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In this policy road map, Jobs for the Future (JFF) offers common-sense, field-tested policy solutions that state and federal lawmakers can enact today to begin reengineering education and workforce systems toward the vision and core principles of No Dead Ends. These policy recommendations are organized under four key priority areas: (1) Empower people with data, guidance, and resources that enable them to navigate their work and learning journeys and flourish throughout their lives; (2) Recognize everyone's skills, knowledge, and expertise, regardless of when and where their learning and development experiences occur; (3) Blur the lines between learning and work systems to foster common purpose among educators and employers and to smooth pathways to economic advancement; and (4) Help people get ahead during times of economic uncertainty and personal adversity.

This report summarizes findings of focus groups of recent high school graduates conducted during new student orientation at Carroll Community College (CCC) in fall 1999. Students were invited to participate in focus groups at the conclusion of the all-day orientation. Three focus groups were held, two with six participants and one with five participants. Participants were asked to respond to 25 primary questions and topics. Topics included: reasons for attending CCC, exposure to and evaluation of various advertising techniques employed by CCC, experiences with high school counselors, high school visits from CCC personnel, the CCC athletic program, registration difficulties, evaluation of class schedules from CCC and other local community colleges, direct mail from CCC, college logos, and evaluation of advertising slogans and graphic designs. Initial analysis suggests: common reasons for attendance are low tuition, convenient location, attentive faculty, and small classes; most students plan to transfer to baccalaureate institutions; direct mail is the best method for reaching students; radio, television, movie theater, billboard, and athletic department advertising are not very effective; and students prefer simple, bold graphics and advertising slogans that motivate and inspire confidence. Contains list interview questions, table of student responses, and examples of potential slogans and logos. (RDG)

In an effort to cross boundaries and make connections between theory, research, and academic planning, Prince George's Community College in Maryland (PGCC) and the University of Maryland University College's Institute for Research on Adults in Higher Education (IRAHE) developed a partnership using national and institutional research to link theory and academic planning. In doing so, both institutions developed new programs responsive to the needs of a diverse population of adult learners. This paper reports how multi-institutional, theoretical research influenced the design and development of intervention programs at a large, predominantly African-American community college. Sections of the document include theory, research and planning, hypotheses regarding increased student achievement, the IRAHE study of risk and promise, and analyses of student success at PGCC. Information is also included about the R3 Academy, a two-semester program of developmental and credit instruction. Three tables help to explain achievement variance. In addition, the Data Action Memo, defined as a new communication tool for crossing boundaries and making connections between institutional research and planning, is discussed in relation to PGCC curriculum development. Appended is the first memo sent to academic administrators and chairpersons in the fall of 1997. (Contains 23 references.) (AS)

The Maryland Community Colleges Technology Council conducted a survey of all 18 community colleges in Maryland during the spring of 1998 to determine the number and salaries of full-time staff supporting campus information technologies. Collectively, the colleges had 377 full-time positions authorized, with 305 positions filled. The organization of information technology varied greatly among the colleges. Of the 29 job titles analyzed in the survey, only 6 were present at more than half of the colleges, and 12 were found at 4 or fewer colleges. Including PC hardware technicians, 46% of the employees had jobs supporting campus networks, and 44% had more traditional management information system titles. Salaries varied substantially, even within the same job title category. Using comparative salary data for 16 job titles, it was found that the average salaries paid by Maryland community colleges were lower than every other reference salary. Industry benchmark salaries for the 7 most common job titles were 18%-28% above Maryland community college averages. Further, only about a third of the colleges paid for or provided specialized training for information technology employees, or paid for travel to professional conferences. (YKH)

During June and July of 1997, the Maryland Community Colleges Technology Council conducted a survey of all 18 community colleges in Maryland to determine the existing state of campus instructional and administrative technologies, and to learn the technology needs and plans of the colleges for the following five years. The survey asked about instructional technology, intercampus networks and distance learning initiatives, technology support, administrative systems, and campus technology infrastructure. Results indicated that the 18 community colleges in Maryland used 11,599 personal computers for instructional purposes, and 4,831 for administrative functions. However, only 28% employed current technology, and the colleges anticipated needing 6,974 additional computers by the year 2003. To fulfill college plans, 1,190 faculty needed to be trained in multimedia instructional techniques between July 1997 and 2003. A total of 797 needed training in distance learning methodologies, and 226 additional technical support staff will be needed to install and maintain needed instructional and administrative networks, hardware, and software. Administrative systems needed improvements at a majority of campuses, because less than half had fully integrated systems running on relational databases on client-server platforms. Infrastructure upgrades were also needed at most campuses. (YKH)

