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Partners and Funders of the Colorado Excellence in Equity Project
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New Publications from CUE
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Center for Urban Education
Rossier School of Education
University of Southern California
Waite Phillps Hall, Suite 702
Los Angeles, California 90089
Tel: 213 740-5202 Fax: 213 740-3889 http://cue.usc.edu
  
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Anchoring State College Completion Goals in On-The-Ground Practices
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The Center for Urban Education (CUE) and the Western Interstate Commission for Higher Education (WICHE) have undertaken a new partnership aimed at helping states anchor college completion goals to on-the-ground practices at institutions. The two-year project, funded by the Bill & Melinda Gates Foundation and the Ford Foundation, will focus on colleges in Colorado, specifically the Denver metropolitan area. It will translate ambitious state college completion goals into sustained changes in practice with a focus on equitable outcomes.
This project expands on CUE's Equity Scorecard model, which is built on a theory of change that emphasizes facilitated data use, inquiry, and integration of equity into goal-setting and accountability. It will align state-, system-, and campus-level priorities and efforts. CUE's data, benchmarking, and process improvement tools for organizational learning and change will be adapted to address the unique opportunities and challenges in the Denver region. The project also expands the partnership between CUE and WICHE, a nationally recognized higher education policy organization whose mission is to expand educational access and excellence for all residents of the west.
More details about the project will be released in the coming months.
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In a December 2012 article for Change magazine, Rossier School of Education professors and CUE Co-Directors Estela Mara Bensimon and Alicia C. Dowd, along with WICHE president David Longanecker and Rossier doctoral student Keith Witham, examine how states and systems can produce more degrees and credentials, meeting set goals, with increasingly fewer resources.
The article We Have Goals. Now What? highlights the need to embed change efforts in assessments of institutional culture that will foster the growth of equity perspectives. "Currently, many states and institutions find themselves trying to implement these productivity-focused policies, which will require on-the-ground changes in practice. The challenges of moving from policy to action lie not only in translating state-level degree-attainment goals into meaningful campus-level benchmarks-which ... is no small feat-but also in creating alignment between state policy levers and institutional improvement strategies."
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Understanding the Role of Institutional Agents in Transfer Access
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Drs. Dowd and Bensimon, along with Dr. Jenny H. Pak of Biola University, have written a featured article for the Education Policy Analysis Archives (EPAA) special issue on Democracy's College: The American Community College in the 21st Century.
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 | | The Role of Institutional Agents in Promoting Transfer Access, Video Commentary |
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The article, The Role of Institutional Agents in Promoting Transfer Access, focuses on the role institutional agents can play in creating transfer access for low-income students and students of color. Based on life history interviews with successful community college transfer students, the article illustrates how institutional agents at community colleges act to facilitate transfer to selective colleges. The article introduces tools for action research and inquiry into campus cultures and practices that may promote or inhibit transfer access, particularly in STEM fields, where transfer access is limited. Read more.
The article is accompanied by a video commentary by Dr. Dowd. For more information about the roles, behaviors, dispositions and commitments of institutional agents, see CUE's STEM Toolkit and Ricardo Stanton Salazar's comprehensive on-line glossary of terms and concepts. |
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