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Given the current labor shortage in the field of computer science (CS), it is critical to the continued strength and growth of the US economy for colleges to supply more CS graduates. Moreover, in order to understand the problems faced by diverse populations and generate creative hardware and software solutions, the populations of CS graduates themselves need to be more diverse. Although community colleges represent a promising source for CS bachelor level graduates from groups underrepresented in the field, much work remains to be done in order for that promise to be fulfilled. This report investigates the national landscape of CS students at community colleges in order to better understand student behaviors and institutional characteristics that support or hinder community college students' efforts to attain a CS bachelor degree.

The data suggest that navigating the community college pathway to a CS bachelor degree is complex and challenging. The following findings from the authors' analyses point to areas where further strides could be made toward supporting the success of community college students in CS: (1) community college students who eventually attained a CS bachelor degree were unusually focused and fortunate; (2) CS bachelor degree earners were less likely than their peers to earn a community college award; and (3) although CS pre-baccalaureate award earners were more likely to be from underrepresented groups, few went on to earn a bachelor degree in CS. The report also presents recommendations on how two- and four-year colleges can partner more closely together to create more structured and supported pathways that will help a larger number of underrepresented community college students to attain a CS bachelor degree.

Edited excerpts from Community College Research Center website. Show less

Almost two-thirds of students who enter community colleges in the US every year are judged to be academically not ready to engage in college-level coursework. In order to enroll, these students typically must take one or more 'remedial' or 'developmental' math or English courses that will not count toward their college degree. The students most likely to be referred to these courses are the low-income and minority students for whom a college degree could change the trajectory of their lives, and address disparities in educational attainment by income and race. The bulk of the evidence, however, suggests that the annual investment in services to help underprepared students is having little positive impact on the success of those students in community colleges. In this report, the authors review that research, describe findings from studies on four types of reforms under way at various colleges, and conclude with their view that a wholesale redesign of the student experience at community colleges is needed to make a real difference in the outcomes of underprepared students.

Edited excerpt from publisher's website. Show less

Online learning has generated much enthusiasm for its potential to promote greater access to college by reducing the cost and time of commuting and, in the case of asynchronous approaches, by allowing students to study on a schedule that is optimal for them. The enthusiasm surrounding these and other innovative, technology-based programs has led educators to ask whether the continuing expansion of online learning could be leveraged to increase the academic access, progression, and success of low-income and under-prepared college students. However, this review of the postsecondary literature on online learning strongly suggests that online coursework, at least as currently and typically implemented, may hinder progression for low-income and under-prepared students. The paper explores why students might struggle in these courses, discusses current access barriers to online education, and offers suggestions on how public policy and institutional practice could be changed to allow online learning to better meet its potential in terms of improving both college access and student progression.

Published abstract from CCRC website. Show less

Proponents of postsecondary online education were recently buoyed by a meta-analysis sponsored by the U.S. Department of Education suggesting that, in many cases, student learning outcomes in online courses are superior to those in traditional face-to-face courses. This finding does not hold, however, for the studies included in the meta-analysis that pertain to fully online, semester-length college courses; among these studies, there is no trend in favor of the online course mode. What is more, these studies consider courses that were taken by relatively well-prepared university students, so their results may not generalize to traditionally underserved populations. Therefore, while advocates argue that online learning is a promising means to increase access to college and to improve student progression through higher education programs, the Department of Education report does not present evidence that fully online delivery produces superior learning outcomes for typical college courses, particularly among low-income and academically underprepared students. Indeed some evidence beyond the meta-analysis suggests that, without additional supports, online learning may even undercut progression among low-income and academically underprepared students.

Published summary. Show less