This study examined factors affecting academic achievement of at-risk minority students to evaluate intervention strategies designed to assist such students. Data were obtained on 2,386 first-time college students entering Prince George's Community College (Maryland) in fall 1990. Factor analysis identified 10 variables that explained a significant proportion of the achievement variances among students; these included: academic commitment, persistence, early term survival and progress, academic standing, financial and academic support, course load carried, college preparedness, need for remediation, job-related attendance motives, and desire for a bachelor's degree. Cluster analysis then identified 10 student profiles, three of which were particularly relevant to minority student achievement: a "true grit" group, comprising nearly 10 percent of the students, which overcame basic skills deficiencies and below-par high school backgrounds to attain above-average achievement levels; "full-time strugglers," the least-advantaged, lowest socioeconomic status, poorest high school background group, one-fourth of whom managed to achieve with institutional assistance; and "unprepareds," similar to the full-time strugglers in socioeconomic background, but with less than 1 percent classifying as achievers. Based on these findings, in the fall of 1997 the college launched, a pilot program for 48 students needing remedial instruction in math and English. (Contains 17 references and 3 tables.) (MDM)

In an effort to reevaluate employment preparation in community college curricula, a review of recent research was conducted to identify the most valued skills in today's workforce. Among the abilities desired by today's employers are: (1) knowing how to learn; (2) competence in reading, writing, and computation; (3) effective listening and oral communication skills; (4) adaptability through creative thinking and problem solving; (5) personal management with strong self esteem and initiative; (6) interpersonal skills; and (7) leadership effectiveness. This comprehensive skill set, once required only of managers but now applying to all levels of employment, appeared in several employer surveys, with an additional emphasis on communication and computer/technical skills. (YKH)

A study was undertaken at Maryland's Prince George's Community College to determine term-to-term retention rates for the four cohorts of first-time freshmen entering in fall 1990 (n=2,643), fall 1991 (n=2,251), fall 1992 (n=2,563), and fall 1993 (n=2,419). Two measures of retention were determined: the percentage of students who enrolled the subsequent semester and the percentage of students who returned for at least one term by fall 1996. Study findings included the following: (1) for the fall 1990 cohort, 61% also enrolled in spring 1991, while 73% enrolled in at least one later term; (2) 44% of the fall 1990 cohort also enrolled in fall 1991; (3) term-to-term retention rates for the remaining cohorts were 60% for the fall 1991 cohort, 58% for the fall 1992 cohort, and 60% for the fall 1993 cohort; (4) the percentage of students who attended at least one later term by fall 1996 was 70% each for the fall 1991, fall 1992, and fall 1993 cohorts; and (5) in general, less than half of the students starting in the fall return for the following fall and less than a third persist beyond three years. (BCY)

In January 1996, Prince George's Community College (PGCC) established the Campus Retention Committee to review community college retention strategies, determine PGCC's strengths and weaknesses in the area of retention, and develop a list of retention goals and an implementation schedule for the college. After reviewing findings from previous retention committees, related literature, and current PGCC retention data and programs, the committee developed the following strategies: (1) expand and improve support for mathematics instruction; (2) establish, monitor, and evaluate retention activities and objectives for PGCC's Educational Development department; (3) establish, monitor, and evaluate degree-credit division and department retention objectives and activities; (4) expand and improve early intervention programs; (5) improve student orientation programs; (6) pilot test a Freshman Academy for students with multiple skill deficiencies, no family history of college attendance, and unfocused goals; (7) increase faculty involvement in student support services; (8) provide tuition assistance to high-achieving PGCC students; (9) improve and expand mentoring efforts to include peer counseling activities; and (10) hire a learning specialist to develop workshops and protocols to help faculty identify and assist students with learning problems and disabilities. A Student Retention Action Plan is attached showing target groups, responsible individuals, implementation dates, steps, objectives, evaluation methods, and costs for each strategy. (BCY)

