Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | Colleen Moore Nancy Shulock October 2010 Improving Completion and

8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N

1/20

nsttut for hghr ducton

drshp & pocy

Institute or Higher Education Leadership & Policy

DiviDeD We Fail:

6000 J Steet, Tahe Ha 3063 | Sacaet, CA 95819-6081T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp

Colleen Moore

Nancy Shulock

October 2010

Improving Completion and Closing Racial Gaps

in Caliornias Community Colleges
http://www.csus.edu/ihelphttp://www.csus.edu/ihelp


2/20 | inSTiTuT E For HigHEr EduCATion lEAdErSHip & poliCy AT CAliForniA STATE univErSiTy, SACrAmEnTo

Caliornia Must Increase Educational Attainment -Community Colleges are Key

The te Caa ees hea ceas bes Caas wth cetcates, asscate eees,

a baches eees. Ecata attaet Caa has bee ec wth each e eeat

- a statstc that bes the states ecc cetteess. it s esseta t cease ecata

attaet a the lat at, as cet ees ae eate w a the lat shae the wk-

ae at Caa s jecte t w 34% cet t 50% b 2040. Wth ea e-th

the ats ct cee stets ee Caa, sccess the obaa Astats cee

attaet aea ees Caa ceas cet ates a ec eace as ts 112

ct cees.

Data-Driven Decisions are Gaining Momentum -

Caliornia Can Join the Efort

State acts t cease cee cet ae w, wth 23 states (thh t Caa) se t

Cete Cee Aeca, a the at-e tates st e states a cee sstes.

These tates ae he states se ata t esta hw stets, a whch stets, ake, a t ake,

ess twa cet a t a that kwee b cha sttta actces. These ets hae

ete c chae as a ke eeet the cet aea. pc that s we ae wth cet

as ca ehace cee ets t cease stet sccess, whe -ae ces ca thwat the best

-the- ets. Ths et es hw ata ca be se t et was t cease stet sccess. it

aazes tces e a qate a eee-seek stets the Caa Ct Cees

(CCC), tack thse wh etee 2003-04 e sx eas. We aaze stet ess thh teeate

estes as we as thee cet tces: cetcates, asscate eees, a tase.

Key Findings: Rates too low; disparities too high;analysis points to solutions

n Too ew students reach milestones; racial/ethnic disparities abound (pp. 4-5)

Too many students ail to complete. Sx eas ate e, 70% eee-seek stets ha t

cete a cetcate eee, a ha t tasee t a est (abt 75% back stets a

80% lats). mst ha e t; 15% the -cetes wee st ee.

Critical milestone is missed. o 40% eee-seek stets ha eae at east 30 cee-eecets at the CCC, the eee t shw a scat ecc beet. A we shae lat (35%)

a back (28%) stets eache ths este.

Latinos ace more bumps at the end o the road . The 30 cet thesh ca e et

cet a ecata a. Hwee, ewe lats wh each that t cete a cetcate, eee,

tase (47%), cae t whte (60%), Asa-pacc isae (58%), a back (53%) stets.

n Transer does not mean completing two years o study (as we commonly assume), especially or black

students (pp. 6-7)

Executive Summary


3/20DiviDeD We Fail OctOber 2010 |

Transer success is low. Abt 23% eee seekes tasee t a est, a lat stets wee ha as

ke as whte stets t tase (14% s 29%).

Majority o students do not ollow Master Plan intent. ma wh tase t st cete a tasecc (43% cete t) at the CCC, ea that tase ses seth ess tha the cet the

st tw eas a baches eee as was tee the es Caas maste pa. o ha (52%) tase

stets tasee t a Caa bc est.

For-prot sectors role is growing. A ceas shae tase stets s e the -t sect, whee

what tte s kw abt stet tces es ae eas cce abt tces a hh

nddnss. bk sudns spy ky o nsf o fo-po nsuons, nd o h ccc sysm wh

ewe cets cete. A cex tase cess a eet ts at uC a CSu he acct ths te.

n Demographics are not destiny (p. 8)

Completion rates and levels o disparity vary. The we a ates cet a ees sat acsscees sa sze a sa shaes e-eesete t stets sest that se cees was

t be e eecte at he stets a backs ake ess.

A Model for Improving Student Outcomes

Coees erform cohort anayss of student

roress throuh mestones, by race/ethncty:

n Where do students et staed? Whch students?

n What known successfu atterns are they notfoown?

Stakehoders (nterest rous, communty

advocates, ocy researchers, etc.) comare current

erformance eves wth desred outcomes

Coees do addtona anayss (e.., student

ntervews, data on student use of servces) to earn

why students are ettn staed and why they are

not foown successfu enroment atterns

Stakehoders examne current oces to determne

f they suort or create barrers to student success

Coees mement new ractces based on data

anayss, share resuts wth other coees, dentfy

effectve ractces as we as barrers to

mementn such ractces

Stakehoders draw from ractces n other states to

construct new ocy aendas

pubc reortn ofmestone achevements

Institutional Practices State/System Policies

Caforna Communty Coees Systemgovernor, lesature,

community colleges board of Governors

n Increased completionn Reduced racial/ethnic gaps in completion

Chanes n ractce

n Increased completionn Reduced racial/ethnic gaps in completionn Increased completionn Reduced racial/ethnic gaps in completion

Chanes n ocy

identfy oortuntes forocy chanes to suort

and brn to scaesuccessfu ractces


4/20 | inSTiTu TE For HigHEr EduCATion lEAdErSHip & poliCy AT CAliForniA STATE univErSiT y, SACrAmEnTo

n Patterns o student enrollment provide clues or improvement (p. 9)

Students who ollowed certain enrollment patterns did much better. 59% stets wh eae at east

20 cets the st ea cete a cetcate, eee, tase wth sx eas cae t 21% wh

t; 55% stets wh asse cee ath wth tw eas cete, cae t 21% wh t;

Esh the bes wee 50% a 20%.

But ew students ollowed the successul patterns, with large racial/ethnic gaps. Only 25% eee seekes

eae at east 20 cets the st ea; 29% asse at east e cee-ee ath cse wth tw eas; 36%

asse at east e cee-ee Esh cse wth tw eas (back stets wee the east ke t w

these attes); aeae, eee-seek stets e ae e e th the cets the attete

backs cete e-ha the cets the attete.

