sequence and required gatekeeper math course more quickly than would otherwise be possible, without harming other long-term academic outcomes. The report also analyzes pedagogical features of FastStart drawn from classroom observations and interviews. (Contains 11 figures, 5 tables, and 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (959K)

Descriptors:
Community Colleges; Clubs; Remedial Instruction; Sentences; Developmental Studies Programs; Two Year College Students; Punctuation

Abstract:
Nobody wants to be here. In remedial English, earning no credit, stuck. Now--after months of commas, clauses, and four-paragraph essays--students have one last chance to write their way out. Twenty students sit at computers, poised to start the final in-class essay for English 002 at Montgomery College. Anybody can enroll here, and all kinds do. In 85 minutes the students must craft a thesis and clear topic sentences, using evidence to support their opinions. They have to answer one of three questions, about their assigned book, "The Absolutely True Diary of a Part-Time Indian," by Sherman Alexie, or their difficulty in mastering goals for the course, such as "Write and edit sentences that observe the conventions of standard American English." The students in English 002 stand at higher education's threshold. If they make it through, they advance to college-level courses that count toward a degree. Otherwise they must decide whether to try again, running down their financial aid, or give up on college and make do without it. For now, they all belong to the second-chance club known as remedial education. They're here because something, somewhere, went wrong. They didn't care about school, or school didn't care about them. For some, reading or writing never came easily. Maybe they didn't speak English as children. Or they lacked money, guidance, opportunity. Courses like English 002 are supposed to catch them all up. It's a lot to ask. Many students have a long way to go, and their obstacles are hardly confined to the classroom. Nationally, of the students who place into remediation--as many as 90 percent at some community colleges--only about a quarter go on to earn a degree. Here, past failures have worn some students down, and the prospect of success seems to frighten them. Several hope to attend four-year colleges and pursue careers, yet some have struggled to pull clear of bad circumstances or habits. Others are just drifting through. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Credentials; Developmental Studies Programs; Evidence; Measures (Individuals); Nonprofit Organizations; Community Colleges; Grants; Educational Change; Remedial Instruction; Two Year College Students; Interviews; Program Evaluation; Program Effectiveness; Qualitative Research; Statistical Analysis; Outcomes of Education; Partnerships in Education; Program Implementation; Intervention; College Instruction; Student Needs; Educational Policy; Professional Development

Abstract:
There is wide agreement that the well-paying jobs of the future will require postsecondary credentials. But for many students attending community college, developmental (or remedial) classes in reading, composition, and/or mathematics--the courses that students often must complete before they can enroll in courses that confer credit toward a degree--pose an often-insuperable barrier to progress. While over half of all community college students are judged to need at least one developmental class, the majority of students who are referred to developmental education do not complete their prescribed sequence of remedial courses, much less persist and obtain a diploma or certificate. To address this issue, the Bill & Melinda Gates Foundation created the Developmental Education Initiative (DEI) in 2009; Lumina Foundation for Education funded the evaluation. Fifteen colleges that had been early participants in Achieving the Dream (AtD): Community Colleges Count, a national community college reform network dedicated to evidence-based decision-making, were selected to receive grants of $743,000 each over a three-year period. The institutions are highly diverse in size, location, and the characteristics of the students they serve. The purpose of the DEI grants was to enable the colleges to scale up existing interventions, or establish new ones, that would help students to progress through developmental courses more rapidly and more successfully or to bypass these courses altogether. DEI funding also financed state policy teams that sought to influence state higher education legislation and policies. MDC, a North Carolina-based nonprofit organization, was selected as managing partner of the demonstration and in this role monitored and assisted the colleges, organized communications, and convened regular meetings of demonstration participants. Six other organizations made up the partnership that provided leadership and support for the colleges. Among these, MDRC, a nonprofit, nonpartisan policy research organization, was asked to evaluate the demonstration, with the Community College Research Center (CCRC) at Teachers College, Columbia University, serving as evaluation partner. The directive to the evaluators was to examine the implementation of the DEI at the participating colleges. This report--the second and final report from the evaluation--relies on a combination of qualitative data (primarily interviews with key personnel conducted during the course of site visits to all 15 institutions and through periodic telephone calls with project directors) and quantitative data (information on participation and on student outcomes that the colleges regularly collected). It addresses three main questions: (1) To what extent did the colleges scale up their chosen developmental education reforms to serve more students?; (2) What factors affected the colleges' ability to expand their programs and practices?; and (3) To what extent were the colleges' strategies associated with improvements in student outcomes? The report also considers ways that participation in the DEI influenced the colleges more broadly. For these reasons, it may be of interest to other colleges looking to scale up reforms (especially reforms that are related to instruction and the provision of student supports), as well as to funders concerned about how best to support community colleges in bringing promising ideas to scale. Technical Appendix is included. Individual chapters contain footnotes. (Contains 16 tables and 6 figures. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (1428K)

Descriptors:
Foreign Countries; Student Motivation; Adolescents; Structural Equation Models; Two Year College Students; Models; Leisure Time; Student Participation; Satisfaction; Student Attitudes; Social Indicators; Sociometric Techniques; Psychometrics; Statistical Analysis; Questionnaires; Correlation; Predictor Variables

Abstract:
The purpose of this cross-sectional study was to test a cause-and-effect model of factors affecting leisure satisfaction among Taiwanese adolescents. A structural equation model was proposed in which the relationships among leisure motivation, leisure involvement, and leisure satisfaction were explored. The study collected data from 701 adolescent students at a junior college in central Taiwan. Participants were assessed using a questionnaire that captured leisure motivation, leisure involvement, leisure satisfaction and demographic data. The preliminary model fit criteria, overall model fit, and fit of the internal structure of model were used to assess the leisure satisfaction model fit. The results revealed that leisure motivation had no significant effect on leisure satisfaction when leisure involvement was also in the model, but leisure motivation had a significant effect on leisure involvement. Adolescents with higher leisure involvement had more positive leisure satisfaction. We found that 92.0% of the variance in adolescents' leisure satisfaction could be explained by leisure involvement. When leisure involvement was considered in the model, no significant predictive effect on the leisure satisfaction of adolescents was found for leisure motivation. In order to enhance leisure satisfaction, it is strongly suggested that adolescents learn to be involved in leisure activities and obtain support from their family. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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