Each year, Prince George's Community College (PGCC), in Maryland, prepares a market analysis report to assist the college's enrollment management team in planning recruitment and promotional campaigns aimed at increasing credit student enrollment. This report provides the analysis as of fiscal year 1995 and includes historical data from past years to identify trends. The report is divided into the following sections: (1) a current student profile, including number of students, demographics, fall enrollment trends, summer session attendance, student incomes, and financial aid needs; (2) characteristics of first-time college students at PGCC, including goals and plans, socioeconomic status, and academic and socio-cultural background; (3) market share analysis, focusing on the proportion of Prince George County residents attending college in Maryland and PGCC; (4) comparative statistics on the numbers of credit students at PGCC and other Maryland institutions; (5) reasons why potential students fail to enroll at PGCC, examining financial issues, enrollment at other institutions, work schedule conflicts, and transportation difficulties; (6) an analysis of the high school student market, indicating that PGCC enrolls more county high school graduates than any other Maryland four-year college or university; (7) an assessment the adult higher education market in the county, presenting results of a spring 1995 survey of community perceptions of PGCC; and (8) enrollment objectives of PGCC's fall 1995 marketing plan. Tables of enrollment and survey data are included. (TGI)

This Student Learning Outcomes Assessment Report was intended to inform the Board of Trustees, the college community, and the public about the achievements of students enrolled in credit classes at Prince George's Community College (PGCC). Part I contains an executive summary and a discussion of the report's institutional impact. Part II includes common indicators of student learning outcomes, which consist of general education, student persistence, graduation rates, transfer to senior institutions, academic performance after transfer, licensure and certification examination results, graduate employment, graduate survey findings, and student evaluation of teaching. The report then discusses the institutional indicators of developmental education and course pass rates, concluding that though PGCC graduates recognize the value of their education, student persistence is quite low and transfer rates are declining. Course pass rates are high, yet the majority of students are deficient in at least one skill area. However, licensure rates and graduate employment remain high, as does the level of student satisfaction with the school and its teachers. Report findings have resulted in the appointment of a college-wide retention committee. (YKH)

A study was conducted by Prince George's Community College, in Maryland, to determine outcomes after 4 years for the 2,643 first-time students who entered the college in fall 1990. The analysis was based on an outcomes typology developed at the college which defines outcomes as award and transfer; transfer without an award; award without transfer; sophomore status with at least a 2.0 grade point average (GPA); achievers (i.e., a summary of the preceding four categories); still enrolled; dropouts; or other special motive students. Outcomes for the fall 1990 cohort were then determined by ethnicity, gender, attendance patterns, the need for developmental education, and academic characteristics. Study results included the following: (1) for the 2,387 of fall 1990 degree-seeking students, 28% were categorized as achievers after 4 years, with 137 earning a degree, 214 transferring, and 314 achieving sophomores status; (2) Asian-Americans, White-Americans, and international students reached achiever status at higher rates than African-American and Hispanic-American students; (3) 54% of the students who attended their first 3 terms attained achiever status, compared to 22% of those who attended 3 or more terms but did not enroll in all of the first three major terms and 4% of those who attended 1 or 2 terms; (4) only 11% of the students who needed remediation in mathematics and at least one other area were classified as achievers, compared to 44% of students who needed no remediation; and (5) two important factors related to attaining achiever status were enrolling in any summer session and any change of major. (KP)

