An IHEP Perspective: Research to Inform Community College Policy and Practice

Autor/inn/en	Voight, Mamie; Ajinkya, Julie
Titel	An IHEP Perspective: Research to Inform Community College Policy and Practice
Quelle	In: Community College Journal of Research and Practice, 39 (2015) 10, S.923-928 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2015.1033784
Schlagwörter	Community Colleges; Educational Policy; Educational Practices; Access to Education; Disproportionate Representation; Educational Improvement; Academic Achievement; Educational Research; Associate Degrees; Data; Disclosure; Graduation; Transfer Programs; Developmental Studies Programs; Enrollment + Suchen Sie Ihr Suchwort? Community college; Community College; Politics of education; Bildungspolitik; Bildungspraxis; Education; Access; Bildung; Zugang; Bildungszugang; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Bildungsforschung; Pädagogische Forschung; Daten; Abschluss; Graduierung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Einschulung
Abstract	In this article, the Institute for Higher Education Policy (IHEP) presents research that can inform policy and practice to improve student success at community colleges. Grounded in IHEP's mission of advancing college access and success for underserved students, the article shares lessons learned about the importance of data and transparency in helping community colleges drive institutional improvements, how crucial it is for institutions and communities to share innovative approaches that help students succeed, and the ability of institutions to be more proactive in awarding associate degrees to students who completed the requisite work but never received their degree. It explores these three issues in greater depth, drawing on more extensive research conducted by IHEP. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01