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This document addresses the CLAST results for Miami-Dade Community College (M-DCC) in June 2002. The results can be useful in developing strategies to enhance the CLAST pass rates of M-DCC students. Specifically, the document addresses the following three areas: first time pass rate increases in essay, reading, and mathematics, education majors CLAST first time pass rates exceed college wide first time pass rates, performance of first time examinees by skill area. Some of the key findings of the report are as follows: (1) first time pass rates from the June 2002 administration were higher in the essay, reading, and mathematics subtest compared with June 2001 results; (2) although M-DCC achieved increases in some of the pass rates, they remain low; (3) first time pass rates from the June 2002 administration were higher in all of the subtests for education majors compared with college-wide results; and (4) 2,373 students earned a CLAST alternative in mathematics, which is an 8% increase as compared to June 2001. The document contains three recommendations about how CLAST results can be improved in the future. Contains five tables, which present information such as results for first time and retake examinees and other Florida public institutions. (MZ)

This report discusses the steep increases in second language activity at Miami-Dade Community College (M-DCC) over the past two decades. During this time span, credit language course activity has grown from 28,391 credits in 1980 to 76,608 credits in 2001. This is an increase of 48,217 credits in second language courses. Total credits grew by 90,956 during this same period, which means that second language courses provided 53% of the M-DCC's credit growth. Furthermore, second language non-credit equivalents grew from 29.5% of all credit equivalents to 54% of all equivalents in 2001. Dramatic increases occurred in Fall term 2000 and again in Fall term 2001. Second language equivalents grew by 52,237 while total non-credit equivalents grew by 83,831 during this time frame. The document contains detailed data regarding second language credit and second language non-credit numbers for the following years: 1980, 1985, 1990, 1995, 2000, 2001. Contains three tables, which discuss trends in English as a second language for the following campuses: North Campus, Kendall Campus, Wolfson Campus, InterAmerican Campus, and Hialeah Center. Proportional credit second language activity was by far the greatest at the Hialeah Center. (MZ)

This document addresses the CLAST results for Miami Dade Community College (M-DCC) in 2002. The results can be useful in developing strategies to enhance the CLAST pass rates of M-DCC students. Specifically, the document addresses the following three areas: first time and retake pass rates, performance of first time examinees by skill area, students earning mathematics alternatives. The author suggests that students' skills improvement should focus on these areas since it is likely to enhance the students' performance and increase the likelihood that they will pass the subtest. Some of the key findings of the report are as follows: (1) pass rates from 2002 are higher in essay, reading, and mathematics subsets as compared to the 2001 results; (2) despite the M-DCC increases in most of the pass rates, they still remain low; (3) performance of first time examinees by skill area shows little change since 2001; and (4) in 2002, there was a 33% increase in the number of students who earned a CLAST alternative in Mathematics as compared to 2001. Contains nine tables, which show the statewide first time examinees in each public institution and statewide results for retake examinees. (MZ)

This document addresses the CLAST results for Miami-Dade Community College (M-DCC) in 2001. The results can be useful in developing strategies to enhance the CLAST pass rates of M-DCC students. Specifically, the document addresses the following three areas: first time and retake pass rates, performance of first time examinees by skill area, students earning CLAST alternatives. The author suggests that students' skills improvement should focus on these areas since it is likely to enhance the students' performance and increase the likelihood that they will pass the subtest. Some of the key findings of the report are as follows: (1) pass rates from 2001 administration were higher in the mathematics subtest for first timers and retakes; (2) despite the fact that M-DCC achieved increases in the mathematics pass rates, the scores remain low; (3) in all of the skills areas, the performance of M-DCC students was generally lower than the Statewide rates for the publics universities and community colleges; and (4) 3,601 students earned a CLAST alternative and 422 students were exempt from the entire CLAST. Contains nine tables, which show the statewide first time examinees in each public institution and statewide results for retake examinees. (MZ)

This document from the Miami-Dade Community College Office of Institutional Research (Florida) briefly reports student retention rates at the college for the year 2000. Retention rates for degree-seeking students in 2000 increased from 1998 for all major ethnic categories. The year 2000 total college retention rate was 72.5%. Retention rates by ethnicity were: white non-Hispanic 70.1% (an increase of 3.5 percentage points from 1998), black non-Hispanic 73.4%, and Hispanic 72.5%. When students who graduated in the fall term were taken into account, the retention rates were even greater: total college was 76.5%, white non-Hispanic 75.5%, black non-Hispanic 77.1%, and Hispanic 76.4%. Retention rates of new students also increased for all major ethnic categories: total college was 78.3%, white non-Hispanic 73.3%, black non-Hispanic 78.4% (an increase of 2.9 percentage points from 1998), and Hispanic 79.1%. In general, new students showed the highest retention rates among the different categories of enrollment (i.e. new, continuing, other). Includes eight tables reporting the 1996-2000 retention rates (with the exception of 1999 rates, which were excluded due to data anomalies). These retention rate tables are organized according to the students' enrollment category, ethnicity, and college campus. (KP)

