This story of two community colleges tells how they have dealt with the demands for data that state-mandated accountability requires. The story is based on research conducted at a large community college district in California. On the surface, the story might seem straightforward: accountability mandates led to the expansion of the Institutional Research Department, causing the schools to try to replace an outdated Student Information System in order to improve the district's overall access to data. However, the underlying story is more complicated. If it had a headline, it might be one of these: Why can't we get the data we need? A new system? What system? Is access to data really that important? This story looks at the community college district on multiple levels, weaving together anecdotes and experiences along with the underlying themes and tensions. It is an attempt to look at one component of the educational environment -- the one that links state policy-makers to the schools they oversee -- tracing the drive toward accountability through to its consequences in practice.

This story of two community colleges tells how they have dealt with the demands for data that state-mandated accountability requires. The story is based on research conducted at a large community college district in California. On the surface, the story might seem straightforward: accountability mandates led to the expansion of the Institutional Research Department, causing the schools to try to replace an outdated Student Information System in order to improve the district's overall access to data. However, the underlying story is more complicated. If it had a headline, it might be one of these: Why can't we get the data we need? A new system? What system? Is access to data really that important? This story looks at the community college district on multiple levels, weaving together anecdotes and experiences along with the underlying themes and tensions. It is an attempt to look at one component of the educational environment -- the one that links state policy-makers to the schools they oversee -- tracing the drive toward accountability through to its consequences in practice.

In the current climate of increased external accountability and increased internal pressure to improve student performance, many colleges and universities are grappling with how to broaden access to data and information so as to improve decision-making -- a trend this report refers to as the democratization of data. In the past decade, advances in user-friendly information technology are enabling faculty, administrators, and staff to retrieve and analyze a host of information themselves, right from their desktops. For example, they can perform data searches, track student performance, monitor section enrollments in real-time, and estimate various budgetary impacts. By equipping people at all organizational levels with the data and information they need, colleges can enable them to make better decisions about how to reach and serve students. Colleges and universities are finding, however, that the democratization of data brings with it cultural as well as technical or procedural transformations. For example, it requires having departments work together to agree upon the kinds of information to track and to whom to make it available; changing channels of information flow; rewarding efforts to share information and knowledge rather than hoard it; being transparent about budgetary impacts; and valuing a culture of inquiry that identifies areas for improvement and supports analysis that pursues real change over time. Given the robust technological capabilities now available, colleges and universities that seek to understand and improve their rates of student success will inevitably confront, either deliberately or unwittingly, their own institutional practices and attitudes concerning access to and use of data. This report, in describing some of the major challenges that one higher education institution faced as it reconsidered its use of data and information in decision-making, outlines an investigative process to consider when seeking to improve student success and organizational effectiveness through the democratization of data. The report presents findings and identifies several important policy implications, at the campus and state levels, that could improve student outcomes by enhancing the use of data and information in decision-making.

In the current climate of increased external accountability and increased internal pressure to improve student performance, many colleges and universities are grappling with how to broaden access to data and information so as to improve decision-making -- a trend this report refers to as the democratization of data. In the past decade, advances in user-friendly information technology are enabling faculty, administrators, and staff to retrieve and analyze a host of information themselves, right from their desktops. For example, they can perform data searches, track student performance, monitor section enrollments in real-time, and estimate various budgetary impacts. By equipping people at all organizational levels with the data and information they need, colleges can enable them to make better decisions about how to reach and serve students. Colleges and universities are finding, however, that the democratization of data brings with it cultural as well as technical or procedural transformations. For example, it requires having departments work together to agree upon the kinds of information to track and to whom to make it available; changing channels of information flow; rewarding efforts to share information and knowledge rather than hoard it; being transparent about budgetary impacts; and valuing a culture of inquiry that identifies areas for improvement and supports analysis that pursues real change over time. Given the robust technological capabilities now available, colleges and universities that seek to understand and improve their rates of student success will inevitably confront, either deliberately or unwittingly, their own institutional practices and attitudes concerning access to and use of data. This report, in describing some of the major challenges that one higher education institution faced as it reconsidered its use of data and information in decision-making, outlines an investigative process to consider when seeking to improve student success and organizational effectiveness through the democratization of data. The report presents findings and identifies several important policy implications, at the campus and state levels, that could improve student outcomes by enhancing the use of data and information in decision-making.

Economic expansion and technological change are increasing the demand for skilled workers. Much of our education and workforce development policy focuses on the skills people acquire before they start working. But it is also important for workers to continue their training once they are on the job in order to perform company-specific tasks, keep pace with new technology and become more productive employees. This report describes how several major employers are partnering with community colleges to provide training that upgrades the skills of their workers. The report offers key lessons for both employers and community colleges about how to structure their relationships, and about what these very different entities can and should expect from each other.

Economic expansion and technological change are increasing the demand for skilled workers. Much of our education and workforce development policy focuses on the skills people acquire before they start working. But it is also important for workers to continue their training once they are on the job in order to perform company-specific tasks, keep pace with new technology and become more productive employees. This report describes how several major employers are partnering with community colleges to provide training that upgrades the skills of their workers. The report offers key lessons for both employers and community colleges about how to structure their relationships, and about what these very different entities can and should expect from each other.

This report builds on the findings of Measuring Up 2004: The National Report Card on Higher Education, published by the National Center for Public Policy and Higher Education. Cracks in the Education Pipeline presents a forceful argument for a renewed commitment to higher education. The report discusses trends in college preparation, participation, completion, affordability, and benefits, and provides action steps that business leaders can take to help launch change in their own states and at the national level.

The new report arrives at a critical time, as economic and demographic changes exert new pressures on today's workforce. New job growth favors high-skill workers, and the impending retirement of the baby boom generation will lead to a workforce that comes increasingly from populations that have traditionally been less likely to attend college.

This report warns that the U.S. will become less competitive in the global economy because of declining quality foreign language education at the college and high school levels. Additionally, the American public's deficiency in foreign languages and cultures is hampering efforts to counter terrorist threats. Recommendations in Education for Global Leadership Teaching international content across the curriculum and at all levels of learning to expand American students' knowledge of other countries and cultures. Expanding the training pipeline at every level of education to address the paucity of Americans fluent in foreign languages, especially critical, less-commonly taught languages. National leaders -- political leaders as well as the business and philanthropic communities and the media -- should educate the public about the importance of improving education in languages other than English and in international studies.