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Section Content 1
Annotated Reading List
Boyd, E. B., (2010).
Five lessons from outgoing Microsoft software architect Ray Ozzie
. Downloaded from http://www.fastcompany.com on 11/19/2010.
Ozzie recently released a memo, "Dawn of a new day," in which he paints a five-year vision of how technology is going to evolve and what Microsoft needs to do to take advantage of the opportunities. Ozzie's approach is relevant for CCCD Vision 2020 planning. Rather that starting by writing a plan about how Microsoft is going to move through the future, Ozzie starts with the big picture, the big trends in the industry, and uses that as a mirror to show where Microsoft is doing well and where it risks falling behind. As the old saying goes, "If your map doesn't match the terrain, it's not the terrain that's wrong." Additionally, once a company or organization has done something well, it's easy to keep doing the same thing, but if the landscape changes, what's been successful before "may no longer be optimized to the new environment." Further, to make a shift from the old ways to the new, the people inside the organization have to see it, believe it, and have a passion for it. Outsides consultants may make suggestions, but "any transformation…must emerge from within."
Kelly, P. J. (2010).
Closing the college attainment gap between the U.S. and most educated countries, and contributions to be made by the states
. National Center for Higher Education Management Systems (NCHEMS), April.
This article is highly relevant to student completion rates, and provides state-by-state projections for what it will take to reach President Obama's U.S. college attainment goal: 60% of adults aged 25 to 34 will have an associate degree or higher by 2020. Comparisons are made between the U.S. and other countries. California is in the high growth, low college attainment category.
Leal, F. (2010). Latinos in the major in state schools. Orange County Register.
This OC Register article appeared on November 11, 2010. The latest data from the state Department of Education indicates that more than half of the 6.2 million students enrolled in the state's K – 12 schools in 2009-10 were Latinos. It is the first time in modern history that this group made up the majority of public school enrollment. In Orange County in 2009-10, 47% of the K – 12 students were Latino.
Lee, J. M., & Rawls, A. (2010).
The College Completion Agenda: 2010 progress report
. The College Board: New York, NY.
This report proposes 10 recommendations that will return America to the global leader in educational attainment. The goal is to increase the proportion of 25 to 34 year-olds holding an associate or higher degree to 55% by the year 2025. Among the 10 recommendations most relevant for the Coast colleges are: 1) help students at feeder high schools develop more accurate expectations and readiness for college work, 2) dramatically increase college completion rates, and 3) help prepare more math and science teachers who will stay in the teaching profession. College Board also provides a dynamic, interactive website with customized information for each state (
). A PDF of this three-page progress report for California is posted on the Vision 2020 website.
Martindale, S. (2010). College readiness doubted: Study finds that teachers worry that their students aren't prepared. Orange County Register.
This article (in the OC Register on 11/16/2010) reports on the Deloitte 2010 Education Survey administered last summer to 300 high school teachers and 300 college students. Less than one-third of the nations' high school teachers believe their students are ready for college when they graduate. In contrast two-thirds of the college students surveyed felt that high school had prepared them for college. The OC schools superintendent, Bill Habermehl, reports a disconnect between the California high school content standards and what college and universities are looking for. For example, of the OC graduates who entered CSU, 73% were not ready for college English and 65% were not ready for college math according to the CSU entrance exam.
Perry, M., Bahr, P.R., Rosin, M. & Woodward, K.M. (2010).
Course-taking patterns, policies, and practices in developmental education in the California Community Colleges
. Mountain View, CA:EdSource.
The study provides a deeper understanding of the CCC system's challenges and opportunities related to the many students who take basic skills or developmental courses. Patrick Perry reports that local campuses have responded to the student need for remedial courses with vastly different approaches and programs. Some programs are more successful than others, but comparing their effectiveness is severely hampered by data limitations. About two-thirds of those students neither transferred to a four-year university nor completed any type of credential or certificate. This study supports the growing national consensus that current approaches to developmental education are not producing the results they should given the investments being made by states, by local campuses, and by students themselves. This and many other studies indicate that improvements in at least three areas could help: a) reduce the number of students needing developmental education, b) help students be more successful in the developmental courses they attempt, and c) compress the time it takes students to get through remedial sequences.
Rodriquez, V., Sanchez, J., & Nash, R. (2010).
Student Success Strategies of Distance Learners
. Coastline Community College.
This excellent 11/17/2010 "brown bag" presentation covers DL enrollment statistics, research on why students enroll and drop out of DL courses, Tinto's student retention model, and strategies for helping DL students succeed.
Van Der Werf, M., & Sabatier, G. (2009).
The College of 2020: Students
. Chronicle Research Services: The Chronicle of Higher Education.
