Regional Educational Laboratory Southwest conducted a study to help leaders at the Texas Higher Education Coordinating Board better understand the extent to which Texas community colleges have adequate funding for reaching the desired levels of student success, as measured by success points milestones used in the state’s performance-based funding system. The study involved three types of analyses: a needs analysis, an equity analysis, and a cost function analysis.
"Search Results" - 137 item(s) found.
CCNIndicates network resource
CCNFinishing the Last Lap: Experimental Evidence on Strategies to Increase Attainment for Students Near College Completion
This journal article from the College Completion Network's University of Virginia research team reports results from the team's study examining a multi-year, large-scale experimental intervention (a text message-based advising program) conducted across five states and 20 broad-access public colleges and universities to support students who are late in their college career but still at risk of not graduating. The findings suggest low-cost nudge interventions may be insufficient for addressing barriers to completion among students who have made considerable academic progress.
July 13 Webinar: How Universities Can Transform Student Experience to Drive Student Success and Equity
Join the Student Experience Project on July 13 from 12–1 p.m. ET for a webinar unveiling the results of a pathbreaking new project scaling evidence-based practices that increase student success by transforming student experience and creating equitable learning environments. Participants will receive access to a free set of resources and tools designed to help campus leaders and faculty foster student belonging and growth mindset culture on their campuses.
This working paper explores interim findings and implications from the network study Affording Degree Completion: A Study of Completion Grants at Accessible Public Universities, which offers the first analysis of the causal impact of completion grants on academic outcomes at 11 broad- and open-access universities.
This working paper from a cross-disciplinary network team led by the Hope Center for College, Community, and Justice provides preliminary findings from a study examining a text-messaging intervention to improve the use of non-tuition supports to promote community college retention and completion.
This brief explores preliminary findings from the network study Affording Degree Completion: A Study of Completion Grants at Accessible Public Universities and presents potential policy implications.