Center for Public Administration and Policy (CPAP), School of Public and International Affairs

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Browsing Center for Public Administration and Policy (CPAP), School of Public and International Affairs by Subject "Academic achievement"

Now showing 1 - 5 of 5
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    The Effect of LGBT Resource Centers on Student Success & Engagement
    Oliveira, Kristopher A. (St. Cloud State University, 2017-06-01)
    This quantitative study was developed to determine whether involvement in a lesbian, gay, bisexual, transgender, and queer (LGBTQ) Resource Center had a measurable impact on the success, engagement, and retention of LGBTQ students at St. Cloud State University. Success included academic completion and grade point average (GPA); engagement included the number of times and type of participation in the LGBT Resource Center; and retention was measured by the student’s self-reported intention of returning to the university. The results of this study indicate that there were positive relationships between ‘outness’ and student involvement. A surprising result of this study was that students who admitted to hiding their gender identity and/or sexual orientation were more likely to have a higher GPA.
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    The Emergence of Data Privacy Conversations and State Responses
    Anderson, Raquel (Data Quality Campaign, 2019-05-01)
    State longitudinal data systems can be a powerful tool to support student success and spur equity-minded improvement throughout state education systems, but state policymakers must ensure that students’ information is safe and secure. In a case study looking at Louisiana’s efforts to secure student data, this profile illuminates some of the unintended consequences of well-intentioned privacy policies that fail to appropriately account for the complexity of state longitudinal data systems. This report offers recommendations for state policymakers to pursue student privacy and security measures in a way that strengthens the goals of student data systems and promotes student success.
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    Measuring Success By Degrees: The Status of College Completion in SREB States
    Southern Regional Education Board (Southern Regional Education Board, 2010)
    For the last two decades, college degree-attainment rates in both the SREB region and the nation have remained flat. This report, part of the Challenge to Lead education goals series, looks at where the SREB region stands on improving two- and four-year degree and certification completion rates. It shows what is at stake if SREB states do not raise these rates and challenges states to take action.Measuring Success by Degrees complements the recent SREB report No Time To Waste: Policy Recommendations for Increasing College Completion, which details how states can meet these challenges.
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    Promoting A Culture Of Student Success: How Colleges and Universities are Improving Degree Completion
    Bradley, A. Paul, Jr.; Blanco, Cheryl D. (Southern Regional Education Board, 2010-04-01)
    Fewer than one-third of degree-seeking, full-time freshmen in the nation’s public four-year institutions graduate in four years. To help raise this rate, SREB examined many strategies that public institutions are using to help more students earn bachelor’s degrees, with particular attention to students in regional colleges and universities who often face academic and/or economic disadvantages. This report summarizes 15 institutions’ successful approaches to improving graduation rates, provides specific strategies that campus leaders can use and profiles each of the 15 institutions.
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    Supporting Postsecondary Student Success
    The Institute for Higher Education Policy (The Institute for Higher Education Policy, 2014-11-01)
    In an effort to support community-based collaborations among key sectors—education, business, policy, and nonprofit and community organizations—the Institute for Higher Education Policy (IHEP) is providing a series of primers that will help communities increase their postsecondary attainment. This primer explores the importance of raising the rates of persistence and completion among students who enter postsecondary programs, especially from underserved populations, by providing them with strong institutional and community supports. Each primer in the series will be followed by a tactical guidebook that provides further detail.