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Community College Leadership and Administration

Theory, Practice, and Change


Carlos Nevarez and Luke J. Wood

This book, a training tool for the 21st-century community college leader and administrator, deconstructs outdated practices and constructs new approaches to how contemporary community college leadership is viewed, practiced, and envisioned. Both timely and comprehensive, the book develops new models that are focused on facilitating leadership innovation, and encourages both formal and informal leaders to become active agents for change. A relevant case study, written by an experienced community college leader, follows each chapter. This book will be useful for courses in administration, leadership, management, and related areas, and presents contemporary skills for anyone who is a leader and/or administrator in an organization.


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Chapter Four: Achievement Gap and the Role of Community Colleges


This chapter examines the community college achievement gap. In doing so, we present: (a) the P-12 influence on the community college achievement gap; (b) the personal and social benefits of postsecondary education; (c) persistence research and models; (d) the community college achievement gap model, which identifies factors directly influencing two-year-college achievement disparities; (e) minority male initiatives; and( f) the guiding steps for community college leaders to address the achievement gap through the presentation of the Achievement Gap Action Model. When reading this chapter, consider the following questions: What P-12 factors directly influence the community college achieve-• ment gap? What are the personal and social benefits of attaining a postsecondary • education? How might your work in addressing the achievement gap be informed • by persistence research? How do the factors described in the community college achievement gap • model relate to and inform your own institutional context? What steps do you believe institutions should take in addressing • the achievement gap? How might these actions be informed by the Achievement Gap Action Model described in this chapter? The achievement gap permeates every sector of the educational system. Community colleges are not immune to this phenomenon. For the purposes of this chapter, we define the community college achievement gap—as perva- sive success disparities among students on academic performance indicators (i.e., rates for enrollment, remediation, retention/persistence, graduation, and transfer). C H A P T E R F O U R ACHIEVEMENT GAP AND THE ROLE OF COMMUNITY COLLEGES Navarez Chapter_4.indd 73 3/19/2010 6:46:...

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