Recommendations: Practice, Policy, and their Integration(see diagram on page ii and pp. 12-14)

Act t cease cet a stets a ece aca/ethc sates st cc tw ta

ste ts: changes to institutional practices at the cee ee a changes to state and system policy. boh

e the statec se ata t tack stet este acheeet a eet attes. A the ce

tethe as stakehe aeas t e c bece e b bc et a as cees eet

wth the ees t scss c baes that ae eet eetat eecte actces.

n Improving campus practices

th chnos Of shoud oodn sysmwd, nd sysm, ffo y whh oho d fo sudn

ess thh estes a ke eet attes ae aaze ee cee. Cees shseet cht ata wth the aases a se ests t sttte chaes t cas actces. A a

cess, ehas s ee s, sh be ate cases t shae eecte actces a the acts.

n Improving system and state policy

a nw fundng mod shoud dopd h wds ogs fo hpng sudn pogss hough msons,

c cet cee Esh a ath, a he e-eae stets eet ke estes.

th bod of Gonos shoud hng sysm poy, nd sk suoy hngs s nssy, o nsu h

a eee-seek stets ae assesse cee eaess a ae ecte aate t cses that

w exete the tast t, a sccess , cee-ee stct.

th lgsu shoud k sps o gud gns oson of h hso nsf funon of ommuny

cees b estat ect actces a cet ates at -t cees, eact ces that

ecae stets t ea asscate eees t tase, a es scet caact at uC a CSu

tase stets.

n Bridging practice and policy

cogs shoud puy po mson d, y sugoup (/hny, gnd, g).

cogs shoud dnfy ommon poy s h pn hm fom mpmnng nw ps.

Executive Summary


5/20DiviDeD We Fail OctOber 2010 | 1

More Caliornia Community College Graduatesare Needed: Data Can Show the Way

ats aes 25-34 wth at east a asscate eee,

a the te the oECd ctes s twa ceas

ees ecata attaet each sccesseeeat, whe attaet has ae ats

the u.S. (Fe 2). College attainment in Caliornia has

actually been declining with each younger generation, a te

that, t eese, bes the states ecc

cetteess wth the states a ctes.

Whe cee atcat ates ae t w a states,

the be be Caa a esewhee s w cee

cet ates, atca w-ce stets a

thse the w ats hstca e-

eesete hhe ecat.6 i Caa, a aj eas

e-ct baches eees s the ae lat

eet the ct cees (whee tase t

-ea sttts s beatc) athe tha -ea

sttts.7 Ecata attaet a the w

lat at s a atca cce, as the lat shae

the wk-ae at Caa s jecte t

w abt 34% cet t 40% 2020 a 50%

2040.8 o 16% wk-ae (25-64) lat ats

Caa cet hae a cee eee (asscate hhe),

cae t 50% whte ats.9

nata, ets ae w t aess the theat seb ec ecata attaet. Twet-thee states

Caa s ea t ew ee wth the sks

ecessa t jb es the state c ce

ccats that a a wae. The pbc pcisttte Caa estates that Caa c ceate

jbs e e baches eee hes tha

the state s cet tack t ce.1 occats that

eqe se stseca ecat, bt t eqe

a baches eee, ae as execte t ace wke

shtaes. These e sk jbs eeset the aest

shae jbs Caa a the aest shae te

es.2 i atca, thee ae execte shtaes

at a ees stseca acheeet the ks

scece, tech, eee, a atheatcs

(STEm) ccats that ae s tat t Caasat-base ec,3 a ctca heath cae

es.4 The jecte shtaes5 ase ecata

attaet t kee wth the ees the ab

aket, whch has bee sht twa wkes wth

cee eees (Fe 1).

iaeqate ecata attaet Caa s

ata tes, whee the ata sest that tas

eeat ats w be ess ecate tha the

es eeat wtht qck teet t cease

cee eet a, eseca, eee cet. The

ute States aks 10th a oasat Ecc

C-eat a deeet (oECd) ats the shae

Figure 1

Educational Attainment Level in the Workorce Continues to Shit Toward College Degrees

Source: Center on Education and the Workorce, G eorgetown University, Help Wanted: Projections of Jobs and Education Requ irements

through 2018 (June, 2010), based on analysis o data rom the U.S. Census Bureaus Current Population Survey

Note: 1973 data did not include some college category

Number o people: 91 million 129 million 154 million 166 million

0%

20%

30%

40%50%

10%

60%

70%

80%

90%

100%

1973

32%

40%

12%

9%28%

37% 42%45%

7% 10% 10%

Masters degree or higher

Bachelors degree

Associate degree

Some college, no degree

High school graduate

High school dropout

11%

21%

10%

17%

30%

11%10% 10%

28%

17%

12%

23%19%

19%

8%

34%

1992 2007 2018 (projected)

PercentofU.S.Workforce



Figure 2

Percent o Adults with an Associate Degree or Higher by Age Group - Leading OECD Countries, the U.S., and Caliornia

Source: National data are rom the Organisation or Economic Cooperation and Developments Education at a Glance 2010. Not shown on the

graph are Ireland, Denmark, Belgium and Australia, which also rank ahead o the U.S. on attainment among young adults (and have increasing

attainment levels or younger populations). Data or Caliornia are rom the American Community Survey 2006-2008 3-year estimates

(thh t Caa) hae se t Cete

Cee Aeca, a at-e tate t

aatca cease the cee cet ate thh

state c chae.10 The nata Asscat Sste

Heas a The Ecat Tst ae wk wth 24 bc

hhe ecat sstes acss the ct t ece theas tces w-ce a t stets.11

The la a gates ats hae set abts

as ceas the ats cee attaet

ate. The obaa Astat has set a a the

at t ce aa ea the w stseca

eee attaet, b cease attet t the

tace ct cees eet that a.

nwhee s the ata t ct

cee tces e tat tha Caa,

whee ea e-th the ats ct cee

stets ae ee a whee, wth a hh a w

ecetae lat stets, the beets cs

the aca/ethc eace as s the eatest. These

112 cees ae ta t the te sca a ecc

heath Caa, as we as t the sccess the ata

aea t este Aecas cette st the

go onomy. bu h hngs mny. rfng

scecc stats a the qat the schs the

atte, lat stets Ca as K-12 ecat

sste estate we ees cec ath

a aae ats as the ete hh sch, the take

ewe aace ath a scece cses whe hh

sch, the ae ess ke t aate a ae ess ke t

hae cete a cee-eaat cc whe

the .12

lat stets ae e ke t be thestseca ecat a ct cee,13 tt

a e the eecteess these sttts

aess the sat ecata attaet, a

hhht atca the ctca e the tase

cess ceas baccaaeate attaet.

Data Analysis o Student Progress CanHelp Show the Way

Cee cet tates ae eca cees

t se ata (a cht ata atca14) t estahw stets (a whch stets) ake, a t ake,

ess twa cet a t a that kwee

b cha sttta actces. These tates hae

as ete state c as a ta ate stet

sccess ets. Se exst ces a acta ee

cees at bette aaches. These tates

ae sh states t at ces that ae ta

ste eecte cee actces.