This paper examines Miami-Dade Community College's (M-DCC) (Florida) economic benefits to the community. The Beacon Council lists M-DCC as the eighth largest public sector employer in Miami-Dade County. Economic benefits can occur in many ways, one of which is when vendors who sell to M-DCC provide jobs and income for residents who are not directly employed by the college, but profit from college funding. Findings indicate that the college's total impact on the Miami-Dade economy for 1999-2000 was $772 million, of which $90 million originated in Miami-Dade County. This is a return rate of 862% and indicates that M-DCC has a substantial economic impact on the community, including an impact of $233 million on household earnings. In addition, approximately 11,460 jobs were created in Miami-Dade through the primary and secondary effects of college funding, with 8,436 jobs created solely due to the college's presence. Table 5 shows M-DCC's final economic impact on Miami-Dade County: The $89 million in funds originating inside Miami-Dade County contributed $187 million to the economy, with $69 million of that impacting household incomes, and created 3,024 jobs. Funds originating outside Miami-Dade County contributed $457 million, with $147 million impacting household incomes, and created 7,363 jobs. (NB)

The Office of Institutional Research (IR) at Miami-Dade Community College (M-DCC) (Florida) offers the results of a survey regarding the use of the office's services. Instead of using hard copy format as in the past, the current survey was conducted online. An e-mail message requesting participation was sent to the 3,498 employees with e-mail addresses. The response rate was 9% (332 responses), higher than the rate in any previous user satisfaction survey. In general, 42% of responses were received from staff, 31% from management, and 22% from faculty. Among full-time personnel at M-DCC, faculty comprise 30%, management 17%, and classified staff 53%. Using this as a guide, the survey determined that management personnel were much more likely to have responded to the survey. Results indicated that: (1) respondents were most familiar with IR publications (40% indicated they had received them); (2) 30% of respondents had visited the IR Web site; (3) 27% had requested special information or research from the IR office; (4) management respondents were most likely to have visited the IR Web site (53%), while faculty were least likely (12%); and (5) 96% of respondents who were able to rate the accuracy of the information on the Web site agreed or strongly agreed with its accuracy. (Contains six tables, with the 2000-2001 effectiveness plan and survey instrument appended.) (NB)

This report presents the findings of an enrolled student survey administered to approximately 3,700 Miami-Dade Community College (M-DCC) (Florida) students during the 2000-2001 fall term. The survey was administered to regular credit students, English-as-a-Second-Language/English-Non-Speaking (ESL/ENS) students, and Postsecondary Adult Vocational (PSAV) students. Demographic findings include: (1) almost one-third of students from each enrollment category were employed at least 40 hrs/wk; (2) only 20% of credit, 23% of ESL/ENS, and 28% of PSAV students reported that they were not employed; (3) 41% of credit, 65% of ESL/ENS, and 46% of PSAV students reported annual household income levels of $17,000 or less; (4) 47% of credit, 43% of ESL/ENS, and 56% of PSAV students were first generation college students; (5) 66% of credit, 84% of ESL/ENS, and 87% of PSAV students indicated that M-DCC was their first choice of institutions; (7) the majority of students indicated they were satisfied with M-DCC's support services; (8) the majority of students agreed that M-DCC has a flexible course schedule, computers and equipment necessary to support academic programs, and classes offered at a variety of convenient locations; and (9) when rating their overall satisfaction with M-DCC, 85% of students reported being satisfied, with 27% of those being "very satisfied." (Contains 22 tables and the survey instrument.) (KP)

The report presents data on the placement status of 1997-98 vocational program graduates of Miami-Dade Community College (M-DCC) (Florida) one year after graduation. For this report, state-defined criteria for positive placement status include relatedness of employment to program on training, continuing higher education, and serving in the military. Placement rate results reveal program viability when taken in the context of trend data and actual (in-program) enrollments over a period of years. There were 2,004 graduates from 73 active vocational programs. Overall, the successful placement rate for graduates of these programs was 95%. There were 1,152 graduates from Associate in Science programs, 781 awards from Vocational Certificate programs, and 71 awards from College Credit Certificate programs. Of the graduates found, there were 27 programs with 100% of graduates placed. Thirty programs had an 80%-99% placement rate and 4 programs had a placement rate of 75%. Two Vocational Certificate programs, Electronic Technology and Bail Bonding, had lower placement rates, 70% and 65% respectively. Of all vocational programs, the Nursing program has consistently produced the largest number of graduates. The School of Nursing, along with the School of Criminal Justice, has the highest placement rate (98%). (JA)

