Building Pathways to Success for Low-Skill Adult Students: Lessons for Community College Policy and Practice from a Longitudinal Student Tracking Study. CCRC Brief Number 25

Autor/inn/en	Prince, David; Jenkins, Davis
Institution	Columbia Univ., New York, NY. Community Coll. Research Center.
Titel	Building Pathways to Success for Low-Skill Adult Students: Lessons for Community College Policy and Practice from a Longitudinal Student Tracking Study. CCRC Brief Number 25
Quelle	(2005), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1526-2049
Schlagwörter	Student Records; Technical Institutes; Educational Experience; Adult Students; Community Colleges; Nontraditional Students; Educational Attainment; Outcomes of Education; Education Work Relationship; High School Equivalency Programs; English (Second Language); Washington + Suchen Sie Ihr Suchwort? Schülerakte; Technische Fakultät; Bildungserfahrung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Community college; Community College; Bildungsabschluss; Bildungsgut; Lernleistung; Schulerfolg; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This Brief summarizes findings from a new study that seeks to fill information gaps about older community college students. Researchers used student record information from the Washington State Community and Technical College System to examine the educational experience and attainment as well as the employment and earnings of a sample of adult students, five years after first enrolling. The students in the sample were age 25 or older with, at most, a high school education. The study was conducted by staff at the Washington State Board of Community and Technical Colleges (SBCTC), with assistance from the Community College Research Center, as part of Ford's Bridges to Opportunity initiative. Its goal was to provide educators throughout Washington's community and technical college system with a detailed profile of their low-skill adult students, who make up about one-third of the approximately 300,000 students served by the system annually. The study also sought to identify the critical points where adult students drop out or fail to advance to the next level in order to help SBCTC staff stimulate thinking among educators throughout the system about how to bridge those gaps and thereby facilitate student advancement. (ERIC).
Anmerkungen	Community College Research Center, Teachers College, Columbia University, 525 West 120th Street, P.O. Box 174, New York, NY 10027. Tel: 212-678-3091; Web site: http://www.tc.columbia.edu/ccrc.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10