More Caliornia Community College Graduatesare Needed: Data Can Show the Way

55 to 64

45 to 54

35 to 44

25 to 34

PercentofAdultswithAssociateDegree

orHigher

Canada Japan New Zealand Norway United States

0%

20%

30%

40%

50%

60%

10%

CaliorniaKorea



We at the sae esecte ths et. We se

CCC cht ata t exae stet ess thh

teeate tces a t the cet cetcates, eees a tases, e t esta

whee stet ess stas. We estate hw ths

k ata aass ca be used by colleges to identiy

more eective practices. A we sest hw state and

system policies could better support colleges the ets t

eet e e ecte actces. The et s aze

t seea sects:

n We exae stets ess each ceta

milestones, easabe teeate acheeets

a the athwa t a eee, as we hae e

ecet ets.15 We escbe the as acss aca/

ethc ats the shae stets each these

estes.

n We hhht se the secc attes exhbte b

tase stets, t cet ets t e the

tase ct the ct cees.

n We bef scss the aat acss sa cees

bth cet ates a ees aca/ethc sat.

n

We shw the extet t whch stets ae weet attes that ake tate eee cet

e ke, a the as acss aca/ethc s

w thse attes.

n We e ccss a eceats ecats

a cakes.

i aases, we cs eee seekes ee as

thse e ct cee the se

ea a cetcate eee tase t a est

(see data a meths bx).

Data and Methods

Data Source: Caliornia Community CollegesChancellors OfceThe stet t ec (Sur) ata the Chaces

oce maaeet iat Sste (ComiS) ce

eahc at, cse-tak ecs, a

ecs eees/cetcates eae a tases t

4-ea estes (base atches t the Caa

State uest, the uest Caa, a the

nata Stet Ceahse). We btae ata

the ete cht st-te CCC stets wh

ee cet cses the 2003-04 acaec

ea. n-cet stets a hh sch stets

ccet ee ct cee wee

exce. We tacke the stets e a 6-ea e,

thh 2008-09.

MethodsThe aases cs stets ete as eee

seekes (a te we se t ce eees a cetcates)

base ha ee e tha sx ts the

st ea. Ths et was se b the et

hhe ecat eseache C Aea as e

eeet the eea eth

cacat ct cee aat ates.16 us

Aeas cte, abt tw-ths stets (255, 253)

the cht wee ete as eee seekes. We

cacate the ecet stets wh eache

estes, the ates este acheeet b ace/

ethct, a the shae stets w a seecte

set eet attes that eseach estates

ae ceate wth eee cet. We se

ba aca/ethc catees: whte, Asa-pacc

isae, back, a lat. (Athh the CCC cect

ata seea sb-ats wth the Asa-pacc

isae a lat catees, the ata we ecee ha

bee aeate t ae catees. Thee a be

sbstata eeces acss sb-ats that ae

aske b s e cate.) i se cases we shw

ests back, lat, a nate Aeca stets

tethe a cbe e-eesete

t (urm) stets.



Fe 3 shws the ecet eee seekes a cht

CCC stets that achee eet estes (teeate

estes a cets) wth sx eas:

n by h sond y, oho nomn hd fn ny y

ha.17

n The ajt stets achee cee athwas stats

a te se b eseaches cet at east 12

cee-ee cets.18

n Tw t e stets eae e ea cee-ee

cets (30 seeste cets19), the that eseach has

t ceate wth a scat cease eas.20

Figure 4

Milestone Attainment and Completion Within 6 Years by Race/Ethnicity

n 15% cete a tase cc (as best we ca

ee t21), sae tha the shae that acta tasee

t a est (23%), cat that a stets

tase wtht st cet tw eas st.

n A e sa t eae a cetcate a 11% wee

awae a asscate eee.

n Abt 31% cete a cetcate eee,

tasee t a est wth sx eas e

the CCC22 (st the -cet stets ha

e t; 15% wee st ee).

Too Few Students Reach Milestoneson the Road to Degree Completion

Figure 3

Milestone Attainment and Completion within 6 Years

Retained2nd Term

Retained2nd Year

12+College-Level

Credits

30+College-Level

Credits

TranserCurriculum

Certifcate AssociateDegree

Transerred

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%PercentofDegreeSeekers

AchievingMilestone

31%

23%

15

%

40%

61%

56%

73% 1

1%

5%

Any Completion

Intermediate Milestones Completion

100%

90%

80%

70%60%

50%

40%

30%

20%

10%

0%

PercentofDegreeSeekers

AchievingMilestone

Retained2nd Year

12+College-Level

Credits

30+College-Level

Credits

TranserCurriculum

Cer tifcate AssociateDegree

Transerred Any Completion

Intermediate Milestones Completion

56%

65%

42%

29%

37%

5%

16%

12%

47%

49%

28%

20%

26%

61%

68%

48%

24%

35%

5%

4% 8

%4% 1

0%

23%

14%7

%12%

56%

56%

35%

14%

22%

Note: students can be double-counted in the certificate, associate degree, transfer measures

White API Black Latino



bk nd lno sudns w ss ky o h msons

tha whte a Asa-pacc isae (Api) stets (Fe 4) :

n lat stets wee abt as ke as whte stets t

esst t the sec te (t shw) a sec ea,

bt the weeess ke t each the the estes, a

wee ha as ke as whte stets t tase (14%

s 29%). Thh w aass we eae that,

a stets wh eache the 30 cet este, lat

stets wee the east ke t aace t cet.

n bk sudns w so ss ky hn wh sudns o

tase (20% s 29%), ha sewhat hhe tase

sccess tha lat stets, bt the wee the least likely

t cete a tase cc t tase.

n me tha e-th whte (37%) a Api (35%) stets

cete seth (cetcate, eee, tase),

cae t 26% back stets a 22% lats.

Figure 5

Racial/Ethnic Distribution o Degree Seekers Compared to Completers

n The caate w ea cet ate lat

stets was ae eate t the w ate tase.

n bk sudns ompd s nd dgs

we ate tha lat stets, bt the hhe keh

tase (thh st wtht cet a tase

cc) e t a hhe ea cet ate.

bus of h ow s of suss, und-psnd

t (urm) stets ae a ch we shae

cetes (30%) tha the c eee

seekes (43%)(Fe 5). The et shae t

cet shae was ae accte b lats, wh

accte a th c eee seekes bt ess

tha a qate cetes.

