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College and Career Readiness and Success

February 2012 | Colleen Moore, Su Jin Jez, Eric Chisholm, and Nancy Shulock

This report is the second in the four-part series on career technical education in the California Community Colleges. It examines the full set of career-technical certificate and associate degree programs offered across the system as a basis for understanding how well the CTE programs are meeting students’ needs to identify, enroll in, and complete programs with real value in today’s labor market. In the report, researchers evaluate the findings against a set of criteria, based on a literature review, that characterize an effective CTE mission and identify key issues that will need to be addressed to increase the effectiveness of CTE.


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January 2012 | Nancy Shulock and Jeremy Offenstein

This report is the first in a four-part series on career technical education in the California Community Colleges. It describes the complex organizational structure and funding arrangements for the CTE mission and the closely related economic and workforce development mission. It offers a set of criteria, based on a literature review, that characterize an effective CTE mission and identifies five key issues that will need to be addressed as efforts proceed to increase the effectiveness of CTE in the California Community Colleges.


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August 2011 | Colleen Moore and Nancy Shulock

This report examines the importance of declaring and entering an academic program of study for community college student success and completion. Researchers track an entering cohort of community college students over a six-year period through programs of study to completion of a certificate, associate degree or transfer to a university. The study used student course patterns to identify those who entered a program of study in 21 program areas across the liberal arts and sciences and career technical education, and found that entering a program of study is an important milestone on the path to college completion.


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July 2011 | IHELP

This one-page brief highlights the findings regarding Latinos in California in the IHELP report, Divided We Fail: Improving Completion and Closing Racial Gaps in California’s Community Colleges. It was prepared at the request of Excelencia in Education to complement their series of reports on Latino college completion.


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March 2011 | Nancy Shulock and Davis Jenkins

This policy brief, jointly produced by IHELP and the Community College Research Center (CCRC) at Columbia University, offers lessons to date about the Student Achievement Initiative (SAI), a policy adopted by the Washington State Board for Community and Technical Colleges that draws on intermediate measures of student progress to reward colleges for improvements in student achievement. The brief examines policy choices that Washington faced in designing and implementing SAI, the choices that leaders in other states will confront when considering adopting performance incentive policies as a means to improve student outcomes.  


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