students say they never participated
in supplemental instruction and 76
percent say they never participated in
tutoring. At the same time, 87 percent
of participating colleges report that
they offer supplemental instruction,
but only 14 percent make it mandatory
for developmental education students.
Does academic planning set students up for success? Forty-two percent of part-time students and 19 percent of full-time students work more
than 30 hours per week. More than half
of all students care for dependents. But
only 26 percent of entering students
say a college staff member talked with
them about their commitments outside
of class to help them figure out how
many courses to take.
These initial findings should prove
useful to colleges as they evaluate their
own promising practices. Discovering
patterns of incongruence—or “data
disconnects”— is a potentially powerful
way to prompt college-wide discussions
about what student outcomes are important and what policies and practices
are mostly likely to result in those outcomes. One objective is to strengthen
the alignment between what students
need and what colleges provide.
In the next phase of the initiative,
we will advance beyond describing the
state of current practice in community
colleges to identify which promising
practices (or combinations of practices)
are most closely linked to higher levels
of student engagement as well
as to other key indi-
cators of student
learning, progress, and attainment.
All colleges are invited to take part
in the High-Impact Practices Initia-
tive. As the center continues to learn
about what matters most in promoting
student success, those findings will be
shared with the field.
KAY MCCLENNEY is director and ANGELA
ORIANO is associate director of college
relations for the Center for Community
College Student Engagement, part of the
Community College Leadership Program
at the University of Texas, Austin.
With the emphasis shifting at the nation’s community colleges from access to success, some of the industry’s leading voices are
creating a set of actionable steps for the completion agenda. To find out more, visit: www.aacc.nche.edu/21stCentury.
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