CompletersDegree Seekers

Latino

23%Latino

34%

Black

9%

Black

7%

White

48%

White

40%

API

18%

API

22%



Ct cees ae esseta t the ct

baccaaeate eees Caa. The states maste

pa ts esha ass at bc estes tthe t th hh sch aates. Se stets

wh aate the t th chse t e st a

ct cee, te t tase. it a be ss

t thse aa wth ths es eate the maste pa

t ea that "tase" es t ea what t has c

bee asse t ea: the eet stets

the CCC t the uest Caa (uC) Caa State

uest (CSu) ate ea tw eas cet twa a

baches eee.

Many students transer withoutcompleting a transer curriculum orearning an associate degree

As shw Fe 6:

n o 43% stets wh tasee t a est ha

cete a tase cc at the CCC, whch eqes

at east 60 taseabe cets, c Esh a ath.

n Abt e-th eae a asscate eee.

n bk nsf sudns w f ss ky hn ohs ocete a tase cc, wth 22% s.

Figure 6

Most Transer Students Have Not Completed Two Years o Credits

Transer Doesnt Mean Completing Two Years,Especially or Black Students

n Whe lat stets wee the east ke t tase, thse

wh wee acta e ke tha st thes t

hae cete a tase cc asscate eee.

uC a CSu accet e ew tase stets at the

esha she ees s st tases t -state

bc estes hae cete a tase cc. 23

uC a CSu tases eae a aeae 68 taseabe

cets at ct cee. Stets wh tasee

withoutcet a tase cc a asscate

eee eae a aeae 22 taseabe cets.

bus of Uc nd cSU pos, hs sudns mosy

tase t ate t a -t sttts

that t eqe tase stets t be eae t

be j-ee st at a est.

Only hal o transers enroll in CSUor UC with key diferences by race/ethnicity

Athe ss , ew the maste pa, s that

ha (52%) the tases wee t e the states

bc estes. As te, ths efects the w ecetae

tase stets wh cete a tase cc.

Fe 7 shws se stk eeces acss aca/ethcs tase estat:

Completed Transer Curriculum Completed Associate Degree

PercentofTransferStud

ents

All Transers White API Black Latino

0%

20%

40%

60%

80%

100%

43%

27%

25%

26%

23%

36%

39%

57%

22%

48%



n Asa-pacc isaes a lats wee the st ke t

e e the states bc estes, a back

stets wee the east ke. Thee wee eecesacss aca/ethc s the s thse tases

betwee uC a CSu. Ftee ecet the back a

lat tases t the states bc estes ee

uC, cae t 21% whte tases a 31% Api

tases.

n bk nsf sudns w mo ky o no n ou-of-

state bc a ate sttts (42%) tha CSu

uC (31%), a ea e e (19%) ee -t

cees,24 e tha twce the shae a whte a Api

tases.

n lat tases wee the east ke t t t--

state sttts (15%), bt ea as hh a shae (16%)

ee -t cees as a back stets.

Tase CCC stets t the -t sect has bee

ceas aatca ecet eas. F exae, the aa

be tases t the uest phex cease b33% betwee 2003 a 2008, 6,638 t 8,825.25 oe the

sae e-ea e, tases t CSu cease b 8% (

50,746 t 54,971) a tases t uC cease b 13% (

12,275 t 13,909). lke eass the state wth

tases t -t cees ce caact cstats

CSu a uC e t cts state , cex eqeets

tase ass t CSu a uC, a ect ets

b the -t sttts. Whatee the eass, the te

beas watch e (1) the ae estet state esces

the -t cees thh the Ca-gat a26 (2)

cces abt w aat ates,27

ect actces, aecata qat that sect,28 (3) the excesse ebt as

a hh a eat ates the stets, a (4) sh

caact at uC a CSu t ecee tase stets.

Figure 7

Transer Destination Varies by Race/Ethnicity

API Transer StudentsWhite Transer Students

Black Transer Students Latino Transer Students

In-State

Private

12%

In-State

Private

8%

In-State

Private

10%

In-State

Private

10%

Out-o-State

Public

22%

Out-o-State

Public

28%

Out-o-State

Public

12%

Out-o-State

Public

10%

Out-o-State

Private

10%

Out-o-State

Private

14%

Out-o-State

Private5%

Out-o-State

Private

5%

For-Proft

8%

For-Proft

7%

For-Proft

19%

For-Proft

16%

UC

10%

UC

5%

UC

21%

UC

9%

CSU

38%

CSU

26%

CSU

45%

CSU

50%



the cees b sze eet a b the shae

urm stets a eee seekes, a we

aat bth cet ates a sat ees. Fexae, as shw Fe 8, Cees 1 a 2 ae bth

sa cees (tta eet 50%) urm

stets, Cees 11 a 12 ha etca cet ates

whte stets (35%) a we ates urm stets,bt Cee 11 ha ess a sat betwee the tw

ates. i each eet/urm cate we c et

a cee that ha, whatee eass, bee abe t

ze the cet ate sat. it st bece a

sstewe t t et eecte actces he

saatae stets ece baes a t te

esa at eecte actces acss the sste.

Some Colleges Achieve Better Parity inOutcomes by Race/Ethnicity

We, ke the eseaches, hae cete we ates

sccess a urm stets, a tb ct that

s te attbte t acts that a b ace/ethctathe tha t ace/ethct per se, c scecc

stats a acaec eaat.29 urm stets

Caas ct cees ae e ke t hae

attee hh seeate, e-cwe K-12 schs

wth hh ccetats w-ce stets, te

access t we-qae teaches a cses, a ewe

ttes t eae a s cee-eaat

cc.30 it s bte te, as the cees hae

ae,31 that the esces e t the ae aeqate

t the task se stets wth a bstaces t

oom on h ph o og dg. bu sn e stet s ea eqaze acss the cees, 32

aats tces acss cees sa sze a

eahc cst33 w sest that se

cees ae s the esces the hae e eecte t

he stets a backs ake ess.

T test ths t we cae the cet ates

urm a whte stets a cees.34 We e

Figure 8

Some Colleges Are More Eective with URM Students;Colleges o Similar Size and Demographic Profle Produce Very Dierent Outcomes

Com

pletionRate

60%

50%

40%

30%

20%

10%

0%College

1

Low URM(50%)

College2

College3

College4

College6

College7

College8

College9

College10

College11

College12

Small Colleges (< 10,000) Medium Colleges (10,00020,000) Large Colleges (>20,000)

College5

White Completion Rate URM Completion Rate



Too Few Students Follow Successul Patterns Racial Gaps Appear Here as Well

The eseach teate has eeae ch abt the eet

attes that ae asscate wth stet ess a eee

cet.

