The New York City P-TECH Grades 9-14 schools represent an education model that ties together the secondary, higher education, and workforce systems as a way to improve outcomes in both domains. The distinguishing feature of the P-TECH 9-14 model, as it is referred to in this report, is a partnership between a high school, a local community…

This is the executive summary for the report, "Bridging the School-to-Work Divide: Interim Implementation and Impact Findings from New York City's P-TECH 9-14 Schools." This study offers initial impact and implementation findings from the first rigorous evaluation of the model, evaluating the first seven P-TECH 9-14 schools that opened…

This report demonstrates the power of business-higher education partnerships to create new kinds of STEM pathways that provide educational opportunity and economic mobility for underrepresented students. With funding from the National Science Foundation in 2014, the Business-Higher Education Forum (BHEF) launched a five-year project to demonstrate…

Learning communities (LCs) provide an ideal context for civic learning because they foreground the integrative and interactive nature of learning and skills development. While the academic benefits of LCs have been well documented, their potential to promote civic learning and engagement has received less attention. Indeed, the potential of LCs to…

This study provides a policy network analysis on the implications of HB 792 and HB 280 at urban two-year open campuses, with specific attention to Georgia Piedmont Technical College (GPTC), a unit of the Technical College System of Georgia (TCSG). Georgia state legislators passed House Bills 792 and 280, which authorized any person 18 years of age…

From the early 1960s through the early 1970s, a new idea drew the interest of local leaders and national networks of educators seeking to further desegregation but concerned about how to do so within the bounds of white resistance. Huge single- or multischool campuses, called education parks, would draw students from broad geographical areas and…

The recent focus on improving college completion rates has resulted in the paring down--or complete removal--of semester-long developmental education courses. Considering the magnitude these policies have on placement, teaching, and learning outcomes, this study examined faculty observations (N=420) about students' current and longitudinal college…

Improving the outcomes of students in developmental or remedial math remains a puzzle in higher education. Concerns with low persistence and completion rates have motivated proponents of reform to reconsider the delivery of developmental math. Lengthening the amount of time in math is thought to be an intervention that improves academic…

Increasingly, colleges and universities across the country are adopting "guided pathways" reforms to create clearly defined, educationally coherent pathways into and through programs of study for their students. Facilitated by built-in supports, the goal of guided pathways is to increase learning and graduation rates, and to help more…

For decades, social theorists have posited--and descriptive accounts have shown--that students isolated by both social class and ethnicity suffer extreme deprivations that limit the effectiveness of equal-opportunity interventions. Even educational programs that yield positive results for moderately disadvantaged students may not prove beneficial…

The National Science Foundation (NSF)-funded Urban College (UC) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program was designed to comprehensively support academically talented low-income students. The program served 45 students between the fall semesters of 2012 and 2015. The primary goals of the program were…

Community colleges are often considered an affordable entry point into postsecondary education for many students with a goal of earning a degree. As open access institutions, they accept any student who applies, including those considered to be below college level and in need of some level of remediation in the subjects of reading, writing and…

The United States lags behind many countries in mathematics proficiency. Quite often, students after graduating from high school are not prepared to enter college and are required to take remedial courses before taking credit-bearing math courses. This is particularly true at two-year institutions such as LaGuardia Community College, which…

Colleges attempt to identify students who are underprepared for college-level courses and then place them into developmental courses intended to help them succeed. These courses are usually offered on a non-credit basis and do not count toward graduation. As a result, students enrolled in developmental education can take longer to graduate than…

Colleges attempt to identify students who are underprepared for college-level courses and then place them into developmental courses intended to help them succeed. These courses are usually offered on a non-credit basis and do not count toward graduation. As a result, students enrolled in developmental education can take longer to graduate than…