Defending the Community College Equity Agenda

Sonst. Personen	Bailey, Thomas (Hrsg.); Morest, Vanessa Smith (Hrsg.)
Titel	Defending the Community College Equity Agenda
Quelle	(2006), (328 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8018-8447-4
Schlagwörter	Community Colleges; Access to Education; Case Studies; Institutional Mission; Accountability; Competition; Proprietary Schools; Information Technology; Certification; School Counseling; Dual Enrollment; High Schools; California; Florida; Illinois; New York; Texas; Washington + Suchen Sie Ihr Suchwort? Community college; Community College; Education; Access; Bildung; Zugang; Bildungszugang; Case study; Fallstudie; Case Study; Verantwortung; Wettkampf; Informationstechnologie; Abschlusszeugnis; Zertifizierung; School counselling; Pädagogische Beratung; Doppelstudium; High school; Oberschule; Kalifornien
Abstract	Community colleges enroll almost half of all undergraduates in the United States. These two-year colleges manifest the American commitment to accessible and affordable higher education. With about 1,200 institutions nationwide, community colleges have made significant progress over the past decade in opening access and have become the critical entry point to higher education for many Americans who traditionally have been left out of educational and economic opportunity. Yet economic, political, and social developments have increased the challenges community colleges face in pursuing an "equity agenda." Some of these include falling state budgets combined with growing enrollments, a greater emphasis on outcome-based accountability, competition from for-profit institutions, and growing immigrant student populations. These trials come at a time when community colleges confront crucial economic and workforce development pressures that may impact their mission. How can community colleges continue to maintain their open-door policies, support underprepared students, and struggle to help enrolled students complete degrees and certificates that prepare them for success in the workplace? Building on case studies of colleges in six states--New York, Texas, Florida, California, Washington, and Illinois--this volume offers a fresh examination of the issues currently facing American community colleges. Drawing on their fieldwork supplemented by national data, the authors analyze how these challenges impact the community college mission of educational opportunity--especially for low-income students, students of color, and other underserved groups--and how colleges are responding to a drastically different environment. They then propose a set of strategies to strengthen the role of community colleges in providing both access and opportunities for achievement for all students. The table of contents contains the following: (1) "Introduction": Defending the Community College Equity Agenda (Thomas Bailey); (2) "Double Vision": How the Attempt to Balance Multiple Missions is Shaping the Future of Community Colleges (Vanessa Smith Morest); (3) "Performance Accountability as Imperfect Panacea": The Community College Experience (Kevin J. Dougherty and Esther Hong; (4) "Increasing Competition and Growth of the For-Profits" (Thomas Bailey); (5) "Virtual Access" (Rebecca D. Cox); (6) The Limits of "Training for Now": Lessons from Information Technology Certification (Jim Jacobs, and W. Norton Grubb); (7) " Lights Just Click on Every Day" (Dolores Perin and Kerry Charron); (8) "Like, What Do I Do Now?": The Dilemmas of Guidance Counseling (W. Norton Grubb); (9) "Twice the Credit, Half the Time" The Growth of Dual Credit at Community Colleges and High Schools (Vanessa Smith Morest, and Melinda Merchur Karp); and (10) "The Community College Equity Agenda in the Twenty - First Century": Moving from Access to Achievement (Thomas Bailey and Vanessa Smith Morest). (Contains 1 line drawing.) (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-537-5487; Tel: 410-516-6900; Fax: 410-516-6998; e-mail: hfscustserve@press.jhu.edu; Web site: http://www.press.jhu.edu/books
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10