35

The ae a t these attess s that kwee t ecae e stets t w

the. i a st tte Steps to Success, we se ata a eae

cht CCC stets t shw that stets wee e ke t

ake ess a the estes a cete a cetcate,

eee, tase the we ceta attes, c:

n ass cee-ee ath a Esh ea the cee

caee (ae C bette)

n tak a cee sccess cse

n

a et thh cet accat be -te a cts, cet at east 20

cets the st ea eet, ea cets

se tes, a a excesse cse wthawas

a ate estat.

The eeces betwee w a t w sccess

attes ca be eat. nte the w thee exaes

hw stets wh we the sccess attes ha ch

hhe ates cet cetcates, eees, tases tha

stets wh t w thse atca attes:

Passed college-level English within 2 years?n yes 50% cete | n n 20% cete

Passed college-level math within 2 years?

n yes 55% cete | n n 21% cete

Accumulated at least 20 credits in rst year?

n yes 59% cete | n n 21% cete

Fes 9 a 10 shw that t ew stets the CCC ae

w sccess attes, a that urm stets ta

ea ee case. o 25% eee seekes eae at east

20 cets the st ea, a a sa shae (29%) cete

at east e cee-ee ath cse wth tw eas (Fe9). Sht e (36%) sccess asse at east e cee-

ee Esh cse wth tw eas. me tha e-th

aPi sudns foowd h of hs pns. bk sudns

wee the east ke t cete ath a Esh ea a t

ea 20 cets the st ea. me etae aass stet

eet attes ca he exa what stets ae

t w sccess behas. As e exae, we

that stets wh t ass cee ath wth tw eas:

Figure 9

Few Students Follow Successul Enrollment Patterns

Figure 10

Percent o Credits Completed by Race/Ethnicity

PercentofCreditsCompleted

All DegreeSeekers


100%90%

80%

70%

60%

50%

40%30%

20%

10%

0%63%

67%

71%

49%

58%

PercentofDegreeSeeker

sFollowingthePattern

All DegreeSeekers


100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0% 36%

39%

39%

26%

33%

29%

30%

38%

17%

25%

25%

27%

34%

16%

21%

Passed College-Level English Within 2 Years

Passed College-Level Math Within 2 Years

Earned 20+ Credits Year 1

n 54% attete ath cses

n 29% ee ath bt at the eea ee

n 17% ee at east e cee ath cse bt

e ae the cses.

oe bs cat ths aass s that cees ca

e t ecae stets t e se ath cses.

o aeae, eee-seek stets cete 63%

attete cets, ea the e ae e

hn on-hd (Fgu 10). bk sudns ompd ony

ha the cets the attete. lat stets e

ae e tha 40% the cets.


14/2010 | inSTiT uTE For HigHEr EduCATion lEAdErSHip & poliCy AT CAliForniA STATE univErSiT y, SACrAmEnTo

Summary o Findings:Serious Problems but Tools or the Job

o aass tces, b ace/ethct, the 2003-04

cht CCC stets eas t seea ke s.

Completion rates must rise; disparities must fall. The rates

o progress and completion among CCC students are ar too low

to meet Caliornias projected demand or educated workers.

There are disparities by race/ethnicity at every step o the way that

will exacerbate the problem given demographic trends unless

business as usual ends and undamental changes are introduced

to increase student success.

n 30% completion rate is too low. Sx eas ate ta

e the CCC, 30% eee-seek stets

ha cete a cetcate eee, ha tasee t a

est. mst the the 70% ha e t; 15%wee st ee. o 26% back stets a 22%

lat stets ha cete tasee ate sx eas.

n Critical milestone is missed. o 40% eee-seek

stets ha eae at east 30 cee-ee cets at the

CCC, the eee t shw a scat ecc

beet. A ee we shae lat (35%) a back (28%)

stets eache ths este.

n Latinos ace more bumps at the end o the road. The 30

cet thesh ca e et cet

a ecata a. Hwee, ewe the lats wh

eache that t cete a cetcate, eee, tase

(47%), cae t whte (60%), Asa- pacc isae (58%),

a back (53%) stets.

Transfer is not what we tend to think it is. Transer one o

the completions we report should be raising red ags because

patterns o transer do not ollow the Master Plan intent. Most

students transer beore fnishing two years o study (many well

beore) and a growing share, especially o black and Latino

students, is transerring to or-proft institutions, where there are

growing concerns about low completion rates and high levels ostudent debt.

n Transer success is low. Abt 23% eee seekes

tasee t a est, a lat stets wee ha

as ke as whte stets t tase (14% s 29%).

n Majority o students do not ollow Master Plan intent.

o 43% tases cete a tase cc (60

taseabe cets c Esh a ath) bee

tase a jst 27% tases eae a asscate

dg. by hf (52%) of nsf sudns nod n

a Caa bc est, whee cet at east

60 taseabe ts s eea eqe. F a aet

eass, whch ee t be exe, the ct

cee tase ct s t a se t ect

stets t e s st at uC a CSu.

n For-prot sectors role is growing. A ceas shae

tase stets s e the -t sect,

whee what tte s kw abt stet tces es

ae eas cce abt tces a hh

ebteess. The stets t the -t sect

ae state the e-eesete t

ats whse eee attaet ees we st ee

o mpo. bk sudns spy ky o nsf

t -t sttts a t eae the CCC sste wth

ewe cets cete.

Demographics are not destiny. As open access institutions,

community colleges serve many students acing serious

obstacles to success, including the under-represented minority

populations whose poorer outcomes we have documentedin this report. Yet we ound that some colleges show better

outcomes or such students than their peers.

n Some colleges may have ound better practices.

pe tces e-eesete t

stets ae bte eate t scecc

stats a ee acaec eaat cee.

bu h wdy yng s of ompon nd s of

sat acss cees sa sze a sa shaes

e-eesete t stets sest that

se cees ae was t be e eecteat he stets a backs ake ess,

este beta a the baes.



Patterns of student enrollment provide clues for

improvement. Research has documented that certain

enrollment behaviors increase student chances o success butew CCC students are ollowing those patterns; targeting new

eorts to encourage more eective enrollment patterns could

be a high-yield strategy. Analyzing these dierences by race/

ethnicity reveals additional opportunities or new approaches.

n Students who ollowed certain enrollment patterns did

much better. As exaes: 50% stets wh tk

a asse cee Esh wth tw eas cete a

cetcate, eee, tase wth sx eas, cae

t 20% stets wh t; 59% stets

wh eae at east 20 cets the st ea cete

wth sx eas, cae t 21% stets wh t.

othe exaes ab a e ae tt

t cs cas statees.

n But ew students ollowed the successul patterns.