The report shows the performance of Miami-Dade Community College (M-DCC) (Florida) on the measures stipulated for the 2000-01 allocation of Performance Based Budgeting (PBB). Of the total state funds allocated for Performance Based Budgeting, a certain percentage is designated for each of the measures. Colleges earn "points" according to the formula for each completer or outcome and money is distributed based on the college's percentage of total 'points' for the system for each of the measures. The measures included for the 2000-01 allocation are as follows: A.A. Completers and Dual Enrollment; Special Categories of A.A. Completers; Placements and Transfers, including Partial completers; A.A. Efficiency; and College Preparatory Completion Measure. This report shows M-DCC's performance on each of the measures and compares outcomes with state totals for the 1999-00 and 2000-01 allocations. Overall, M-DCC's performance declined somewhat with 14.8% of the total in 2000-01 compared with 16.3% in 1999-00. Based on differences in performance, funds allocated, and changes in the PBB categories and formula, M-DCC earned $84,826 less in 2000-01 than in 1999-00. The decrease in incentive dollars was primarily due to 661 fewer Associate in Arts graduates in the 1998-99 report period as well as changes in the formula for awarding points in the 2000-01 allocation. (JA)

The report summarizes key indicators for Miami-Dade County public high schools to provide information useful to recruiters at Miami-Dade Community College (M-DCC) (Florida). Schools are grouped into high, moderate, and low performing categories based on the Florida School Indicators report. The report also displays continuation rates into public postsecondary education, and continuation to M-DCC, Florida International University, Broward, and other colleges and universities. The letter grade assigned to each school under the Florida School Accountability Act is shown, and Magnets are identified where applicable. Recruitment suggestions focus on honors (a priority area in the 2000-05 Strategic Plan), ESOL, and vocational programs. Table 1 displays Miami-Dade County public high schools sorted by the number of indicators "flagged" from the Florida School Indicators report. Information in the table includes comments about the schools based on the data, recruitment suggestions, the continuation rate into public postsecondary education if the rate was below 50%, the destination of high school graduates, and the existence of magnet programs. Tables 2 and 3 describe the background data used in the summary of Table 1. Table 2 displays the School Indicators selected for this report, and shows the State Average and Miami-Dade County average for each. Table 3 displays data on the destination of 1997-98 public high school graduates. (JA)

The report from the Miami-Dade Community College (M-DCC) Institutional Research Office (Florida) updates information on trends in second language (ESL/ENS) credits at MCC. Over the past six years, while total credits decreased by 11.4% to 407,013, second language credits increased 26.9% to 62,500. In 1999 ESL/ENS courses constituted 15.4% of total college credits. By site, 65% of Hialeah Center credits were produced by second language courses, 51% of InterAmerican Campus credits, 17% of North Campus credits, 16% of Wolfson Campus, and 9% of Kendall Campus. Non-credit second language activity measured 5,784 equivalent credits in 1994 and increased to 18,957 in 1999, which is 45% of the total equivalent credits for that year. Non-credit data have been added here to give a more complete view of the second language activity at M-DCC. Table 1 gives the fall term 1994 through 1999 combined ESL/ENS credits as a percent of total college and campus credits. Table 2 presents the separation of ESL and ENS credits. The ESL prefix is used for college preparatory second language while ENS credits are college level second language credits. Table 3 gives the second language non-credit equivalents for fall terms 1994 through 1999. (JA)

The author, who is the President of Miami-Dade Community College (MDCC), Florida, argues that the fundamental purpose of MDCC is to preserve democracy. MDCCs open-door policy makes it possible for those who might otherwise be excluded from higher education to gain a college education, which then makes it possible for them to become active, committed, and productive citizens. MDCC is a multi-campus urban community college with more than 130,000 credit and non-credit students and nearly 800 full-time faculty members. The student body is 84% minority, and almost 70% of students are part time. In 1994, MDCC formally initiated a service-learning program. The program is now an internally funded college-wide infrastructure that includes three comprehensive "Centers for Community Involvement," a district director, three campus coordinators, faculty coordinators, part-time coordinators, 12 community Federal Work Study student assistants, student ambassadors, more than 150 community partners, thousands of students and hundreds of faculty, and myriad other community engagement projects. Since 1994, more than 200 faculty and 13,000 students have been involved in course-related service projects. The project's development was inspired by the Campus Compact Service-Learning Institute at Brown University. This paper includes key components of the program, lessons learned, and challenges, which include the labor-intensive nature of teaching in a service-learning format. (Author/NB)

This document summarizes findings of a Fall 1998 survey assessing student satisfaction with services at Miami-Dade Community College (MDCC). The 40-question survey was similar to those administered to graduating and enrolled students in 1993 and 1994, respectively. However, caution should be exercised in comparing responses from graduating students to a cross-section sample of enrolled students, since graduating students who have been successful in pursuing educational goals may rate services higher. The 5,118 students in the 1998 sample appear to be representative of the student population as a whole in terms of gender and ethnicity. Compared to the whole student body, respondents were more likely to be full-time, new students and less likely to be vocational students. Eighty-five percent of students report being satisfied and 23% of those being very satisfied overall, with MDCC. Specific satisfaction ratings vary somewhat by campus, and by survey question. Generally, 1998 respondents rate effectiveness of services at a lower level than in previous surveys. A brief written description of survey results is followed by 13 tables of summary results--collegewide and by campus, by when students report taking most of their classes, and by part-time/full-time status. The survey instrument is included in Appendix A. (PGS)

