In this commentary, originally published in Community College Daily, President Marcia Ballinger of Lorain County Community College describes how Lorain’s comprehensive student success program, SAIL, has persevered during the pandemic — and offered lessons for school’s overall response to COVID-19.
In this commentary, which originally appeared in Spotlight on Poverty and Opportunity, MDRC’s Alex Mayer and Alyssa Ratledge describe evidence-backed strategies that colleges can employ this fall to help students stay engaged.
Adapting the Evidence for 2020 and Beyond
MDRC has studied a number of strategies for helping students stay in college and succeed there. Lessons from some of these models may be readily adapted to support students and close equity gaps now and after the COVID-19 pandemic. This Issue Focus offers three lessons taken from MDRC’s evaluations.
Toward Better College Completion Rates
MDRC has developed a body of rigorous evidence on interventions designed to help low-income college students succeed. This issue brief draws six lessons from that work for colleges and policymakers as they seek to improve college completion rates.
Three-Year Results from the Accelerated Study in Associate Programs (ASAP) Ohio Demonstration
This report presents findings through three years from a replication of the City University of New York Accelerated Study in Associate Programs model at three community colleges in Ohio. The Ohio programs nearly doubled degree receipt through three years and led to an increase in transfers to four-year colleges.
An Impact Study of Career-Focused Learning Communities at Kingsborough Community College
Students took two courses in their major and one on careers associated with their major. Active, collaborative, and interdisciplinary learning was emphasized. No meaningful impacts on educational outcomes were found for the full sample, but recent transfer students saw a modest positive impact on credits earned during the program semester.
Impact Studies at Queensborough and Houston Community Colleges
Learning communities, which co-enroll small groups of students into linked courses, are a popular strategy for helping developmental students at community colleges succeed. This report examines the impacts of one-semester learning communities for developmental math students at Queensborough Community College and Houston Community College. At both colleges, students in learning communities attempted and passed their developmental math class at higher rates than students in a control group. However, this impact generally did not translate into increased cumulative progress in math by the end of two or three semesters.