Stets ae t tak a cet atewa cses

ea. o 25% eee seekes eae at east 20 cets

the st ea; 29% cete at east e cee-

ee ath cse wth tw eas; 36% sccess

asse at east e cee-ee Esh cse wth

tw eas (back stets wee the east ke t cete

ath a Esh ea a t ea 20 cets the stea); aeae, eee-seek stets e

ae e e-th the cets the attete, wth

back stets cet ha the cets the

attete.



Recommendations: Using Data to ImproveInstitutional Practice and State/System Policy

Act t cease cet a ece aca/ethc

sates st cc tw ta ste ts:

changes to institutional practices at the cee ee a changesto state and system policy(s Dgm on p. ). boh y on h

statec se ata t tack stet este acheeet

a eet attes. Thee ae s ets ewa

acss the CCC t e actce; c e ets

ae e sw. Thee ae ae ttes

cees t taet statees e eecte, base ata, t

ce bette stet tces. At the sae te, state a

sste c chaes ca ehace cee ets t e

tces jst as ccee ces ca thwat the best

cee ets t he stets sccee.

Recommendations to ImproveInstitutional Practice1 The Chancellors Oce should coordinate a

systemwide, and systematic, efort by which cohort

data are analyzed or every college.

n Ee cee sh, the bass these aases, set as

ts cet ates a ec sates.

n A cees sh se a c aewk aass

that ces a set estes a a set eet

attes that hae bee cete t ceate wth

sccess. We sest the w cets aass

a et, a ce b sb (ace/ethct,

ee, ae):

Table 1

Examples o How Cohort Analysis Can Point to Campus Practices

What we found:What institutional practices

might help:

A sa ecetae stets

ae ea at east 20 st-ea

cets, a t b

et

n Cee sccess cse

n b nn d

cse t ehasze

beets -te

eet

n o-e se cses

Stets ae a

wthaw a scat

t the cses

n Ea aet sstes t

ctact stets at the st

s tbe a ect

the t he

n lts cse s

a eeats exta ee cse wthawa ast a

ceta ate cse

eeats

A sa ecetae stets

ae cet cee-ee ath

a Esh wth tw eas

n oetat a as t

ehasze tace

tak the cses ea

n lea ctes

basc sks stets

Stets tase we sht

cets t be j-ee wk

n Tase as tecae eecte

cse-tak

Stets each 30-t este

bt t ess t cet

n St as

ee ate st ea

exeece bt ate

eas

Tabe 1 shws hw we se these etcs t sest chaes

sttta actce - bt each cee aaze ts w ata,

statees at each cee c be ea taete t accstaces.

Milestones

n 2 te etet

n 2 ea etet

n 12+ cee cets

n 30+ cee cets

n Tase cc (60taseabe cets,c Esh a ath)

n Cetcate

n Asscate eee

n Tase wth tasecc

n Tase wtht tasecc

Enrollment Patterns

n Atte -te st te

n Take cee sccess cse

n E cts

n pass cee-ee athwth 2 eas

n pass cee-ee Eshwth 2 eas

n Cete 20+ cets stea

n Ea se cets

n % cse wthawas

n % cse ate estat



cse t. The estes aach has eat teta

t ece the shtcs eae eeats

eace hhe ecat, whch t t chehass aat ates, ae t ewa sttts

stet ess, a wee t base the ch ata that

ca ce cht aass este attaet. i

ew s cht aass, we ece that

the ew e ce aca cetes ett

stets t cete ke estes a that t cta

exta cetes este attaet b e-eae

stets, t he cse the as a t saatae cees

that see e e-eae stets.

3 The Board o Governors should adopt changes to

system policy, and seek statutory change as necessary,

to ensure that all degree-seeking students are assessed

or college readiness, and are directed appropriately

into courses that will expedite their transition to and

success in college-level instruction.

Ct cees acss the at ae es statees

t best he stets wh ae e-eae cee-

ee stct. Caa as the states at

es that w eqe stets t be assesse. Ths

has ses acats the k ata aass we

ece. Wtht cete ata wh s a wh st eae cee-ee st, cees cat cae

st tces e-eae stets t the

act as stcta a st statees. Fthe,

the states ae ea the wa e ee sstes

eea ecat ae at z the te stets

se aw-t eea seqeces whe cae

ct stet access t cee-ee cses t ese

that stets hae the sks t ea a wte at cee ee

bee tak cses that eqe thse sks. Se c

es t aess ths set sses ae be csee b

the CCC bt eate act s waate t he e-eae stets ess a sccee.

4 The Legislature should take steps to guard against

erosion o the historic transer unction o community

colleges by investigating recruiting practices and

completion rates at or-prot colleges, enacting policies

that encourage students to earn associate degrees prior

to transer, and ensuring sucient capacity at UC and

CSU or transer students.

n Cees sh seet cht aass wth e

-eth st, (e.., stet teews, ata stet se

st seces) t bette esta wh stets aeett stae a wh the ae t w sccess

eet attes.

n A a cess sh be tate b whch cees,

ehas aze b ee , shae at abt the

chaes sttta actce the hae eete as a

est the aases a what act the ew actces

hae ha the eases stet ess.

Recommendations to Improve Policy

to Better Support College SuccessStrategies

pc s a ta ate stet sccess ets. As tat

as t w be cees t st the ata a eet ew

aaches, thee s a t t what ca be accshe wtht

chaes t the c eet whch cees eate.

Whe c s we ae wth as stet sccess, cees

ca e eas take the stes that ae seste b the ata

aass. nata tates t cease cee cet,

se b aj ats, ae sh states t at ces

that ae ta ste eecte cee actces. Tthat e we e thee secc c eceats that

ste ect ata aass. We beee these chaes

w st ct cee ets t cease cee

cet a cse the teabe as acss aca/ethc

ats. o ast c eceat aesses the

ba c eet a Caa hhe ecat.

2 A new unding model should be adopted that

rewards colleges or helping student progress through

milestones, including completing college-level English

and math, and or helping under-prepared students meet

key milestones.

o aass eeae ses shtcs the extet t

whch stets ae thh ke estes the wa

t ea cetcates eees tase t estes.

The ccet estes, teeate eases stet

ess, s w at as states bece cce

that base se eet s t the

ht cete stet ess a sccess.

Seea states hae ate ths aach a e ae



o aass shwe that ae bes ct cee

stets ae tase wth ew ts cete a

w bes t -t sttts, whse ectetactces ata ae e estat, a whse

cet ates ae eae t be excee w. These

sttts ae ect hea a lat a back

stets whse sccess s s ctca t Caas te. The

lesate sh ca tasaec the actces a

tces -t cees ehas b eas s

cts sttta ebt t atcate Ca gat

as. Ata, ets the lesate t

e tase athwas stets sh cate

cetes stets t cete a tase cc a

ea a asscate eee whe at ct cee.