The report provides a historical perspective of the Standards of Academic Progress (SOAP) performance and compares changes in fall term 1994 and fall term 1998 at Miami-Dade Community College (Florida). The Standards of Academic Progress (SOAP) monitor student academic performance in order to identify students in need of academic intervention. Two indicators of performance are cumulative grade point average and number of course withdrawals. Students are subject to the Standards once they have attempted at least 7 credits or registered for at least 17 credits. Overall, there was a slight increase in percent of students on the Standards for inadequate performance in 1998, 17.4% compared to 17.1% in 1994. The proportion of students on the Standards has been relatively stable with 17.9% on SOAP in 1991. The increase in students on SOAP is due to proportional rises in the Warning and Probation categories. Campus results show some variation. Medical Center Campus is unique and had a historical low of 6.7% on the Standards in 1998, but is similar to campus and college-wide data for proportion of students in the Warning category. College-wide, White students and Black students show small proportional improvements in 1998 but ethnic group differences are more apparent at the campus level. (JA)

By measuring the performance of 62 students enrolled in a community college introductory algebra course, this study challenges the generally accepted assumption among mathematics instructors that mastery of arithmetic is necessary for the learning of algebra. Study subjects were 35% male, 74% Hispanic, 16% Black, 8% white, and 2% other. A pretest, consisting of 10 items designed to indicate minimum competency in computational arithmetic, was administered at the beginning of the semester, and the final exam was used as a posttest. Using analysis of variance, analysis of covariance, and a Pearson r calculation, no significant differences were found between three groups that received different types of instruction: (1) computer-managed instruction combined with individualized instruction in a math lab; (2) computer-managed instruction used in the classroom; and (3) a traditional class, used as a control group. The study concludes that the ability to perform well in computational arithmetic has little, if anything, to do with the ability to perform well in beginning algebra. As a result of this finding, it is suggested that community colleges combine the topics of arithmetic and beginning algebra into one integrated course that uses a "spiral approach." Contains 3 tables and 11 references. (CAK)

This information capsule presents an overview of the enrollments in the 28 Florida community colleges in comparison to the college-age population in the related counties. The purpose of the report is to determine: (1) the degree of market penetration or percent draw of the "college-age" population; (2) assess the effects of Vocational Technical Centers and universities on the community college draw; (3) study student program area preferences; and (4) examine the potential for increasing enrollments at the College. The college-age populations shown are aggregates of the 15-24 and 25-44 age group for each county. In 1995-96, 12.6% of the Florida college-age population, totaling 783,154 students, enrolled in community colleges. Colleges that drew the highest proportion of the college-age population were also likely to be area Vocational Technical Centers, which focus on adult vocational education, supplemental, and adult basic education program areas. The presence of a public state university within the county of the community college did not noticeably affect the draw of students to the college. In Table 1, colleges are ranked by the percent draw of college-age population to the community college. Table 2 presents the same data, sorted alphabetically by college, while Table 3 displays the top seven and bottom seven colleges. Contains 3 tables. (NB)

This information capsule explores the effectiveness of score ranges on the Computerized Placement Test (CPT), used to assess the skills of entry-level students at Miami-Dade Community College and place first-time-in-college students in classes. Data are provided for students entering in Fall terms 1996 and 1997 showing the number of students placed into each college preparatory or entry-level course by COT score range, along with the percentage of students who passed the courses. The score ranges were adjusted beginning in July 1, 1997 to reflect new state standards for exemption from preparatory coursework. For most of the courses reported, the percentage of students passing increased, indicating that the adjusted score ranges may have been more effective in matching students' skill levels with courses, although other factors may have also contributed. Tables report results for four different classes: reading, English composition, college preparatory mathematics, and college level mathematics. Contains 9 tables. (NB)

The College Access, Retention, and Employment (CARE) program was a 3-year initiative by Florida's Miami-Dade Community College. CARE was designed: to improve both the delivery and outcomes of postsecondary education for people with disabilities, with a special focus on minority groups, and to disseminate a model, describing the program, including its evaluation to public, urban postsecondary institutions in the United States. This booklet presents background information on and describes components of the CARE model. First, a chart of CARE program components and an introduction to issues related to educating people with disabilities are presented. Next, data are provided on the characteristics of students with disabilities nationwide and laws that ensure their civil rights are described. The first step in establishing a disabilities program, setting up an advisory board, is discussed and important elements in providing support services are reviewed, including establishing a Disabled Student Services Department, making note takers and readers available, providing test-taking accommodations, ensuring access to technology and the library, and providing advisement and tutorial services. Issues related to recruitment are then described, including information on working with high schools and community agencies; providing information to parents; and using videos, recruitment mailings, and the Internet. The next sections focus on making application/registration, advisement/counseling, financial aid, mentoring, and career exploration/job placement services accessible to people with disabilities. Tips for training faculty and staff are provided related to accommodating blind, deaf, physically impaired, and learning disabled students. Also, information on forming consortia and minority issues is included. A 19-item resource list is attached. (Contains 15 references.) (BCY)

