Persistence

Maximizing Resources for Student Success by Reducing Time- and Credits-to-Graduate

This report from HCM Strategists provides strategies for regional public universities serving high concentrations of low-income and otherwise at-risk students to reduce the amount of time and credits necessary to graduate. This report highlights while that more students are seeking a four-year college degree, less than 40% of first-time college students graduate within four years. Taking additional time to graduate not only can add years to a "four-year" degree, but it also comes with additional costs in tuition, room, board, and other expenses.

Essential Elements in Implementation

This guide from the John W. Gardner Center for Youth and their Communities at Stanford University explores the meaning of college readiness beyond eligibility for college. Many students who are capable of succeeding in college are not eligible due to unmet course requirements or lack of knowledge about college opportunities. Through exploring the gap between eligibility and readiness, this guide helps districts think about how to build the most effective early warning and college readiness indicator systems. 

15 to Finish: From Idea to Action: Part 2 – Minimizing Costs and Tracking Progress

Submitted by American Youth ... on

15 to Finish, a campaign designed by Complete College America, works to increase the overall number of students taking 15 credits per semester (for an academic year of 30 credit hours) with the ultimate goal of increasing postsecondary degree completion. Complete College America’s Webinar on April 29, 2014, featured education leaders from around the country discussing their degree completion efforts and program results. This post is the second in a two-part series recapping this Webinar event.

15 to Finish: From Idea to Action: Part 1 – Time to Completion and Importance of Advisors

Submitted by American Youth ... on

15 to Finish, a campaign designed by Complete College America, works to increase the overall number of students taking 15 credits per semester (for an academic year of 30 credit hours) with the ultimate goal of increasing postsecondary degree completion. Complete College America’s Webinar on April 29, 2014, featured education leaders from around the country discussing their degree completion efforts and program results. This post is the first in a two-part series recapping this Webinar event.

Cooperative and Concurrent Enrollment and College Retention

The author examined the effectiveness of the Cooperative Alliance Program (CAP) designed to encourage high school students and adult students to enter technical programs in Oklahoma community colleges. The study measured enrollment status, GPA, and hours earned of CAP students compared to a non-CAP control group. After reviewing first-year data, the author found CAP students are more likely to remain in school than non-CAP students and achieve higher GPAs.

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