MORE GUIDANCE, BETTER RESULTS?

While the mechanism through which student services could lead to improved studentsuccess rates can be explained logically, it remains unclear whether community college studentsactually need those services.Selected Characteristics of Community College StudentsWhile student services are important at postsecondary institutions in general, these servicesmay be particularly vital at community colleges because of the types of students whoattend them. The following paragraphs are not intended to exhaustively describe communitycollege students; rather, the selected characteristics discussed are meant to exemplify why thetypes of students who attend community college may benefit significantly from enhancedstudent services.Many community college students enter school woefully underprepared academically. 14During the 2003-2004 school year, about 29 percent of community college students reportedhaving taken some remedial (or developmental) coursework during their first year at college. 15This number is well below the actual percentage who require remediation, since it representsstudent self-report and it reflects course-taking during the first year of community college only.Estimates from a longitudinal study that tracked a nationally representative sample of eighthgraders for 12 years suggest that among students whose first institution of attendance was acommunity college, over 60 percent took at least one remedial course at their postsecondaryinstitution. 16 In order to become “college-ready,” these academically underprepared studentsmay benefit greatly from support services like tutoring and remedial assistance (and advising onhow and where to get these services). In addition, because these academically underpreparedstudents are often required to take developmental course sequences prior to completing certaincredit-bearing courses and their degree, strong academic advising may be helpful in plotting andtracking their path of study.In addition to the high percentage of underprepared students, the vast majority of communitycollege students are “nontraditional.” These nontraditional students have one or more ofthe following characteristics: they delay postsecondary enrollment, are financially independent,attend school part time, work full time while enrolled, have children or dependents other than a17spouse, are single parents, or dropped out of high school. These characteristics are sometimesreferred to as “risk factors” because they have been negatively correlated with persistence incollege. 18 Enhanced student services may be particularly helpful at increasing the likelihood that14 Duke and Strawn (2008).15 Provasnik and Planty (2008).16 Adelman (2004).17 Horn, Berger, and Carroll (2005); Choy (2002).18 Choy (2002), 11.7