In response to a District Student Services request, the Institutional Research Office of Miami-Dade Community College conducted a study of the new SLS intervention courses. The purpose of the research was to answer the following questions: 1) Did the SLS courses help in the retention of college preparatory students? 2) Did the SLS courses help students successfully complete college preparatory courses? and 3) Did the SLS courses help in the retention of Standards of Academic Progress (SOAP) students? The study found that college preparatory students who successfully completed SLS had a much higher Fall-to-Winter return rate (87.8%) than students who did not (67.6%). Results on the Standards of Academic Progress indicate a similar ratio: a 76.1% return rate among the students who completed SLS, compared to a 62.5% return rate among students who did not complete SLS. Further, based on nine examined courses, those students who successfully completed SLS had a high passing rate for college preparatory courses (75.6%) than did students who did not take SLS (62.5%). The sample for this study were 4,101 Fall term 1997 first-time-in-college students who tested below the placement score on one or more sub-tests of the CPT, and who had complete sets of scores. Contains 3 tables. (VF)

This study, which uses data from the Florida Department of Education Readiness for College reports, tracks Dade County Public High School (DCPS) graduates' entries into Florida colleges during the year following their graduation. During the 1996-1997 year, 43% (5,773 graduates) did not enter public secondary education in Florida. Of the 7,805 graduates who did enter college, 65.5% enrolled at Miami-Dade, 15.5% at Florida International University (FIU), 5% each at University of Florida (UF) and Florida State University (FSU), and 3.3% at Broward Community College (BCC). The number of local high school graduates enrolling at Miami-Dade dropped by 341 students from 1995-96 to 1996-97. However, the total proportion of students going on to public postsecondary education increased from 52.0% in 1995-96 to 57.5% in 1996-97. The study also reports on individual high schools' entries into individual colleges. The findings for Miami-Dade Community Community College indicate that all but nine of the 26 high schools show a decreased enrollment at this college. In contrast, the state universities show an increased enrollment, of which 75% is accounted for by FIU; of the high schools tracked, 8 high schools show an increase in entries into FIU. BCC, however, does not draw a large proportion of graduates and is not considered a serious contender. Contains 5 tables. (VF)

Miami-Dade community colleges and middle schools participated in a three-year project designed to improve female students' mathematics skills and prepare them for technical jobs. Faculty encouraged the application of transactional writing in college and middle school algebra, to determine whether combining communication skills with mathematical skills would have a positive effect on achievement and attitude. Math and English faculty examined student transactional writing exercises for inconsistencies and state-mandated quality writing, and handed back comments. Students then turned in revisions. Project results were evaluated by raw scores on algebra placement tests for college, and the scaled math scores on the Stanford Achievement Test for middle school; attitude was measured by the Revised Mathematics Attitude Scale. Outcomes for college algebra included higher grades for the writing group, with females receiving higher pass rates than males, and a positive change in attitude towards mathematics for everyone except female non-writers. Outcomes for middle school algebra indicated that writers outperformed non-writers, with female writers showing the greatest improvement. Female writers and male non-writers showed positive changes in attitude towards mathematics. (Contains 27 references.) (YKH)

This information capsule presents the College Level Academic Skills Test (CLAST) status of Associate in Arts degree seekers at Miami-Dade Community College for fall terms 1995 and 1996. Tables present CLAST results by subtest for a cross section of A.A. degree seekers college-wide. For comparative purposes, fall term 1995 statistics (prior to the implementation of the CLAST alternative) are presented with those from fall term 1996. The introduction of the CLAST alternative increased the percentage of students satisfying the CLAST requirement in all categories of cumulative credits earned for each subtest. Overall, 27% of fall 1996 students had satisfied the CLAST requirement, compared with only 14% in fall 1995. For students who had earned 60 credits, 69% of fall 1996 students had satisfied the CLAST requirement, compared with only 53% in fall 1995. These data will form a baseline to assess the effect of implementing recommendations from the CLAST Action Plan. Information on the less successful mathematics results are included with explanations for lower scores. Implications of college-wide test results also are provided. (AS)

For a number of years, analyses have been conducted each fall term to determine changes in the draw of high school graduates to Florida's Miami-Dade Community College (MDCC) from the Dade County Public Schools. Findings of the 1997 study, including comparisons with data from studies conducted over the past 5 years, include the following: (1) in 1995-96, there were 13,266 standard-diploma graduates from 25 Dade County public high schools, 39% of whom enrolled at MDCC during 1996-97; (2) for 1996-97, nearly 27% of the White non-Hispanic, 31% of the Black non-Hispanic, and 49% of the Hispanic Dade County high school graduates were drawn to MDCC; (3) during the past 5 years, MDCC's draw of Dade County high school graduates decreased by 934 students, putting it at a five-year low; (4) of the 25 feeder schools, 10 increased in numbers drawn to the college; (5) schools with the largest positive change in draw for 1996-97 were Killian (+45), Sunset (+31), Carol City (+20), Southwest (+17), and Hialeah-Miami Lakes (+16). College-wide comparisons and campus data for specific high schools are provided. (EMH)

