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Author: Washington State Board for Community and Technical Colleges, Olympia
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
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Book Description
This report provides an overview of the Running Start program; data about student participation rates and academic performance; updates on savings to families, taxpayers and the state; and new information about national trends in dual-credit programs. Running Start is a program that allows 11th and 12th grade students to take college courses at Washington's 34 community and technical colleges, and at Washington State, Eastern Washington and Central Washington Universities, The Evergreen State College and Northwest Indian College. Students earn both high school and college credits for these courses. Running Start students and their families do not pay tuition, but they do buy their own books and provide their own transportation. Students receive both high school and college credit for these classes, thus accelerating their progress through the education system. Running Start reduces the amount of time students spend in school, and can reduce overall college costs for students and their families. Running Start continues to serve about 10 percent of the state's high school juniors and seniors. Running Start students perform well while they are in the program and upon transferring to universities. In 2005-06 Running Start students earned an average grade point of 3.12 after transferring to the University of Washington. Running Start students complete more of the credits they attempt, with better grades, than other recent high school graduates who are attending college. Serving 16,540 students in 2005-06, Running Start continues to be an excellent option for qualified juniors and seniors. Students and their parents strongly support the program because it expands their educational choices while reducing the time and expense of completing their education. Running Start continues to help students achieve high academic standards at a lower overall cost to their families and the state.
Author: Washington State Board for Community and Technical Colleges, Olympia
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
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Book Description
This report provides an overview of the Running Start program; data about student participation rates and academic performance; updates on savings to families, taxpayers and the state; and new information about national trends in dual-credit programs. Running Start is a program that allows 11th and 12th grade students to take college courses at Washington's 34 community and technical colleges, and at Washington State, Eastern Washington and Central Washington Universities, The Evergreen State College and Northwest Indian College. Students earn both high school and college credits for these courses. Running Start students and their families do not pay tuition, but they do buy their own books and provide their own transportation. Students receive both high school and college credit for these classes, thus accelerating their progress through the education system. Running Start reduces the amount of time students spend in school, and can reduce overall college costs for students and their families. Running Start continues to serve about 10 percent of the state's high school juniors and seniors. Running Start students perform well while they are in the program and upon transferring to universities. In 2005-06 Running Start students earned an average grade point of 3.12 after transferring to the University of Washington. Running Start students complete more of the credits they attempt, with better grades, than other recent high school graduates who are attending college. Serving 16,540 students in 2005-06, Running Start continues to be an excellent option for qualified juniors and seniors. Students and their parents strongly support the program because it expands their educational choices while reducing the time and expense of completing their education. Running Start continues to help students achieve high academic standards at a lower overall cost to their families and the state.
Author: Washington (State). State Board for Community and Technical Colleges
Publisher:
ISBN:
Category :
Languages : en
Pages : 6
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Book Description
The Annual 2013-14 Enrollment Report provides a snapshot of enrollment statistics in Washington's community and technical colleges during the 2013-2014 academic year. Highlighted trends include: (1) In 2013-14, the legislative target (includes university centers, private career schools and community-based organizations) for the system was 139,237 State Full-Time Equivalent Students (FTES). 143,294 FTES were actually served, 3 percent above the target; (2) Colleges enrolled a total of 182,677 FTES, all funds--a two percent decline from the previous year and an 8 percent decline from five years ago; (3) With the unemployment rate falling, more students are employed, therefore worker retraining FTES declined 12 percent from the year prior; (4) Colleges decreased FTES in all course content areas (state-funded workforce, academic, pre-college, and basic education for adults); (5) Running Start (a dual enrollment program that allows high school students to complete requirements for high school graduation and get a head start on college) enrollments increased by 8.5% from the previous year; (6) All eLearning FTES increased by 2,412 FTES or 6 percent over the prior year. A table of annual (2011 to 2014) comparisons by course intent and district is included.
Author: Laura W. Perna
Publisher: JHU Press
ISBN: 1421414074
Category : Education
Languages : en
Pages : 324
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How state leadership determines effective higher education attainment. Although the federal government invests substantial resources into student financial aid, states have the primary responsibility for policies that raise overall higher educational attainment and improve equity across groups. The importance of understanding how states may accomplish these goals has never been greater, as educational attainment is increasingly required for economic and social well-being of individuals and society. Drawing on data collected from case studies of the relationship between public policy and higher education performance in five states—Georgia, Illinois, Maryland, Texas, and Washington—The Attainment Agenda offers a framework for understanding how state public policy can effectively promote educational attainment. Laura W. Perna and Joni E. Finney argue that there is no silver bullet to improve higher education attainment. Instead, achieving the required levels of attainment demands a comprehensive approach. State leaders must consider how performance in one area (such as degree completion) is connected to performance in other areas (such as preparation or affordability), how particular policies interact to produce expected and unexpected outcomes, and how policy approaches must be adapted to reflect their particular context. The authors call for greater attention to the state role in providing policy leadership to advance a cohesive public agenda for higher education and adopting public policies that not only increase the demand for and supply of higher education but also level the playing field for higher educational opportunity. The insights offered in The Attainment Agenda have important implications for public policymakers, college and university leaders, and educational researchers interested in ensuring sustained higher education attainment.
