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Entries for 'student success'

November 2016 | Colleen Moore, Brock Grubb, and Camille Esch

This brief is the first in a series that will explore California’s approach to tracking, sharing, and using longitudinal data about student progress throughout the state’s education systems.

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April 2016 | Su Jin Jez, Thad Nodine

After the California State Legislature reauthorized EWD in 2012, the CCCCO created a new structure for the program based on seven geographic regions. Each region selected five rapid-growth, high-demand industry/business sectors, and EWD services in each region were targeted to those sectors. This brief outlines perceived strengths and weaknesses of this restructured program and offers recommendations for improvement. The information is drawn from an evaluation of the EWD program, Aiming to Meet Workforce Needs: An Evaluation of the Economic and Workforce Development Program.


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February 2016 | Su Jin Jez and Sara Adan

California’s dynamic economy depends on having a large and skilled workforce; consequently, the state must continually support and refine efforts to provide workers with employer-valued competencies. Given the wide range of regional and state needs across this vast state, ensuring that the workforce has the training to keep up with labor market demands is difficult. The California Community Colleges’ (CCC) Economic and Workforce Development Program (EWD) aims to support the development of a workforce that will promote California’s economic development by connecting employers and educators. This report summarizes the findings of an independent evaluation conducted on EWD.

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August 2014 | Andrea Venezia

This report examines technology-enabled innovations at seven postsecondary institutions in the Next Generation Learning Challenges (NGLC) Building Blocks for College Completion grant program. Using the Hewlett Foundation’s definition of Deeper Learning as a reference point, this report analyzes the innovations and approaches of the grantees in promoting Deeper Learning and student engagement in higher education. The grantees adopted various innovations including supplementing existing courses, supporting the adoption of blended learning and complete course redesign. The brief's findings indicate that students need support to transition to the more active role in their own learning that Deeper Learning demands and that faculty need support, training, and time to create, implement, and sustain the technology-enabled reforms.


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August 2013 | Nancy Shulock, Jodi Lewis, and Connie Tan

This report addresses the challenge of financing community college career and technical education programs. It examines finance policies and practices in 20 states and identifies five strategies that may help preserve higher-cost CTE/workforce programs. The report is intended as a resource for education leaders and policymakers in California.


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