Numerous states have begun to allow community colleges to grant four-year degrees. These changes have led to concerns over “credential creep,” where institution leaders push for the increased perception of prestige that advanced postsecondary degree offerings provide them, and neglect their CTE programs. This article from Inside Higher Ed highlights the work being done at Utah Valley University to maintain focus on providing high-quality degree programs, whether they be two- or four-year degrees.
The institution implemented a “structured enrollment” approach to preserve its open-door admissions policy. This approach enrolls underprepared students in one-year certificate programs that include numerous student support services. From there, students can enroll in a two-year degree program and eventually a four-year program, all within the same institution. “The certificates and degrees stack on top of each other, thus all credits move up with the student. For example, all of the certificate classes are required in the associate’s degree, and all of the associate classes are required in the bachelor’s degree,” a university spokesman said via email. “If the student doesn’t do well in the certificate track, university counselors will circle back to try to find a better fit.”
Report Offers Recommendations for Using Data and Evidence to Improve Student Outcomes
Colleges have long been working to use data more effectively to analyze and improve student outcomes. However, these efforts have often been the responsibility of individual institutions or systems, and are dependent on the resources available for data analysis and new technologies. A new report from Results for America offers recommendations for state governments to become more involved in these initiatives. Their recommendations fall into three categories:
- Improve measures of student success
- Improve the accuracy of graduation rates
- Publish employment outcomes by major
- Develop measures of learning and civic outcomes
- Help colleges act on and analyze data
- Invest in the data capacities of colleges
- Generate evidence of what works
- Kickstart evidence-based improvements
- Align resources behind student success
- Make payoffs clear and certain
- Prioritize equity
- Consider post-graduation goals
- Consider additional strategies to help low-performing colleges
White Paper Examines Overlap between Afterschool Programs and Workforce Development
The American Youth Policy Forum (AYPF) recently published a new white paper highlighting the shared goals and opportunities for collaboration between afterschool programs and workforce development initiatives. While both youth and workforce development initiatives implement programs and activities to help youth develop skills and competencies for the world of work, they often operate in separate and disconnected silos.
For example, afterschool programs have long focused on building the social and emotional skills of students, skills which also contribute to employability readiness. “Participation in high-quality afterschool programs has a positive impact on problem-solving, conflict resolution, self-control, leadership, and responsible decision-making, all of which are included within the employability andframeworks.” If efforts are better aligned and resources more coordinated, more of this training can be implemented.
The white paper examines case studies in Florida, Pennsylvania and Illinois and from those extrapolates recommendations for further collaboration between the two types of initiatives.
Odds and Ends
This report from AEI examines common barriers for providing high-quality CTE at community colleges and suggest five strategies for overcoming those barriers, most of which are structural and policy barriers, but also include the perceived stigma of CTE.
The Georgetown Center on Education and the Workforce (CEW) recently launched this video highlighting the problem of “The Forgotten 500,000” – the 500,000 students who are in the top half of their high school classes but do not go on to complete a postsecondary certificate or credential. Among other recommendations, CEW believes this problem can be solved by tying education more deliberately to career pathways.
The American Institutes for Research released this infographic highlighting the importance of using CTE as a strategy for students with disabilities. Students with disabilities who are CTE concentrators are five percent more likely to graduate high school on time and 20 percent more likely to be employed after graduation.
Ashleigh McFadden, State Policy Manager