In January 1995, the Maryland Association of Deans and Directors of Continuing Education/Community Services undertook a study of all state organizations that had received workforce training under contract arrangements during 1993-94. The study sought to develop a profile of organizations served, determine employer satisfaction with training, and identify future workforce training needs. A total of 1,021 employers were surveyed, with responses being received from 561, representing organizations ranging in size from less than 25 employees to firms with over 5,000 workers. Government, manufacturing, and healthcare represented 63% of the respondents. An analysis of responses indicated the following: (1) the median number of employees participating in contract training at each site was 25, while the primary goal of training for 74% of the respondents was to upgrade the quality of employee performance in a current job; (2) cost-effectiveness was cited by 69% of respondents regarding their choice of a community college for training; (3) 60% of respondents were very satisfied with the training and 37% were satisfied; (4) 96% would recommend their community college to others, 57% indicated that they would definitely use the college again, and 36% that they probably would; (5) top anticipated employee training needs cited by respondents were computer applications, interpersonal relations, written/oral communications, and customer service training; (6) top anticipated management training needs were supervision/leadership, total quality management/continuous improvement, and personnel and labor law; and (7) top anticipated needs for training-related services were customized job-skill training, help in seeking funds for training, and analysis to assess employee needs. (KP)

Successful enrollment management depends on an information base that is comprehensive, targeted, and continuously updated to inform enrollment management policies and monitor their effectiveness. Institutions implementing enrollment management programs need to establish an initial information infrastructure, including a longitudinal student tracking system and a set of performance monitoring indicators (PMI's) covering each stage of student involvement with the institution. Prince George Community College (PGCC) has developed a system using 31 PMI's which are supplemented by a periodic, formal environmental scanning process. The PMI's, environmental scanning insights, and informal feedback from students, faculty, and staff constitute the data for continuous evaluation of the enrollment management program. These data will identify areas in need of further analysis, detailed analyses may suggest policy revisions. The impact of revised policies will be monitored by subsequent PMI compilations, in a continuous improvement cycle. At PGCC, PMI's and scanning data prompted in-depth analyses of policies relating to minority student retention and of policies relating to non-credit continuing education recruitment. These analyses led in turn to major policy changes. Adopted in its entirety, this approach: (1) establishes a comprehensive framework for studying student-college interaction; (2) encourages development of enrollment targets, performance monitoring systems, and longitudinal tracking files; (3) identifies areas of student behavior poorly understood by the college; (4) integrates institutional research into enrollment management policy formation; and (5) promotes continuous improvement through the data-analysis-policy cycle. (KP)

Declining state support and insufficient increases in county contributions have created a severe fiscal challenge to Prince George's Community College (PGCC), in Maryland. Total state aid in fiscal year (FY) 1995 was $857,189 less than in FY 1990, while in FY 1994 PGCC also began assuming responsibility for social security payments previously paid by the state. To meet the immediate revenue shortfalls engendered by state funding reversions, PGCC has undertaken the following measures: (1) elimination of cost-of-living increases since FY 1991; (2) the implementation of hiring and equipment purchase freezes and the elimination of conference travel, professional development, and training budgets; (3) furloughing employees from 5 to 7 days in FY 1992; (4) a reduction in summer pay rates; (5) implementation of an instructional services fee; (6) administrative reorganization; (7) a voluntary resignation incentive program; (8) downsizing through abolishing 27 vacant positions; and (9) an increase in tutition from $55 to $64 per credit hour. The college's needs over the next 5 years, however, will be considerable. More county residents attend PGCC than any other institution of higher education and the college spends $500,000 each year to provide academic support services to underprepared students. Further, to adequately prepare students for the changing world of work, the college must maintain up-to-date instructional laboratories. Increased public support will be needed to moderate future tuition increases and avoid limiting access. (Graphs and tables are included.) (BCY)

Due to state revenue shortfalls and mandated Medicaid and welfare expenditures, substantial cuts were made in state aid to higher education institutions in Maryland in 1992. To meet the fiscal crisis, Prince George's Community College (PGCC) implemented several cost containment measures that had been considered, but not acted upon, in the past. These included freezes on hiring and equipment purchases and the elimination of all conference travel, professional development and training events. An employee furlough plan was implemented, with 12-month employees losing 7 days, and 10-month employees losing 5. Additionally, an Instructional Services Fee (IFS) was implemented in spring 1992 to replace 271 separate student fees, raising revenue for the school through a system of three fee levels based on the expense of offering given courses. In 1993, three additional strategies were implemented to ensure that PGCC would meet its widening deficits. The first strategy was administrative reorganization, in which seven administrative positions were abolished (representing a 17% decrease) through combining divisions or offices within the school. The second strategy was a voluntary resignation incentive program offered to employees with a minimum of 20 years of service. Seventeen (10%) of those eligible applied and were approved. The third strategy involved cost savings through downsizing efforts, including eliminating vacant positions from the operating budget and reducing hours of operation, and resulted in the elimination of 17 full-time and 10 part-time classified staff positions. (MAB)