5 Caliornia needs a public agenda or higher education

A c aewk s eee that sets as acss a thee

seets (uC, CSu, a CCC) cee atcat a

eee cet, etes the ces a estets

eee t accsh thse as, a ts ess

twa ache the as (c as a ess

eate t cs acheeet as). We hae ecee

ths es, as has the lesate Aasts oce. The

states that ae ea the wa wth ew aaches t

cease cet, a attact at e thecess, ae s e the ace sch a statec

cet. Caas aach t hhe ecat s a t

aete a -statec the state t be csee at

the et ata cee cet ets.

Recommendations to Link Practice andPolicy

Acates a stakehes ea te c aeas

the teest stet sccess. We he that the

cet ates a sates cete ths et w

s e acte c aeas b stakehes ctte t

ceas cee cet a ec eace as.

i stakehe aeas ca efect ea a cet tes the

cees a ca be ae wth the cees w aeas,

the chaces ache eecte c e ae hhe. T

that e, we ca attet t tw echass, hhhte

the aa . , b tea a extea

stakehes tethe the st stet sccess.

6 Colleges should publicly report milestone data

meste attaet, b ace/ethct, sh bece a eate

the extese CCC bc acctabt sste, cae Acctabt

ret Ct Cees (ArCC). Ths w

state a ca stakehe s, as we as cakes, the

eace cees he stets ake ess a

cete acaec as, a c he cs c aeas

thse aeas eatest sstewe chaee.

7 Colleges should identiy common policy barriers

Whe cees ce tethe t shae eecte actces, as we

ece the , the sh et sste a state ces

that ae e the best ets t he stets sccee. Fexae, a cee a wat t assess stets a sa ee

excesse cse ate estat - tw attes shw

t ece the keh sccess - bt ae eete

s b statte. o a cee a wat t eet a tese

stet st a bt a be eete s b

the t ecet aw that cas exetes stet st

seces. i, thh these ata-tese ets, act a sta

ce t see st ha that c ca ehace the wk

the ae t he stets sccee, Caa stas a bette

chace j ea states eet the ks

ate c es that ca ase cee cet.

We ct sees a the a wh beee that ct

cees ae aeqate e the ese a ta sss

hy xpd o fu. bu w so s mpon, and

possible, t achee bette tces the esces that ae

. b us of d o nfom hngs n p nd

c acss the ct cee sste ca he eet

ses es ecat ees a the est aese

act the wkce, the tax base, a the qat e

Caa. it caes a ce ta bt t a hbte e. Cet

sca bes a aeqate eaat c cee

stets ae he chaees bt sh t sta ets t aess

the scat bes at ha. Ct cee stets ae

Caas te wkce a we st eae the ace

a eabe te. The cees ae ctte t ceas

stet sccess bt the ets w be e eecte e b

the ssteatc ata-e ecs ak that we hae te

ths et. Sch a cte cts eet ca s

chaes t actces a ces that, cbat, ca cease

cee cet a bhte te sects Caa.

Recommendations: Using Data to ImproveInstitutional Practice and State/System Policy



Notes

1 Jhs, H. & Seta, r. (2009). Closing the Gap: Meeting Caliornias Need

or College Graduates. Sa Facsc: pbc pc isttte Caa.

2 The Wkce Aace (2009). Caliornias Forgotten Middle-Skill Jobs:

Meeting the D emands o a 21st Century Economy. Washt, d.C: Ath.

3 oeste, J. & Shck, n. (2009). Technical Di fculties: Meeting CaliorniasWorkorce Needs in Science, Technology, Engineering, and Math (ST EM) Fields.Sacaet, CA: isttte Hhe Ecat leaesh & pc.

4 Haeaes, r., Chee, d., one, E., S, K., & Seeja, J. (2007).

Closing the Health Workorce Gap in Caliornia: The Education Imperative. Sa

Facsc: Heath Wkce Sts.

5 Whe t s c t ee t the a betwee jects jb

es a aaabt qae wkes as shtaes, actashtaes w t exst. i the state as t ce a wkce wth the

qacats t the ks jbs that the state s thewse tack

t ce, ees w ceate thse jbs the states ctes

that hae a e ecate wkce. i athe ecet et, ppiCcce that Caa w t be abe t t eh qae

wkes t cesate e-ct cee aates, e tthe ceas cett thse wkes the states a ctes

(ree, d. [2008]. Caliornias Future Workorce: Will there be Enough College

Graduates?Sa Facsc: pbc pc isttte Caa).

6 bown, W.G., chngos, M.M., & MPhson, M.S. (2009). Getting to the FinishLine: Completing College at Ameri cans Public Universities. pcet, nJ:pcet uest pess.

7 Ca, m. (2010). Caliornias Impending College Graduate Crisis and What

Needs to Be Done About It. Sta, CA: pACE.

8 Caa deatet Face (2007, J). Race/Ethnic Population withAge and Sex Detail, 2000-2050. Sacaet, CA: Ath.

9 Cacate s ata the Aeca Ct Se, 2006-20083-ea estates.

10 F e at the et a the states e, see htt://

www.cetecee..

11 The Caa State uest s a atcat. F e at see

htt://www.etst./sses/hhe-ecat/access-t-sccess.

12 me, C. & Shck, n. (2009). The Grades are In 2008. Sacaet, CA:isttte Hhe Ecat leaesh & pc.

13 Kaee, m. (2006). Chs ct cee: Facts aect

lat cee chce. New Directions or Community Colleges, 133, 7-16.

14 Cht ata tack etes a stets wh e be

a a at the sae te a tacks the ess e te. Ths s

stct , a eeabe t, tack aa tces stetswh ae at eet staes the acaec caees becase t actates

aass the act eet as, teets, a ces.

15 oeste, J., me, C., & Shck, n. (2010). Advancing by Degrees: AFramework or Increasing College Completion. Sacaet, CA: isttte Hhe Ecat leaesh & pc; me, C., Shck, n., & oeste,

J. (2009). Steps to Success: Analyzing Milestone Achievement to ImproveCommunity College Student Outcomes. Sacaet, CA: isttte HheEcat leaesh & pc.

16 Aea, C. Proposed amendment or the Student-Right-to-Know and

Campus Security Act o 1990 (P.L. 101-542) to produce a ull and honest account

o college completion rates. obtae thh esa ccat

Je 2, 2008.17 Sec te etet was ease a-t-s stets be

Fa 2003 a s-t-a stets be S 2004.

lkewse, e-ea etet was ease ethe a-t-a s-t-

s ee the stets ta te.

18 H, l. & lew, S. (2007). Caliornia Community College Transer Rates: Who isCounted Makes a Dierence. bky, ca: MPr assos, in.

