Five Game Changer Strategies to Boost College Completion
Did you know, in the United States only about 50 percent of students graduate from colleges. There are many obstacles that prevent students from graduating. For instance, poor credit-transfer policies, many students are not sure about their career options, and students sometimes are not being able to manage family responsibilities and education at the same time. “the game changer – Strategies to Boost College Completion and Close Attainment Gaps” is an article published by Changed Magazine and written by Stan Jones. Complete College America (CCA) is a non-profit organisation founded by Jones. The author also been a state legislator before starting the organisation. In this article, Jones discusses 5 Game Changers strategies which are: Performance Funding, Co-requisite Remediation, Fifteen to Finish, Structured Schedules, and Guided Pathways to Success.
To Begin With, in Game Changer 1: Performance Funding
Jones tells us that within the past citizens are being in a favor of universities in which students are enrolled somewhere around the twelfth day of the semester. He further explains that with the help of performance funding, universities receive state money and that mainly used in base budget. For instance, remedial and gateway courses, college completion, and etc. Author also discusses that till now about 26 states have been following the performance funding strategy. However, this strategy does not give any assurance but it sure motivates institutions to acquire successful reforms.
Then, in Game Changer 2: Co-requisite Remediation
Jones explains us about the importance of remedial courses. He tells us that students who get enrolled in colleges, mainly disapprove of remedial courses. Moreover, the author also explains that the most perfect way to bolster understudies who are as of now put into formative instruction is to put them specifically into college-level courses with extra academic bolster. Additional classes, lab requirements, and five weeks of developmental courses are few forms of co-requisite remediation. The author also tells us that in whichever institution they’ve used co-requisite remediation strategy, the outcome has been very successful. He also gave an example of Ivy Tech Community College in Indiana that very few percent of students completed college-level courses in three semesters when being under traditional model. However, more than half the students completed gateway math course in one semester being under co-requisite remediation. In the end, Jones also explains that facilitated statewide activity is required presently, and more states got to step up their endeavors. As well numerous understudies are being lost each year in conventional remediation approaches that basically are for no good.
In this game changer I completely agree with the author. When I came to Oakton Community College as a freshman, I got placed into math, writing, and reading courses which were not college-level classes. It really helped me improve my math and English skills. I completed my reading course in one semester and it took me two semesters to finally be eligible to enroll for college level writing class.
Coming to Game Changer Number 3
Which is fifteen to finish, In this section Jones explains that very few flagship and non-flagship graduates graduate on time. He recommended that taking upto 15 credit hours each semester or 30 credit hours a year would really help the college students to graduate on time. Fifteen to finish campaign first came from the University of Hawaii system. This campaign was spread statewide to motivate college students to take upto 30 credit hours per year. Author also points out that this campaign is spreading by putting up posters on campuses and because of this the rate of students taking 15 credit hours each semester has been increased. At Purdue University for more than half of the students are taking credits which will help them graduate on time.
Taking 15 credit hours per semester is not easy for every student. I’ve seen so many of my friends, who goes to the same college as me, has to look after their family responsibilities as well. I help my dad pay 50 percent of the house rent by working 40 hours a week. As a result, that becomes really difficult enrolling for more than three classes a semester.
Game Changer Number 4
In addition, Jones explains in game changer 4 that Most understudies start college going full time. But rapidly the cold substances hit them. Broken remediation classes become an obstacle to their entrance into college-level work. The courses essential to remain on track are not accessible when they are required. Full time gets to be portion time, and inevitably understudies gotten to be one of the more than 30 million who have a few college credits but without any degree. Furthermore, he also tells us in this section that in some colleges, they don’t let students enroll part time at all but instead, colleges should motivate their students to enroll as a full time student. Moreover, he also explained the best way to help the students is to have a proper schedule plan. For instance, going to college from 8 to 12 or taking even classes from 1 to 5. Students will decide what timing are suitable for them according to their availability.
I completely agree with the author that there should be a proper structured schedule planning. I am a full time student here at Oakton and also a full time worker. For me the morning time is the best time to go to college – from 8am to 2pm. Every semester I take my classes only between those timings, so I can leave the rest of the day for work and it works perfect for me. A lot of my friends work in the morning because of which they take their classes in the evening around 1pm to 5pm.
Lastly, in Game Changer 5: Guided Pathways to Success
Jones points out that students often get confused between so many majors without any proper guidance. They meander through the educational programs, taking courses that don’t tally toward their degrees and wasting their money from financial aid. However, some states have started using this strategy called guided pathway to success (GPS) to fight through these challenges. The author further adds that college and students should have an agreement between them where students follow their academics plan very strictly by taking upto 15 hour credits per semester while college should pay full attention to their students’ progress. In this section the author also tells us that because of this strategy attainments gaps have been disappeared in so many universities. He also tells us that a later study appeared that 90 percent of college fresh-men accept they will gain their bachelor’s degree in four year. However, on their day of graduation, most of the students would be still working for their degree or would’ve dropped out of their classes.
One of the reasons I came to community college was because I was not sure what I really want to major in. I’ve always been a confused person when I talk about my career options. Having proper guidance is very important, I’ve been very lucky because I met such great professors and advisors here at Oakton. In my freshman year of college, I was exploring my options by enrolling into different kinds of subjects. As I started my second year, I finally know that I want to major in Computer Networking. So I strongly with the author that proper guidance is very important in colleges. Colleges should pay special attention to every student in the campus.
To conclude, students should follow these five game changer strategies for successful college education which are: Performance Funding, Co-requisite Remediation, Fifteen to Finish, Structured Schedules, and lastly, Guided Pathways to Success. Following these strategies will help one have a better life in future ahead.
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