With the increasing emphasis by legislators on accountability in higher education, the economic contributions of higher education to the local, regional, and state economies tend to be overlooked. This study provides estimates of both the gross and net impacts of Miami-Dade Community College (MDCC) on the local Dade County economy. All categories of expenditures are included, and data are for the fiscal year 1994-95. The results of this study are intended to inform planning and decision-making. Some findings include: (1) total gross county expenditures were $360.6 million; (2) output of additional goods and services was $367.6 million; (3) added income earned by local households was $257.7 million; and (4) total jobs created were 14,205. Tables of data are provided on gross and net impacts, personnel costs, current expenses, capital outlay, plant fund operations, enrollment, graduates and leavers, transfers, and sources of revenue. Appended are gross and net county expenditures by the college and employees, by students and visitors, and by graduates; and a glossary. (Contains 28 references) (EMH)

This memorandum reviews the implementation of new, state-mandated placement criteria at Florida's Miami-Dade Community College (MDCC). The first section focuses on placement criteria for degree-seeking students, indicating that MDCC uses scores on the Florida College Entry-Level Placement Test for making placement decisions in reading, writing, and algebra courses and presenting definitions of students who are required to test and those who are exempt. This section also provides a chart of placement test cut scores and the required college preparatory courses by score for reading, writing, and mathematics. The next section describes requirements for students who enroll without sufficient proficiency in English, indicating that they are required to take the English Placement Test (EPT) and providing a chart of EPT scores and related college-preparatory or college-level courses. Finally, testing procedures and placement criteria are provided for post-secondary adult vocational programs at the college, indicating that MDCC uses the Test of Adult Basic Education and presenting definitions of vocational students required to take the test and those who are exempt. (HAA)

This plan issued by Miami-Dade Community College (MDCC) focuses on how the acquisition of new technology tools would benefit the educational process and support the college's mission to provide accessible, affordable, and high-quality education. Presented are ideas regarding the services and opportunities that MDCC hopes to make available to the college community. Through wide distribution of this Master Plan to college students, faculty, staff, administration, and members of the district Board of Trustees, the college seeks to compile responses and form a consensus on goals and objectives. The plan discusses the strengths, challenges, goals, objectives, and strategies for each of the following: (1) background, assumptions, and guiding principles for the Master Plan; (2) report structure; (3) academic technology and student support; (4) distance education; (5) technology administration and funding; (6) information systems; (7) technical standards; and (8) policies and procedures. Appendices A through I contain College Technology Committee/Subcommittee membership, volunteer memos, standard technology specifications for facilities, repair procedures, proposed student computer survey, and ad hoc technology committee report. (AS)

This report investigates proprietary school activity in Dade County, Florida. Aggregate data for 1994-95 show 105,374 students enrolled and 36,312 graduates/completions from proprietary schools statewide. The subset for Dade County was 19,995 enrollments and 9,075 completions. When program-level data from the state are summarized for Dade County, the 1994-95 data show 10,027 enrollments and 3,711 completions across 51 licensed and/or accredited proprietary schools. The schools with the highest overall enrollments are Miami Technical Institute (1,414), Hialeah Technical Center (1,027), National School of Technology (813), Hi-Tech School of Miami (690), and Miami Institute of Technology (662). Of the 10 discipline areas, medicine has the largest number of enrollments (5,163) and completions (1,671), followed by computer science, with 2,577 enrollments and 1,149 completions. Table 1 contains program enrollment and completion data reported by the proprietary school state board and sorted by discipline area. Table 2 presents data in the same format as the first table, except that the schools in this table are neither in the State Board of Independent Postsecondary Vocational Trade, Technical, Business School 1994-95 Annual Report nor in their 1994-95 Directory. Four appended articles present accreditation status, region of location in Dade County, school address and telephone number, advertising information, and synopsis of legislation and issues. (Contains 16 references.) (AS)

For a number of years, analyses have been conducted each fall term to determine changes in the draw of high school graduates to Florida's Miami-Dade Community College (MDCC) from the Dade County Public Schools (DCPS). Findings of the fall term 1995 study, including comparisons to data from studies conducted over the past 5 years, include the following: (1) in 1995-96, there were 13,831 prior year high school graduates from DCPS, with 5,568 of these enrolled at MDCC; (2) 26% of White non-Hispanic graduates, 31% of Black non-Hispanics, and 50% of Hispanics were enrolled at the college in fall 1995; (3) while the number of DCPS high school graduates increased 7.7% from 1991-92 to 1995-96, the number who enrolled at MDCC decreased 5.4%; (4) the number of White non-Hispanic high school graduates decreased by 20% over the 5-year period, while the number enrolling at MDCC decreased a dramatic 37%; (5) the number of Black non-Hispanic graduates increased 7% over the period, while the percent draw to MDCC remained stable at 31% to 35%; (6) over the 5 years, Hispanic high school graduates increased 23%, but the number enrolled at the college increased less than 2%; and (7) 9 out of 25 DCPS schools had increases in the number of high school graduates enrolled at MDCC. Results by MDCC's North, Kendall, Wolfstead, and Homestead campuses are included. (HAA)

