@article{8c08086e878742d6a3c0e8c8fac87c0f,
title = "Perspectives on Access and Equity in the Era of (Community) College Completion",
abstract = "In an era when college completion dominates the policy agenda, matters of access and equity are critically important. The allure of raising completion rates by reducing access for students thought unprepared for college and incapable of finishing is too attractive to deny. This article discusses the importance of linking access and completion to ensure that equitable outcomes are obtained by community college learners and examines the question of how policy affects access in the context of the nation's college completion agenda. Key national initiatives undertaken to increase completion are examined with an eye toward understanding how the strategies developed by these initiatives affect student access and success.",
keywords = "access to education, data analysis, educational policy, equal education, low-income groups, minority groups, outcomes o.e.ucation",
author = "Bragg, {Debra D.} and Brian Durham",
note = "Funding Information: coined the phrase “critical assessment” (p. x) to describe the methods, activities, and action inquiry processes of the Equity Scorecard{\texttrademark} () that she and Estela Bensimon of the Center for Urban Education (CUE) at the University of Southern California have developed over the past several years, building on the Center{\textquoteright}s earlier Diversity Scorecard model. Beginning in California and expanding their work to seven other states, Bensimon and Dowd, codirectors of CUE, used participatory action research methods to involve practitioners in investigating inequitable outcomes among racial and ethnic student groups. Over time their work has been supported by grants from the Chancellor{\textquoteright}s Office for the California Community Colleges and from national foundations that have a strong interest in community college education, developmental evaluation, transfer, and college completion. ",
year = "2012",
month = apr,
doi = "10.1177/0091552112444724",
language = "English (US)",
volume = "40",
pages = "106--125",
journal = "Community College Review",
issn = "0091-5521",
publisher = "SAGE Publications Inc.",
number = "2",
}