North Carolina

Integrated Planning and Advising for Student Success (iPASS) is an initiative funded by the Bill & Melinda Gates Foundation, which recently made its second large investment in 26 colleges and universities engaged in technology-mediated advising reform.

The iPASS initiative provides technology tools and data about students’ academic performance to both...

Brief

Early Lessons from Completion by Design

September, 2015
Jean Grossman, Janet Quint, Jessica Gingrich, Oscar Cerna, John Diamond, Andrew Levine, Jacklyn Willard

Only about 20 percent of full-time degree-seeking students entering public two-year schools earn a degree within three years. In seeking solutions, community colleges typically focus on one institutional problem at a time. This brief looks at the experiences of five community colleges attempting a systemwide reform to substantially increase completion rates.

Report

Implementation and Interim Impact Findings from the Communities In Schools Evaluation

April, 2015

Services to help students stay in school are often fragmented. In this program, school-based coordinators identify students at risk, work with them to assess their needs, connect them with school and community supports, and monitor their progress. Case-managed students received more services than others, but early impact findings are inconclusive.

Report

Lessons from the First Round of Achieving the Dream Community Colleges

April, 2014
Alexander Mayer, Oscar Cerna, Dan Cullinan, Kelley Fong, Elizabeth Zachry Rutschow, Davis Jenkins

Launched in 2004, Achieving the Dream is designed to help community colleges collect and analyze student performance data and apply the results to help students succeed. This report offers lessons from the first 26 colleges to join the national initiative, which now includes more than 200 institutions.

Report

Lessons from the Developmental Education Initiative

January, 2013
Janet Quint, Shanna S. Jaggars, D. Crystal Byndloss, Asya Magazinnik

This report examines the efforts of 15 community colleges that expanded preexisting interventions or put in place new ones directed toward helping students move through developmental coursework more quickly and more successfully.

Report

An Impact Study of a Student Success Course at Guilford Technical Community College

April, 2012
Elizabeth Zachry Rutschow, Dan Cullinan, Rashida Welbeck

A random assignment study of a student success course for developmental students finds positive effects on students’ self-management, self-awareness, and engagement in college. The program had few overall effects on students’ academic achievement, although there were some positive impacts for the first group of students to enter the study.

Report

Thirty-Month Findings from the Evaluation of the Center for Employment Training Replication Sites

June, 2003
Cynthia Miller, Johannes Bos, Kristin Porter, Fannie M. Tseng, Fred Doolittle, Deana Goldsmith, Mary P. Vencill

Efforts to replicate the experience of the Center for Employment Training in San Jose, California — a uniquely successful program that helped at-risk youth develop skills needed to compete in today’s labor market — showed mixed results.

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