Hypothesizes that, because education is a multivariant process, research attempting to test hypotheses about univariant data will find "nonsignificant" results; several nonsignificant variables may cumulatively or in combination have a significant effect; and many "nonsignificant" findings result from inadequate research design and data analysis.…

Describes a study of the duties being performed by institutional researchers in Southern 2-year colleges, revealing that less than half of the 301 colleges that responded to the survey employed an institutional researcher on at least a half-time basis and that many researchers expressed dissatisfaction with their job responsibilities. (DMM)

Advocates focus group research, in which a homogeneous group led by a trained moderator discusses a carefully selected research question, as a qualitative tool well suited for community colleges. Offers case studies and the following guidelines: establish collegewide administrative procedures, carefully select/train on-campus moderators, and…

Describes a study of the nature and extent of community colleges' involvement in needs assessment practices. Presents findings with respect to institutional characteristics and settings, extent of involvement, need assessment projects' characteristics and impacts, and the relationship between institutional characteristics and the extent of…

Discusses how descriptive data collection and presentation can influence decision making, using an informal action research model. Uses examples of Miami-Dade Community College research on retention rate and first-term coursework, high school preparation, and existing quality control versus proposed new statewide testing requirements, showing…

Extracts highlights about the process and products of needs assessment from 40 major research studies conducted over the past five years. Discusses who conducts needs assessments and why, where needs assessments are going wrong, what has been learned from these studies, and what needs assessments cannot do. (AYC)

Describes a survey of two-year colleges in the southern United States to assess the colleges' involvement in practices that improve institutional effectiveness. Components of effectiveness included purpose and goals, evaluation, planning, institutional research, and organizational involvement. Practices were compared with perceptions of the…

Presents the definition of transfer proposed by the Center for the Study of Community Colleges. Reviews research utilizing this definition to establish transfer rates from two- to four-year colleges. Underscores the value of a consistent definition of transfer, urging community colleges to collect and report their own transfer data. (DMM)

Describes how Prince George's Community College developed an institutional research-based approach to accountability reporting in response to Maryland's statewide accountability requirements. Offers specific examples of the application of institutional research data to the development of accountability plan objectives. Identifies several issues…

Presents a meta-analysis of transfer shock, the grade point average (GPA) drop experienced by many community college transfer students. Reviews findings from 62 studies of the magnitude of GPA change. Reports 79 percent of the transfer students experiencing transfer shock and 67 percent recovering from it. (DMM)

Compares 3 research strategies used over the past 25 years involving cooperation among Duke University, North Carolina State University, and the North Carolina Department of Community Colleges, i.e., traditional researcher-dominated strategy, researcher-dominated with limited client involvement, and researcher-client collaborative strategy.…