The expectations and needs of future students are discussed. This report answers questions about how best to prepare for the nature of future college students. If a college is going to remain competitive in attracting and serving students, changes are in order. The report is based upon reviews of research, data showing trends in higher education, and interviews with experts who will be shaping the future of America's colleges.
Rising above the gathering storm: Energizing and employing America for a bright economic future. Committee on Prospering in the Global Economy of the 21st Century: An Agenda for American Science and Technology: National Academy of Science, National Academy of Engineering, and the Institute of Medicine
This report lists the top 10 actions, in priority order, that federal policymakers can take to enhance the science and technology enterprise so that the U.S. can successfully complete, prosper, and be secure in the global community of the 21st century. The main emphasis of this report is to take actions to increase the number of graduates in the sciences, engineering, technologies, and math (STEM) disciplines. Many helpful suggestions are provided for colleges wishing to do more in the CTE / STEM area.
Transition matters: Community college to bachelor's degree
. Advisory Committee on Student Financial Assistance: Washington, D.C.
This report reveals problems en route to a bachelor's degree for college-qualified low and moderate income students who initially enroll at a community college with the intention of transferring to a four-year institution and attaining a bachelor's degree. Recognizing the need to strengthen the community college pathway, the Advisory Committee has undertaken an initiative on community colleges. Through its research, the Committee has noted three critical transition points for students who start at a community college and intend to obtain a bachelor's degree: enrollment, persistence, and transfer. Students encounter barriers at each stage that often prevent them from attaining a degree, barriers fall into five categories: academic, social, informational, complexity, and financial. In this report,
the Committee has identified and described multiple practices that reduce barriers, and, in so doing, enable enrollment, ensure persistence, and facilitate transfer
. Here are critical milestones which, if a student can reach, increase the probability of attaining a degree: 1. Completing developmental education. 2. Passing the first college-level math course, 3. Fall to spring persistence, and 4. Completing 30 units. This report includes exemplary practices.
A stronger national through higher education: How and why Americans must achieve a "big goal" for college attainment
. A special Report: Lumina Foundation for Education.
In accord with others calling for increasing the proportion of Americans with high-quality degrees and credentials, the Lumina Foundation urges an increase in the higher education attainment rates – the goal is 60% by the year 2025.
Not only must we increase our capacity to serve more students, but there is a growing need to assure the quality of postsecondary degrees and credentials – a need that can only be met if we specifically define the learning outcomes students must obtain at each level of education and then ensure that our academic programs give students the opportunity to achieve those outcomes
. This report also includes individual attainment data for each state, and the level needed to reach "Goal 2025," 60% attainment for that year. Pages 23-24 of this report show that California's attainment rate in 2008 was 38%. That is – 38% of the state's 20 million working-age adults (25-64) held at least a two-year degree. Orange County's attainment rate was better, 44.5%, but still is far short of the 60% goal.
_____(2010). Complete College America website. Washington D.C. Downloaded on 11/24/2010 from
This report says that 36% of California's adults aged 25-34 have a college degree and that California's public two-year colleges have a combined graduation rate of 24%. Further data breakdown reveal the graduation rates by different ethnic groups: White (27%), African American (13%), Hispanic (18%), and Asian/Pac. Isl. (34%). Coast colleges have the following graduation rates: OCC (32%), GWC (28%), and CCC (19%).
Orange County workforce indicators 2010-11
. Orange County Workforce Investment Board and the Orange County Business Council.
Orange County has among the highest number of high tech clusters (ranging from 15 to 18 since 2003) in the nation. Clusters are geographic concentrations of interconnected companies, specialized suppliers, service providers, and associated institutions in a particular field present in the local economy. Industries expecting the fastest growth by 2016 are business services, food services and health care. The largest growth industries are food services, administrative and support (business services), and local government / education. This report also provides the top 10 industries in terms of expected job growth up to 2016. Important information on student enrollment and achievement in science, technology, engineering, and mathematics (STEM) and the extent to which OC high school students are both interested in a STEM-related career and their readiness for STEM coursework in college is also provided.
Vision 2020 – A report on the commission of the future
. Community college League of California.
This report stresses three values:
(we need programs and support services designed to maximize the ability of students to complete a postsecondary education),
(as a campus priority, we should regularly monitor access and success to close the achievement gaps between different student populations), and
(California should continue to lead the nation in participation among adults). Seventeen recommendations for all California community colleges are organized by: a) Leadership and Accountability – six recommendations, b) Intensive Student Support – two recommendations, c) Teaching and Learning – six recommendations, and 4) Finance and Affordability – three recommendations.
Reviewing this report and the recommendations should be a high priority for members of the Vision 2020 Steering Committee.
Section Content 2
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