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Describes how the colleges are operationalizing the Tennessee completion practices in their own contexts, as well as how trends in leading indicators of student completion have changed since the reforms began.
Highlights the top seven education priorities identified by 42 governors in their 2017 State of the State addresses and provides examples of how states plan to approach these priority areas.
Explores the academic and economic consequences of taking higher or lower credit loads. Using student-level data from the Tennessee Board of Regents, it estimates differences in award completion and credit accumulation across students according to their first semester and first-year credit loads.
Examines data from 48 interviews with first-year students at City Colleges of Chicago (CCC) to understand students’ reactions to CCC’s ambitious, system-wide reform. A large majority of the students were enthusiastic about program maps and educational planning.
The program at Logan Correctional Center is the only one in Illinois and among a small number of programs nationwide where women who are incarcerated can earn a bachelor’s degree.
Since the onset of the COVID pandemic, college campuses across Montana have had to remain nimble to morph into new forms to accommodate changing public health guidance.
Now, after nearly three years, campuses in Montana are exhaling.