A New Path to a College Degree: Match Beyond Helps Low-Income Students Succeed

Autor/in	Marcus, Jon
Titel	A New Path to a College Degree: Match Beyond Helps Low-Income Students Succeed
Quelle	In: Education Next, 17 (2017) 2, S.44-51 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Higher Education; Access to Education; Nontraditional Students; At Risk Students; Low Income Groups; Minority Group Students; Program Development; Competence; Online Courses; Career Development; Employment Qualifications; College Credits; Acceleration (Education); Coaching (Performance); Intervention; Program Effectiveness; Charter Schools; High Schools; Graduation; New Hampshire; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Programmplanung; Kompetenz; Online course; Online-Kurs; Berufsentwicklung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Acceleration; Beschleunigung; Charter school; Charter-Schule; High school; Oberschule; Abschluss; Graduierung
Abstract	Match Beyond, launched in late 2013, offers accelerated degree programs through a pioneering approach that combines online education--provided by a partner, Southern New Hampshire University (SNHU)--with intensive coaching and support, including job-placement counseling. This small-scale strategy exposes the need for flexibility and personal attention required by a demographic that is about to descend in huge numbers on universities and colleges--low-income racial and ethnic minorities whose parents do not have college educations. This article discusses the inception of Match Beyond and how the program partners with College for America (CFA), a spinoff of SNHU, to serve students who are unable to finish conventional college due to a variety of circumstances. CFA's online program requires students to demonstrate mastery of 120 "competencies" toward 20 goals on any of nine career paths instead of earning credit hours in traditional college courses. There are lingering questions about the model, which researchers are only now beginning to study. Initial findings show positive results in terms of employment retention and raise potential from those who receive a degree from College for America. Future research will determine if coaching can increase the low completion rates of online higher-education courses, especially for students who do not have great preparation or self-discipline. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01