19 mst ct cees se the seeste caea. F the ew s aqate caea, we cete qate cets t seeste cets bee

cacat a estes cet cts.

20 F exae, see mactte, d.E. (2006). The Earnings Eect o Education orCommunity Colleges. bmo, MD: Unsy of Mynd.

21 Cet a tase cc was ee as 60 taseabe cets,c at east e cse ath a e Esh. Ths ease

s a x cet a tase cc, a s ke a

eestate. T be ebe tase t a bc est at thee s ee, stets st cete a set eea ecat

cses a we-s eeqste cses eqe ass t a

atca a. The aat cca acss the ct cees,

the ack c cse be, a the aat cses eqe ass acss the estes akes t ssbe t ease the

ecet stets wh acta cete a tase cc.

22 Stets ca be be-cte the cetcate, eee a tase

eases. F exae, a stet a hae cete bth a eee atasee.

23 Acc t ata the Caa pstseca Ecat

Css, a 2008 3.4% tases CCC t uC a 5.8%

tases CCC t CSu wee eshe shes.

24 i the nata Stet Ceahse, se the -t stttsse e ceta cat t cate a stet ee e ts

sttts, ak t ct t etee the cat the secc

cas that a stet attee. As a cseqece, we shw a tasest the -t sect cbe, wtht stsh betwee -state

a t--state, bt ts ke that st thse stets ee

-t cees wth Caa.

25 data e b the miS t the CCC Chaces oce.

26 i 2008-09, ea 20,000 stets the -t sect ecee Ca

gat awas, acct 7% a ecets (Caa Stet ACss [2009]. 2008-09 Cal-Grant Program Recipients. Sacaet, CA:

Ath). Sxt ecet ew awas e the Cette Ca gat A

a wet t stets -t cees (Caa Stet ACss [2009]. Facts at Your Fingertips 2008-09: Cal Grant Competitive

Program. Sacaet, CA: Ath).

27 F exae, the ata aat ate uest phex s

we ete at 16%, base the sx-ea ate as ee b theeea eet st-te, -te eshe (htt://www.tes.

c/2007/02/11/ecat/11hex.ht). The Caa pstseca

Ecat Css shws that ate uest phex cases

ths state as ess tha 5% (htt://www.cec.ca./Stetdata/garatesdeta.as?id=g0021A&yea=2 001). Ee the sttts w
http://www.completecollege.org/http://www.edtrust.org/issues/higher-education/access-to-successhttp://www.nytimes.com/2007/02/11/education/11phoenix.htmlhttp://www.nytimes.com/2007/02/11/education/11phoenix.htmlhttp://www.nytimes.com/2007/02/11/education/11phoenix.htmlhttp://www.cpec.ca.gov/StudentData/GradRatesDetail.asp?ID=G0021A&Year=2001http://www.cpec.ca.gov/StudentData/GradRatesDetail.asp?ID=G0021A&Year=2001http://www.cpec.ca.gov/StudentData/GradRatesDetail.asp?ID=G0021A&Year=2001http://www.cpec.ca.gov/StudentData/GradRatesDetail.asp?ID=G0021A&Year=2001http://www.nytimes.com/2007/02/11/education/11phoenix.htmlhttp://www.nytimes.com/2007/02/11/education/11phoenix.htmlhttp://www.edtrust.org/issues/higher-education/access-to-successhttp://www.completecollege.org/


20/20

Institute or Higher Education Leadership & Policy

eth cacat a sx-ea aat ate stets seek abaches eee ests a ate 36%, wth at e

abt hw that ate s cacate (uest phex [2009]. 2009

Annual Academic Report. phex, AZ: Ath).

28 F exae, see ecet atces Cessebes cces a theect t the geet Acctabt oce (gAo) t cct a

eew the -t hhe ecat sect at htt://chce.c/

atce/new-g--F-pts /66020/?s=at& t_sce=at&t_

e=e a htt://www.sehhee.c/ews/2010/06/24/t.

29 Aea, C. (2005). Moving Into Town and Moving On the Community

College in the Lives o Traditional-Age Students. Washt, dC: nata

Cete Ecat Statstcs.

30 uClA isttte decac, Ecat, a Access a uest Caa A Cas Cst reseach dest (2007).

Caliornia Educational Opportunity Report 2007. ls Aees, CA: Ath.

31 See, exae, Caa Ct Cees Chaces oce

(2003). The Real Cost Project Preliminary Report. Sacaet, CA: Ath.

nsttut for hghr ducton

drshp & pocy

Notes

32 Whe st cees w ecee eqa e stet as a est ecet esat, thee ae 3 stct s that ecee sewhat we

(basc a stc ts) a 7 thes that ecee sewhat e

tha the staa $4,565 e FTES.

33 Sze a eahc cst ae tw chaactestcs whch t base sat acss cees, a thee ae the was

these cees c be eet each the (e.., whe acaec

eaat a scecc stats ae st eate t ace/

ethct, the ce ee eaat stets c sta acss cees wth sa aca/ethc cst). T et

t hh-e cees tes the sccess ates urm

stets, the ac ts w hae t be csee, seth thats best e b the CCC sste as at e ts t et a shae

eecte actces.

34 otces stets atte e tha e CCC wee attbte t

the cee whee the ta ee.

35 me, C. & Shck, n. (2009). Student Progress toward DegreeCompletion: Lessons rom the Research Literature . Sacaet, CA:

isttte Hhe Ecat leaesh & pc.

6000 J Steet, Tahe Ha 3063 | Sacaet, CA 95819-6081T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp

iHElp thaks the w sss the st ths eseach a et.

The isttte Hhe Ecat leaesh & pc seeks t ehace eaesh a c

hhe ecat Caa a the at b c eseach a seces

cakes, acttes, a ecats.
http://chronicle.com/article/New-Grilling-of-For-Profits/66020/?sid=at&utm_source=at&utm_medium=enhttp://chronicle.com/article/New-Grilling-of-For-Profits/66020/?sid=at&utm_source=at&utm_medium=enhttp://www.insidehighered.com/news/2010/06/24/forprofithttp://www.insidehighered.com/news/2010/06/24/forprofithttp://www.csus.edu/ihelphttp://www.insidehighered.com/news/2010/06/24/forprofithttp://www.insidehighered.com/news/2010/06/24/forprofithttp://chronicle.com/article/New-Grilling-of-For-Profits/66020/?sid=at&utm_source=at&utm_medium=enhttp://chronicle.com/article/New-Grilling-of-For-Profits/66020/?sid=at&utm_source=at&utm_medium=enhttp://www.csus.edu/ihelp

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