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Entries for 'postsecondary'

March 2016 | Jodi Lewis, Thad Nodine, Andrea Venezia

This brief focuses on the potential role of County Offices of Education (COEs) in bridging the state’s vision for college and career readiness with the implementation needs of local districts and schools. After summarizing the work of 10 COEs that are known for supporting districts in increasing college and career readiness, the brief raises questions and outlines concerns in this area for COEs across the state.

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March 2015 | Colleen Moore, Andrea Venezia, Jodi Lewis, and Bina Lefkovitz

This report examines 19 regional education partnerships in California that include representatives from among K-12 and postsecondary education and business and community organizations. The study reveals what 37 participants identified as critical components of their work, challenges they have encountered, and promising strategies they share to help inform the work of new and existing partnerships. This information is helpful as the state and philanthropic foundations continue to invest millions of dollars in regional efforts.


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November 2009 | Nancy Shulock

This report published by the National Center for Public Policy and Higher Education draws attention to the need for better coordination and cooperation between K-12 and postsecondary education in order to improve college readiness and college completion in the nation.  Part I of the report provides an historical and national overview of the P-16 alignment challenge and efforts to increase the college readiness of high school graduates.  Part II, written by IHELP Director Nancy Shulock, examines, through three state case studies, the effectiveness of P-16/P-20 councils as mechanisms to bridge the divide between high schools and colleges and increase college readiness and success.


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August 2009 | Jeremy Offenstein and Nancy Shulock

This report analyzes the value and effectiveness of the IPEDS system for understanding student outcomes in community colleges. The report discusses the system’s shortcomings including the limitation of the graduation rate data to full-time students, the difficulty in discerning student intent in order to report on the appropriate outcomes, and the limitations for using the data to make comparisons across colleges. Recommendations are made for improving the data collected and for better use of the data. 


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