Author: Thomas Bailey
Publisher: JHU Press
ISBN: 0801889596
Category : Education
Languages : en
Pages : 322
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Winner of the 2007 Outstanding Publication Award given by the American Educational Research Association Division J. Community colleges enroll almost half of all undergraduates in the United States. These two-year colleges manifest the American commitment to accessible and affordable higher education. With about 1,200 institutions nationwide, community colleges have made significant progress over the past decade in opening access and have become the critical entry point to higher education for many Americans who traditionally have been left out of educational and economic opportunity. Yet economic, political, and social developments have increased the challenges community colleges face in pursuing an “equity agenda.” Some of these include falling state budgets combined with growing enrollments, a greater emphasis on outcome-based accountability, competition from for-profit institutions, and growing immigrant student populations. These trials come at a time when community colleges confront crucial economic and workforce development pressures that may impact their mission. How can community colleges continue to maintain their open-door policies, support underprepared students, and struggle to help enrolled students complete degrees and certificates that prepare them for success in the workplace? Building on case studies of colleges in six states—New York, Texas, Florida, California, Washington, and Illinois—this volume offers a fresh examination of the issues currently facing American community colleges. Drawing on their fieldwork supplemented by national data, the authors analyze how these challenges impact the community college mission of educational opportunity—especially for low-income students, students of color, and other underserved groups—and how colleges are responding to a drastically different environment. They then propose a set of strategies to strengthen the role of community colleges in providing both access and opportunities for achievement for all students.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
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Author:
Publisher:
ISBN:
Category : Dual enrollment
Languages : en
Pages : 14
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"This document is the 2014 updated version of the 'brochure' first printed in April 1997"--Transmittlal memorandum dated November 2014.
Author: Washington State Board for Community and Technical Colleges, Olympia
Publisher:
ISBN:
Category :
Languages : en
Pages : 109
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The Fall Enrollment and Staffing Report 2005 provides a snapshot of enrollments in community and technical colleges during fall quarter 2005. In addition to analysis of the system as a whole, this report includes an extensive set of tables by college starting on page 57. The report addresses the questions most commonly raised regarding the community and technical colleges in Washington. The primary source of information for this document is the State Board for Community and Technical Colleges' (SBCTC) data warehouse, which is derived from the common management information systems used by all community and technical colleges in the state. Data on outcomes, facilities and staffing are reported annually in the companion report, the "Academic Year Report" [ED496214]. Following the "Highlights of 2005" and an "Introduction," this report comprises six sections: (1) Enrollments; (2) Students Served: Demographics; (3) Selected Program Student Characteristics: (4) State-Supported Course Enrollment; (5) Contract-Supported Course Enrollment; and (6) Staff.
Author: Washington (State). State Board for Community and Technical Colleges
Publisher:
ISBN:
Category :
Languages : en
Pages : 131
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The "Academic Year Report 2013-14" provides a snapshot of funding, facilities, staffing, and enrollments in Washington's community and technical colleges for the past academic year. The report also describes key measures of student outcomes and addresses the most frequently asked questions related to expenditures, personnel, and students. Additional demographic information regarding community and technical college students is available in the AYR 2013-14's companion publication: Fall 2013 Enrollment and Staffing Report. The primary source of information for this document is the State Board for Community and Technical Colleges' (SBCTC) Data Warehouse, which is derived from the common management information systems used by all community and technical colleges in the state. Appended are: (1) Full-Time Undergraduate Student Tuition and Fees; and (2) Definitions. [See ED565173 for "Washington State Board for Community and Technical Colleges Enrollment and Staffing Report: Fall 2013."].
Author: Washington State Board for Community and Technical Colleges, Olympia
Publisher:
ISBN:
Category :
Languages : en
Pages : 18
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Little is known about the the socioeconomic background of students attending community and technical colleges. This has created a void in understanding student access and success. The State Board for Community and Technical Colleges (SBCTC) has thus enlisted help from the Columbia University Community College Research Center (CCRC) to construct an alternative Socioeconomic (SES) proxy for individual students. This research paper describes the socioeconomic quintiles for the Washington State population and community and technical college students. Specifically it answers the following five questions: (1) What are the SES quintiles for Washington State households in 1990 and 2000? What are the characteristics of the state population in these quintiles in each census year? (2) What are the participation rates for students by SES quintiles and how do these rates vary or stay the same for various student groups that include: younger and older students; students of color; students by their purpose of attending; students by their family status; and students in Running Start and online students? (3) What are the SES quintiles for students by college? (4) What are the historical trends in growth rates in household income and college tuition, and what percent of student household income is needed for tuition? (5) What conclusions can be drawn regarding access and participation in two-year colleges in Washington State? Key findings, conclusions, and next steps are detailed in this report. [This project also supported by the Washington State College Spark Foundation.].
Author: Judy H. Katz
Publisher: University of Oklahoma Press
ISBN: 9780806114668
Category : Social Science
Languages : en
Pages : 228
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Stage 1.