In 1996, Florida's Miami-Dade Community College conducted a study to examine the college preparatory completion rates of first-time degree-seeking students based on their verbal and mathematics entry-level placement scores. Results include the following: (1) fewer than 30% of students scoring at the lowest level on the mathematics placement test completed college preparatory after 3 years, regardless of their score on the verbal sections of the placement test; (2) in contrast, 40% to 52% of the students who scored below college-level on both verbal subtests but were not deficient in mathematics completed college preparatory within 3 years; (3) students who tested below college-level on one verbal subtest and in mathematics, but not at the lowest level, had a college preparatory completion rate of 37%; (4) students who tested below college-level on both verbal subtests and at the lowest level in mathematics had a completion rate of only 6%; (5) students who tested below college-level in only one area had a 70% likelihood of completing preparatory coursework, as long as that area was not mathematics; and (6) students who tested below college-level in the area of mathematics only had a 50% likelihood of completing preparatory work. (HAA)

A July 1995 report by Florida's Miami-Dade Community College examined reasons for a decline in enrollment among first-time-in-college students, including non-Florida residents, from fall 1990 to fall 1994. This report looks at the change in credits generated by non-Florida residents and foreign students over the same period. Study findings included the following: (1) when comparing the 1990/91 academic year to 1994/95, 55,887 fewer credits were generated overall by non-Florida residents, representing a loss of almost 1,400 full-time equivalent students; (2) over the same period, Florida residents registered an increase of 1,509 credits; (3) with respect to the students' immigration code, Visa students accounted for 11,526 of the total credit loss, while there was a gain of 25,668 credits generated by students with Resident Alien status; (3) with respect to the decline of credits among Visa students, the largest decreases were found for students from Peru at -85, Colombia also at -85, Jamaica at -61, the Bahamas at -56, and Panama at -54; and (4) among Resident Alien students, the largest increases were generated by students from Haiti at 831, Nicaragua at 552, the Dominican Republic at 254, and Peru at 191. Data tables are appended. (TGI)

The Partners in Action and Learning Program at Florida's Miami-Dade Community College (M-DCC) was established in 1994 to aid the integration of service learning into the college's general education curricula. Goals for the first year of the program included the establishment of service-learning centers at MDCC's Homestead and Medical Center campuses, implementation of a college-wide mini-grant program, and establishment of a college committee on service-learning. During fall 1994, in its first term of operation, over 80 faculty members attended service-learning workshops; 15 faculty were awarded mini-grants; and 15 faculty and professional staff participated in a service-learning conference. In winter 1995, the service-learning centers placed 755 M-DCC students at 145 agencies throughout Dade County to provide nearly 21,000 hours of community service. An evaluation of first-year program outcomes, based on interviews with 65 participants and surveys of 428 students and 49 agencies, included the following results: (1) 72% of students were female and 68% were under the age of 26; (2) 73% became involved for class credit, 60% were motivated by the desire to help others, and 59% were looking for new experiences; (3) students expressed a great deal of satisfaction with agency placements, giving an average mean rating of 4.49 on a 5-point scale on 5 key items; and (4) 98% of the agencies agreed or strongly agreed that their overall experience was positive. Includes participant comments and a financial report. Interview questions, survey instruments, and tabled responses are appended. (KP)

From fall 1990 to fall 1994, Florida's Miami-Dade Community College (M-DCC) experienced a decline in enrollment among first-time-in-college students. To determine reasons for the decline, M-DCC examined characteristics and high school of origin of first-time students in the period, categorizing students as direct-entry (i.e., entering within 1 year after high school) and delayed-entry (entering more than 1 year after high school). The analysis revealed a decline in first-time students of 1,283, or 14%, over the period, with direct-entry students declining by 622 and delayed-entry by 661. Moreover, enrollment among students from non-Dade County high schools accounted for 69.8% of the total loss. Based on these data and reviews of external circumstances, the enrollment loss was found to be associated with the following 3 events: (1) an increase in tuition and fees between fall 1990 and fall 1991; (2) the combined effects of the tuition and fee increases and Hurricane Andrew between fall 1991 and fall 1993; and (3) a policy change by Florida International University to lower admission standards, resulting in another loss between fall 1993 and fall 1994. Finally, while tuition and fee increases resulted in a decrease in enrollment and credits for all categories of first-time students, total revenues from tuition and fees increased over the period for Florida residents but decreased for out-of-state and out-of-country residents. (TGI)

