Access, Excellence and Student Retention: The Challenge of Leadership, Public Trust and Institutional Effectiveness in Urban Community Colleges.

Autor/in	Smith, Janet D.
Titel	Access, Excellence and Student Retention: The Challenge of Leadership, Public Trust and Institutional Effectiveness in Urban Community Colleges.
Quelle	(1988), (23 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Access to Education; Affirmative Action; College School Cooperation; Community Colleges; Educational Assessment; Equal Education; Governance; Long Range Planning; Minority Groups; Self Evaluation (Groups); Two Year Colleges + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Community college; Community College; assessment; Bewertungssystem; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Langfristige Planung; Ethnische Minderheit; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz)
Abstract	Though community colleges have long been committed to providing equal access and equal opportunity to all persons in their service districts, the need to meet the education and training needs of underserved racial and ethnic minorities in urban communities remains a significant challenge to educational leaders. Several books and reports issued between 1982 and 1988 have offered recommendations on how best to address this challenge, many focusing on the role of college trustees and governing boards. Fundamental to coordinated efforts to enhance minority access, retention, and achievement are the following imperatives: (1) the stragegies must be part of an overall plan for institutional advancement; (2) cooperative relationships must be developed with urban high schools and 4-year institutions; (3) a sound theoretical framework must govern the development of efforts at change; and (4) though executive leadership is important to institutional change, there must also be clearly defined structural relationships and accountabilities within the staff. An example of these imperatives in operation is Cuyahoga Community College's Greater Cleveland Area Urban Demonstration Laboratory Model, in which access and retention are seen as touchstones for institutional advancement; "bridge" programs of learning and support services are being developed; the "effective school theory" is used as the basis upon which to organize and assess programatic efforts; and clearly defined operational responsibilities have been established. (AJC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC