And the biggest school in the Valley, with 1,600 students, isn't a traditional one but a central hub for home-schooling support and distance-learning classes. Enrollment at the Mat-Su Central School has jumped by hundreds in the past few years, said Principal John Brown.
A growing consensus views student data privacy as being greater than the general consumer's. Lawsuits are underway in CA.
- Address immediate needs while linking them to larger, systemic issues.
- Surface discontents, build capacity, and elevate expectations.
- Raise awareness of how social systems support and resist change.
- Engage diverse people in partnering for positive action.
- Become the change, innovate with opportunitites, and persist.
transfer process reduces graduation rates
The Community College Route to the Bachelor’s Degree: A new study, The Community College Route to the Bachelor's Degree by David B. Monaghan and Paul Attewell finds that the transfer process is highly problematic, in spite of transfer agreements, and that many transferees lose substantial amounts of credits in the process. Transferees are less likely to graduate after transfer if they lose credits. (Only 58% could transfer 90% or more of credits, 28% lost between 10% and 89% of their credits, and 14% essentially started over. None of this counts the remedial courses that are non-credit and yet required.) Clearly, the financial incentives of colleges do not align with the goal of completion, churn is huge, and this also applies to community colleges who financially benefit from required non-credit remediation based on testing. On remediation, the report notes that "... at this point, we cannot be sure that remediation is on the whole beneficial or harmful, or if it has an impact at all."Abstract:
It is well established that students who begin post-secondary education at a community college are less likely to earn a bachelor’s degree than otherwise similar undergraduates who begin at a 4-year school, but there is less consensus over the mechanisms generating this disparity. We explore these using national longitudinal transcript data and propensity-score methods. Inferior academic preparation does not seem to be the main culprit: We find few differences between students’ academic progress at each type of institution during the first 2 years of college and (contrary to some earlier scholarship) students who do transfer have BA graduation rates equal to similar students who begin at 4-year colleges. However, after 2 years, credit accumulation diverges in the two kinds of institutions, due in part to community college students’ greater involvement in employment, and a higher likelihood of stopping out of college, after controlling for their academic performance. Contrary to some earlier claims, we find that a vocational emphasis in community college is not a major factor behind the disparity. One important mechanism is the widespread loss of credits that occurs after undergraduates transfer from a community college to a 4-year institution; the greater the loss, the lower the chances of completing a BA. However, earlier claims that community college students receive lower aid levels after transfer and that transfers disproportionately fail to survive through the senior year are not supported by our analyses.
math requirements at community colleges: unaligned and overdone
mass higher ed and the dropout problem (notes on a talk by study author Paul Attewell)