Scaling High-Impact Practices to Improve Community College Student Outcomes: Evidence from the Tennessee Board of Regents. Lumina Issue Paper

Autor/inn/en	Valentine, Jessa; Price, Derek
Institution	Lumina Foundation
Titel	Scaling High-Impact Practices to Improve Community College Student Outcomes: Evidence from the Tennessee Board of Regents. Lumina Issue Paper
Quelle	(2021), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Colleges; Two Year Colleges; Two Year College Students; Academic Persistence; School Holding Power; Evidence Based Practice; Educational Practices; Learner Engagement; Communities of Practice; Service Learning; Success; At Risk Students; Postsecondary Education; Educational Quality; Equal Education; African American Students; Hispanic American Students; Adult Students; Certification; Work Experience Programs; Student Research; Minority Group Students; Socioeconomic Status; Educational Attainment; Tennessee; Tennessee (Chattanooga) + Suchen Sie Ihr Suchwort? Bildungspraxis; Community; Service-Learning; Erfolg; Post-secondary education; Tertiäre Bildung; Quality of education; Bildungsqualität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Adult; Adults; Erwachsenenalter; Abschlusszeugnis; Zertifizierung; Studentenforschung; Socio-economic status; Sozioökonomischer Status; Bildungsabschluss; Bildungsgut
Abstract	Public two-year colleges serve as an important access point for two out of every five students enrolled in postsecondary education. However, only 40 percent of community college students earn a postsecondary credential of any kind within six years, limiting their opportunities for advancement. Hoping to increase student retention and success, many colleges are developing and scaling up evidence-based practices that engage students more effectively. Significant evidence suggests that high-impact educational practices (HIPs)--including learning communities, service learning, and other practices that deeply engage students--can enhance learning and boost academic attainment, particularly among students who are traditionally underserved in higher education. This report highlights efforts of the Tennessee Board of Regents (TBR) to advance quality and equity in higher education by increasing the number of students who experience high-quality, high-impact practices, and measuring the results of these efforts. (ERIC).
Anmerkungen	Lumina Foundation. P.O. Box 1806, Indianapolis, IN 46206-1806. Tel: 800-834-5756; Fax: 317-951-5063; Web site: http://www.luminafoundation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01