Community Colleges - Models of Success, Access

Education Secretary Margaret Spellings says community colleges’ success with access should serve as a national model, particularly at a time when shifting demographics and the rise of the global economy mean the U.S. needs a better educated workforce. “Ninety percent of the fastest-growing jobs require postsecondary education or training, yet we’re not equipping enough of our citizens, especially people of color, to seize these opportunities,” she said. To complement community colleges efforts in this area, Spellings said the Bush administration has proposed in its fiscal 2008 budget proposal a $5 million Bridge to College pilot program to support adults seeking a postsecondary education, and $10 million to help develop systems to facilitate credit transfers between higher education institutions. In return for more resources, there must be more transparency among colleges, Spellings said.

Transition Matters

Due to changing demographics, issues of college affordability, and workforce expectations, there is an increasing demand for access to community colleges. Community colleges represent a postsecondary access point for many of America's most underserved student populations, including minorities, first-generation and low-income students. According to Transition Matters: Community College to Bachelor’s Degree, these students are more likely to be affected by political and economic changes. This report offers recommendations to strengthen the community college pathway, helping students overcome barriers to enrollment, persistence and transfer to a four-year institution.

Making the Transition

Making the Transition to Four-Year Institutions examines the role of academic preparation in the transition from community colleges to four-year institutions. Two specific questions are addressed: To what extent do academically unprepared students transfer to four-year institutions? And, can positive experiences in community colleges diminish the role of inadequate academic preparation? The results indicate that a substantial proportion of students who enter community colleges academically unprepared do indeed transfer to four-year institutions. Moreover, successful completion of intermediate outcomes enhances the probability of student transfer. However, the ability of community colleges to mitigate the negative effects of inadequate academic preparation is limited. Important policy implications of these findings are also discussed.

2008 Educational Technology Standards

The International Society for Technology in Education’s (ISTE’s) National Educational Technology Standards for Teachers (NETS*T) serve as a roadmap for improved teaching and learning by educators in the United States. Originally released in 2000, they define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. The standards are credited with significantly influencing expectations for students and creating a target of excellence relating to technology. Revised 2008 standards continue to provide a framework for educators to use as they transition from the Industrial Age to Digital Age places of learning.

Teachers and Technology Training

A report released by the National Education Association and American Federation of Teachers examines the state of educational technology resources and support in public schools across the country. After more than a decade of investment in school technology, educators say they still don't feel adequately prepared to integrate instructional software into their classrooms and aren't getting the technical support they need to fully impact student achievement. Furthermore, many teachers in urban schools say they have insufficient or outdated equipment and software. Access, Adequacy, and Equity in Education Technology recommendations include establishing standards to integrate technology deeper into the school curriculum and bolstering professional development with more appropriate training.

New Teacher Survey

A new report by the National Comprehensive Center for Teacher Quality and Public Agenda examines the special challenges that new middle and high school teachers face. Compared to new teachers in elementary schools, new high school and middle school teachers are less likely than elementary school teachers to say that teaching is exactly what they want to be doing; more likely to report frustrations with student motivation; more likely to be concerned with lack of administrative support in their schools; less likely to believe that good teachers can lead all students to learn; and less likely to say they regard teaching as a long-term career choice. In addition, they are more likely to question the postsecondary preparation they received, and more likely to say that their training put too much emphasis on theories of learning versus more practical classroom issues.