This Internal Stakeholder Engagement toolkit is designed to support cadres’ and colleges’ efforts to more effectively engage key internal stakeholders (faculty, staff, and administration) during the final quarter of the Completion by Design (CBD) planning year. While the short- term goal of this toolkit is to help the managing partner directors, senior partners, cadre team leads, co-leads, and trained facilitators engage internal stakeholders to inform the design of the cadres’ model pathway plans, it is important that cadres also take a broader view of this work and plan accordingly.
Drawing on data from four large-scale surveys of community college students, faculty, and administrations, the Center explores the benefit potential of 13 promising practices for student success, with a particular focus on students’ early experiences within the college setting (e.g., assessment and course placement, first-year experiences, learning communities). The report includes specific examples of schools’ implementation of these practices and provides guidance on how colleges can design and bring their own programs to scale.
Without sufficient financial aid, many community college students cannot begin their postsecondary education, much less sustain it to complete a certificate or degree. This report describes how at a particular meeting in early 2012, postsecondary reform leaders, policymakers, and financial aid experts collaborated to understand how existing federal financial aid policies act as a barrier to institutional and statewide innovation for low-income students. Using case studies, the report describes the reform efforts of two states—Virginia and Washington—to describe obstacles encountered with federal policy and how these states developed workarounds and unique solutions to ensuring that low-income students have funds to complete their education. The author outlines next steps for states, as identified by those participants who are leading the conversation in financial aid policy reform.
A lack of available clear data makes measuring postsecondary education productivity across state public institutions difficult. This report addresses the shortcomings of the current measurement framework’s use of graduation rates and introduces a new framework and methodology that would enable analysis of the types of credentials produced in each state and their value relative to that state’s employment market. This new approach also allows for comparison of productivity across states, while accounting for those credentials that yield a higher or lower “return on investment” based on wages earned from different types of credentials.
Western Interstate Commission for Higher Education
There is a need for understanding if promising practices that appear to work for the general student population are effective in increasing access and success in postsecondary education for low-income and underrepresented students. This report addresses accelerated learning options and how they might improve rates of college enrollment, persistence, and graduation for underserved students. However, there is a need to improve data collection and data reporting systems across states to understand how underserved students would benefit from accelerated learning programs. Among the recommendations in this report is a call for policymakers, researchers, practitioners, and external funding groups to improve collaboration and evidence-based research to begin efforts to improve student outcomes through accelerated learning options.