Grad Rates Don't Tell Full Story of Community College Performance

Autor/in	Sbrega, John J.
Titel	Grad Rates Don't Tell Full Story of Community College Performance
Quelle	In: New England Journal of Higher Education, (2012) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-5978
Schlagwörter	Academic Persistence; Community Colleges; Graduation Rate; Higher Education; Two Year Colleges; Academic Achievement; Enrollment; Stopouts; Massachusetts + Suchen Sie Ihr Suchwort? Community college; Community College; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Einschulung; Ausstieg; Master-Studiengang
Abstract	Anyone who fixates on graduation rates has little understanding not only of the rich mission and value of community colleges, but also how deeply flawed and inadequate those rates are as a principal assessment tool for the performance of community colleges. In this article, the author discusses what is wrong with the use of graduation rates as the performance indicator for community colleges. As a response to the terrible distortions about community colleges based solely on graduation rates, a national commission under U.S. Education Secretary Arne Duncan has combined various categories of students to provide a more accurate measure of community college performance. The new national criteria for Student Success and Student Persistence now take into account across a six-year period: (1) student transfers; (2) students who have earned at least 30 credits and either remain enrolled or stop out temporarily; (3) students who have completed less than 30 credits but have not interrupted their studies; and (4) the traditional graduation rate. (ERIC).
Anmerkungen	New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail: info@nebhe.org; Web site: http://www.nebhe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10