Drawing from annual data provided by the Maryland Higher Education Commission, Prince George's Community College (PGCC) in Maryland conducted a study of the status of first-time, full-time students at PGCC 4 years after entry. In particular, the study examined the number and percentages of students earning certificates and associate degrees and/or transferring to a four-year college or university in Maryland. Study results, covering all nine student cohorts entering PGCC in fall terms 1980 through 1988, included the following: (1) since the mid-1980's, the trend has been toward declining graduation rates accompanied by increasing rates of transfer without first earning an award from PGCC; (2) both black and white student cohorts have experienced declining rates of Associate of Arts (A.A.) degree attainment; (3) for those first-time, full-time students entering PGCC in fall 1988, graduation rates were 15.9% for whites and 5.1% for blacks, all time lows for both groups; (4) the 1986, 1987, and 1988 black student cohorts transferred at a steady rate of 14% to 15%, while white students have shown dramatically higher transfer rates in recent years, increasing from 30% for the 1984 cohort to 40% for the 1988 cohort; and (5) in comparisons with four peer community colleges in Maryland, PGCC's A.A. graduation rate for the 1988 cohort of 10.6% was approximately half that of three of the four peer colleges, and PGCC's in-state transfer rate of 27.9% was lower than all four peer institutions. Seven data tables and graphs are included. (PAA)

Using statewide fall enrollment reporting systems, the Maryland Higher Education Commission (MHEC) generates a report each year showing fall-to-fall enrollment patterns of students among Maryland public colleges and universities, resulting in a "transfer matrix" that provides an indicator of transfer volume and destinations. At Prince George's Community College (PGCC) in Largo, Maryland, approximately half of students taking credit courses state that their primary reason for attending PGCC is to prepare for transfer to a four-year institution. Examination of the MHEC transfer matrix for enrollment from fall 1991 to fall 1992 revealed the following findings: (1) 935 students who were enrolled at PGCC in fall 1991 enrolled at a Maryland four-year public institution in fall 1992; (2) the most popular destination of former PGCC students was the University of Maryland at College Park; (3) statewide, between fall 1991 and fall 1992, 7,263 students transferred from community colleges to public senior institutions in Maryland, while 2,330 students were "reverse transfers," moving from four-year schools to community colleges; (4) for each reporting period from 1986-87 through 1991-92, "reverse transfers" at PGCC equal nearly two-fifths of the total number transferring from PGCC to senior institutions, reducing the actual net loss of PGCC students attributable to transfer; and (5) a spring 1988 survey of students who entered PGCC in fall 1984, revealed an overall transfer rate of 27%, a transfer rate of 36% for students completing at least 12 credits at PGCC, and a transfer rate of 65% for students completing at least 12 units and stating a transfer goal. Data tables are included. (PAA)

Enrollment management is defined as coordinated effort to influence the size and characteristics of an institution's student body through recruitment, admissions, pricing, financial aid, advising, and other policy choices. Enrollment managers must understand the forces that influence individual decisions about college choice and persistence. One enrollment management model analyzes student enrollment in a six-stage linear student flow model, from initial inquiry, through applications, enrollment, persistence, completion, and continuing to post-graduate follow-up. For each of these six stages, two types of information are needed: performance monitoring indicators; and in-depth policy research and analysis. To implement a framework, an institution should consider the following five steps: (1) review the literature on college-choice, student/institution fit, and student retention; (2) develop a performance monitoring indicator system; (3) construct longitudinal cohort tracking files; (4) identify patterns in aggregate student behavior; and (5) conduct survey and focus group research to illuminate key student decision points. After reviewing each of these five steps in depth, this report describes the following enrollment management research approaches utilized at an urban community college: focus group study of delayed-entry students; geo-demographic market analysis; telephone survey of non-returning students; and patterns of attendance analysis. For each research approach, the types of questions addressed, and the utilization of results are explored. A 23-item bibliography is included. (PAA)