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Q&A with UIA’s Bridget Burns, Improving Learner Outcomes with Updated CUNY Transfer Explorer, and More
- Q&A: UIA’s Bridget Burns on Helping Struggling Students Get Back on Track (Part 1)
- Updated Tool Saves Time and Money to Improve Learner Outcomes
- Helping Learners See a Clearer Path: Awareness Continues to Build Around Guided Pathways Framework
The guided pathways framework is a whole-college redesign of the student experience that helps learners explore, choose, plan, and complete programs aligned with their education and career goals. It can be especially helpful to learners from low-income backgrounds as it more clearly outlines their program with considerations to efficiency and affordability. As leaders in developing, evaluating, and implementing the guided pathways framework, Community College Research Center (CCRC) continues to build awareness of this targeted reform strategy.
Students who receive a D or F or withdraw (DFW) from a course often stall out and can risk losing future financial aid. At many institutions, learners from low-income backgrounds make up a disproportionate percentage of this group. University Innovation Alliance’s founding CEO spoke with us about an innovative solution to identify DFW patterns and help these learners recover credits and regain momentum towards completion.
- Changes in Education Philanthropy Support Evolving Needs of Learners from Low-Income Backgrounds
- New Initiatives Aim to Cut Early Student Dropouts by Increasing Connection
- Why Supporting Financial Aid Administrators Is Key to Unlocking Opportunities for Incarcerated Learners
Ascendium’s Education Philanthropy is adapting our organizational structure to meet the current and future needs of learners from low-income backgrounds. The promotion of two internal leaders to key positions will enhance our grantmaking strategy, tools, and partnerships. We are also hiring a deputy director of education grantmaking to oversee strategic grantmaking pipelines in one or more philanthropic focus areas.
Studies have shown the benefits of connectedness and early momentum are especially strong for learners from low-income backgrounds. For the long-term academic wellbeing of these learners, it's essential for postsecondary education institutions to implement strategies to retain students from pre-enrollment through early course successes. Two new grants aim to help them do just that.
Support for Evidence-Based Workforce Training Models, New Projects to Help English-Language Learners, and More
- Targeted Investments Support Expansion of Evidence-Based Workforce Training Models
- New Projects Examine Barriers for English-Language Learners
- Recent Resources Show the Value of Good Workforce Training Programs
English-language learners are a diverse, rapidly growing subpopulation of learners who disproportionately come from low-income backgrounds. Community college programs dedicated to serving these learners provide a critical onramp to acquiring not only critical language skills but also credentials, which can lead to good-paying jobs. However, these pathways are often hampered by curricular misalignment, operational inefficiency, and ineffective classroom practices. A pair of groundbreaking research initiatives from WestEd and Community College Research Center are studying structural barriers for English-language learners with an eye toward broader reforms.
Meet Our New Program Officer for Strategic Engagement, Learn How Rural Community Colleges Are Helping Learners, and More
- Introducing Our New Program Officer for Strategic Engagement, Amy Kuether
- Rural Community Colleges Utilize Strengths and Assets to Improve Learner Success
- Perspectives from the Field: Community Colleges Connect Learners to Credentials that Meet Local Workforce Needs
Amarillo College and Imperial Valley College Win Aspen Institute Prize for Community College Excellence
The biennial prize is the nation’s signature recognition for America’s community colleges. This year’s honorees are two rural-serving schools that beat national rates by achieving 8 and 12 percentage point improvements in graduation rates over four years.
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