The Teaching/Learning Project (TLP) begun in Florida at Miami-Dade Community College in 1986, employs courses, orientation sessions, and mentors for new faculty at the college to help ensure instructional quality. In February 1993, a study was conducted to assess the first year experiences of new faculty and to evaluate the effectiveness of the TLP project. Questionnaires were distributed to 272 full-time faculty hired between 1985-86 and 1992-93. Responses were divided into 3 groups: Group I was composed of 39 faculty hired prior to implementation of the TLP, Group II consisted of 52 faculty hired when only the TLP's orientation session had been implemented, while Group III consisted of 110 faculty hired after the entire TLP process had been implemented. Study results included the following: (1) 72% reported that they received the support needed to carry out teaching responsibilities, while Group I respondents were less likely to report that they were received warmly than Group II or III respondents; (2) while only 65% of all groups agreed that they quickly learned where to go for help, Group II and II respondents were more likely to know than Group I respondents; (3) about 30% of all the groups found their teaching load difficult during the first year; and (4) 87% of the Group III faculty reported attending a campus orientation, compared to 27% of Groups II and III faculty. Appendices contain 11 data tables and the survey instrument. (TGI)

Based on data submitted in September 1994 to the Florida Community College System for its annual accountability report, this document compares accountability outcomes for Miami-Dade Community College (M-DCC) to the system as a whole. Highlighted findings include the following: (1) while 65% of the public high school graduates and 61% of new community college students were White systemwide, only 21% of the high school graduates and 13% of the community college students were White in M-DCC's Dade County; (2) the success rate of M-DCC students after 4 years was 70%, lower than the systemwide rate of 72%, while M-DCC's graduation rate was 19%, compared to 23% systemwide; (3) the average grade point average (GPA) of M-DCC graduates in the state university system was 2.72 compared to 2.77 systemwide, while 70% of White, 64% of Hispanics, and 52% of Black non-Hispanics at M-DCC had a GPA at or above 2.5; (4) 89.3% of the students taking licensure exams passed, and 91.1% of the associate degree students found a job related to their education or continued their education; (5) 69% of M-DCC students failed college-level entry tests, compared to 57% of community college students statewide; and (6) on state academic skills tests, 66% of M-DCC students passed all four sections, compared to a systemwide rate of 76%. Appendices contain 13 tables and accountability comparisons. (TGI)

With funds from the International Business Machines (IBM) Corporation, Project SYNERGY was launched in January 1990 to address the problem of students deficient in basic skills entering colleges. Project SYNERGY I focused on reviewing and compiling a list of useful instructional software for basic skills remediation; Project SYNERGY II focused on software implementation; and Project SYNERGY III developed an integrated, adaptive, computerized management system. Twenty-two institutions in the United States and Canada, led by Miami-Dade Community College (MDCC), participated in reviewing and implementing computer software for community college students. The first section of this fourth year progress report summarizes the software review and development process as of April 1, 1995, indicating that 663 reviews of 364 different software packages had been conducted. Part 2 presents observations, syntheses, and case studies concerning software implementation in Project SYNERGY over the last 5 years, while part 3 describes the Project SYNERGY Integrator (PSI), an adaptive management system for software used in the project. Part 4 discusses a 7-year project begun in August 1994 to implement the SYNERGY model in Florida's community colleges, describing the goals and implementation plan. Finally, part 5 describes the need to provide universal access to instruction, specifically for students with disabilities. Appendixes include a cumulative directory of project participants, a list of software attributes and learning objectives, a list of software publishers and reviewed software packages, applications software descriptions, a job description for a software implementation director, a World Wide Web address. (TGI)

As a follow-up to 1985 and 1991 efforts to determine its own effectiveness in providing useful information to the college community, the Office of Institutional Research (OIR) at Florida's Miami-Dade Community College conducted a self-evaluation in 1994. Questionnaires were mailed to 296 department chairs, Board members, and other professionals who receive research report abstracts and information capsules, generating a response rate of 37% (n=109). Study findings included the following: (1) 84% of the respondents were faculty members, and the largest area of responsibility indicated by respondents was academic affairs (26%); (2) 98% of the respondents were aware of receiving reports, and 65% used the results in decision-making; (3) 96% of the users perceived the OIR information as accurate and 90% thought it was objective; (4) compared to results from the 1991 evaluation, respondents' perceptions of the OIR's timeliness of data slipped from 92% in 1991 to 86% in 1994; (5) 93% of the individuals who requested information from the OIR by phone or in person indicated that they had a positive experience; (6) improvements suggested by respondents were related to providing better assistance to individual departments in conducting follow-up surveys, wider dissemination of data to faculty, and more campus interaction; and (7) most of the suggestions for future research topics related to outcomes and effectiveness measures. Appendixes provide information on OIR goals, the survey instrument, and sample responses to open-ended questions. (TGI)