تقرير
Whole-College Reforms in Community Colleges: Guided Pathways Practices and Early Academic Success in Three States. CCRC Working Paper No. 136
| العنوان: | Whole-College Reforms in Community Colleges: Guided Pathways Practices and Early Academic Success in Three States. CCRC Working Paper No. 136 |
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| اللغة: | English |
| المؤلفون: | Veronica Minaya, Nicolas Acevedo, Columbia University, Community College Research Center (CCRC) |
| المصدر: | Community College Research Center, Teachers College, Columbia University. 2024. |
| الإتاحة: | Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/ |
| Peer Reviewed: | N |
| Page Count: | 70 |
| تاريخ النشر: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1915191 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community Colleges, Educational Change, Guided Pathways, Technical Education, Outcomes of Education, Academic Persistence, College Credits, College Mathematics, STEM Education, Correlation |
| مصطلحات جغرافية: | Tennessee, Ohio, Washington |
| مستخلص: | The guided pathways model, comprising 14 different practices, is a framework for comprehensive, whole-college reform undertaken by community colleges to help all students choose, enter, progress through, and complete a program of study that enables them to secure sustaining-wage employment or transfer with junior standing in a major. Since its introduction in 2015, it has been adopted by hundreds of community colleges across the United States. This paper asks whether guided pathways practices implemented at 62 community and technical colleges in three states--Tennessee, Ohio, and Washington--are associated with improvements in student outcomes during the first year of college. Specifically, using institutional survey and rich administrative data, we construct measures of adoption of guided pathways reforms to examine the association between guided pathways practices and fall-to-fall persistence, college credits earned, college math credits earned, and STEM credits earned. Our study reveals substantial variation in the adoption of guided pathways reforms across the states and across community colleges within the states over time. While we cannot establish a causal relationship between guided pathways adoption and student outcomes, we find significant positive associations between the statewide adoption of guided pathways reforms and early student outcomes in Tennessee. The observed improvements in that state are likely the result of concurrent reforms--guided pathways and others--implemented simultaneously, rather than of guided pathways reforms alone. We do not find evidence of improved student outcomes in either Ohio or Washington following the launch of statewide guided pathways initiatives. Our findings suggest that complementarities among adopted practices within and across areas of practice--rather than the adoption of individual practices or the intensity of adoption--seem to drive larger improvements in early academic success across the three states. Our study is the first of its kind to explore the potential of guided pathways reforms in contributing to improved early academic success, representing a significant descriptive contribution given that whole-college reforms in higher education are understudied. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | ED646255 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |