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Achieving the Dream |
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Featured Publication
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Investing in Change
How Much Do Achieving the Dream Colleges Spend — and from What Resources — to Become Data-Driven Institutions?
2010. Elizabeth M. Zachry and Erin Coghlan.
This report analyzes the experiences of five community colleges that participate in the Lumina Foundation’s Achieving the Dream initiative and the investments they made in implementing an institutional improvement process aimed at increasing students’ success. Achieving the Dream encourages colleges to develop concrete goals and priorities for reform based on an analysis of their student outcomes data. The report examines how, where, and with what resources these colleges supported their reforms, as well as the key activities driving their overall expenditures.
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All Achieving the Dream Publications
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Investing in Change
How Much Do Achieving the Dream Colleges Spend — and from What Resources — to Become Data-Driven Institutions?
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2010. Elizabeth M. Zachry and Erin Coghlan.
This report analyzes the experiences of five community colleges that participate in Lumina Foundation’s Achieving the Dream initiative and the investments they made in implementing an institutional improvement process aimed at increasing students’ success. The report examines how, where, and with what resources these colleges supported their reforms, as well as the key activities driving their overall expenditures.
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Terms of Engagement
Men of Color Discuss Their Experiences in Community College
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2010. Alissa Gardenhire-Crooks, Herbert Collado, Kasey Martin, and Alma Castro, with Thomas Brock and Genevieve Orr.
This report takes an in-depth look at the perceptions and experiences of 87 African-American, Hispanic, and Native American men who were enrolled in developmental math courses at four community colleges. The study explores how the students’ experiences in their high schools and communities, as well as their identities as men of color, influenced their decision to go to college and their engagement in school.
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Guiding Developmental Math Students to Campus Services
An Impact Evaluation of the Beacon Program at South Texas College
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2010. Mary G. Visher, Kristin F. Butcher, and Oscar S. Cerna, with Dan Cullinan and Emily Schneider.
Created as part of the national Achieving the Dream initiative, a “light touch” intervention targeting students enrolled in lower-level math courses increased the number of students using campus tutoring and academic services. While the program has not improved math class pass rates or persistence in college overall, it has had positive effects for part-time and developmental students.
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Building Student Success From the Ground Up
A Case Study of an Achieving the Dream College
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2009. Elizabeth Zachry and Genevieve Orr.
Achieving the Dream teaches community colleges to use student data to improve programming and student success. Since participating, Guilford Technical Community College in North Carolina has become a data-driven, success-oriented institution and has seen promising trends in student achievement. This study offers lessons for other colleges undertaking similar institutional reform.
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Promising Instructional Reforms in Developmental Education
A Case Study of Three Achieving the Dream Colleges
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2008. Elizabeth M. Zachry with Emily Schneider.
This report examines the experiences of three of the 83 colleges currently involved in the Achieving the Dream: Community Colleges Count project, an initiative of Lumina Foundation for Education, and their efforts to improve instruction in developmental education classrooms.
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Building a Culture of Evidence for Community College Student Success
Early Progress in the Achieving the Dream Initiative
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2007. Thomas Brock, Davis Jenkins, Todd Ellwein, Jennifer Miller, Susan Gooden, Kasey Martin, Casey MacGregor, and Michael Pih, with Bethany Miller and Christian Geckeler.
Achieving the Dream is a multiyear, national initiative, launched by Lumina Foundation for Education, to help community college students stay in school and succeed. The 83 participating colleges commit to collecting and analyzing data to improve student outcomes, particularly for low-income students and students of color. This baseline report describes the early progress that the first 27 colleges have made after just one year of implementation.
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