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DECEMBER2013

CLOSINGTHEACHIEVEMENTGAPTASKFORCE
FINALREPORTANDRECOMMENDATIONS
ReportoftheClosingtheAchievementGapTaskForce
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MEMBERSHIPLISTING

JudyAckerman ShakennaAdams MariaAdams*


KeciaAddisonScott NaanaAkoAdjei ChristopherAnkney
BrianBaker DanaBaker EricBenjamin*
DianaBenson KimBishop ArleneBlaylock
AnnellBond* DebraBright* MarciaBronstein
KimBrown* MonicaBrown* IvonneBruneauBotello
HenryCaballero* KarenCallender CarolynCamacho
FranciscoCaragena DerekCarter CinderCooper
EverettDavis AngelaDawson FabianDrain
EnasElhanafi MichaelFerby SharonFechter*
BerthaFlores MariaGarcia AdaGarciaCasellas
EvelynGonzalez JeriGresham JenniferHatleberg*
TonyHawkins* NancyLawrenceHill CaraHoppe
DelHornbuckle* DiegoUriburu WindyJeffersonJackson
ShannonKahle GloriaKalotra MargaretLatimer
LucyLaufe JuanLlajaHerrera SusanMadden*
AlanMarroguin TonyaMason* CliftonMcKnight
PedroMejia JackieMiddleton DarrylMisher
CarolMoore CarlosMoya MarcosMoya
ForrestOfford EllenOlmstead CarolinaPena
KennethNelson KarenPenndeMarnez* DeborahPreston
JasonRivera* LindaRobinson EugeniaRobinson
ElenaSaenz* MichelleScott KarlaSilvestre
DarrenSmith HildaSmith* ZeporiaSmith
JamesSniezek ClemmieSolomon* MariaSprehn
JaneSsemanda AnestineTheophileLaFond* IsaiahWallace
TimothyWarner LauraWhite MattWilson
NormaWinel* KathrynWoodhouse* MargoWoodwardBarnett
TeresaWright SuniZabala GilbertoZelaya

*SteeringCommitteeMembers
ThemeGroupLeader

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CONTENTS
ExecutiveSummary............................................................................................................................................4
ClosingtheAchievementGapRecommendationsSummary.............................................................................5
Introduction........................................................................................................................................................7
CompletionandTransferDataforAfricanAmericanandLatinoStudentsatMontgomeryCollege............8
TheClosingtheAchievementGapTaskGroups...............................................................................................11
ClosingtheAchievementGap:OnlineResources............................................................................................12
ClosingtheAchievementGapSteeringCommittee.........................................................................................12
OperationalRecommendationsforClosingtheAchievementGap..............................................................13
OpportunityGap...............................................................................................................................................13
RecommendationsforClosingtheOpportunityGap:..................................................................................14
MontgomeryCollegeStudents.........................................................................................................................15
LiteratureReview.........................................................................................................................................15
Recommendations:MontgomeryCollegeStudents....................................................................................16
TeachingandLearningCurriculumInsidetheClassroom...........................................................................17
LiteratureReviewandFindings....................................................................................................................17
Recommendations:TeachingandLearningCurriculumInsidetheClassroom......................................18
StudentInvolvementOutsidetheClassroom...............................................................................................19
LiteratureReview.........................................................................................................................................19
FocusGroups................................................................................................................................................20
StudentInputandFeedback........................................................................................................................20
Recommendations:StudentInvolvementOutsidetheClassroom..........................................................21
CivicEngagement.............................................................................................................................................21
LiteratureReview.........................................................................................................................................21
Recommendations:CivicEngagement.........................................................................................................22
CounselingandAdvising...................................................................................................................................24
LiteratureReview.........................................................................................................................................24
Recommendations:CounselingandAdvising..............................................................................................24
FinancialAid,GrantsandScholarships.............................................................................................................25
LiteratureReviewandFindings....................................................................................................................25
Recommendations:FinancialAid,GrantsandScholarships........................................................................26
BenchmarksandOutcomes..............................................................................................................................27
LiteratureReviewandFindings....................................................................................................................27
NoncognitiveVariablesofSuccess..............................................................................................................28
SummaryandAnalysisofData.....................................................................................................................28
Recommendations:BenchmarksandOutcomes.........................................................................................34
References........................................................................................................................................................35
APPENDIXASummaryofFocusGroupFindings............................................................................................40
APPENDIXBMontgomeryCollegeDegreeProgressAnalysisFall2008Cohort4YearsLater...................42
APPENDIXCDevelopmentalEnglish,EN001SuccessonFirstAttemptandThreshold.............................43
APPENDIXDDevelopmentalEnglish,EN002SuccessonFirstAttemptandThreshold.............................45
APPENDIXEAmericanEnglishLanguageProgram,EL104SuccessonFirstAttemptandThreshold........47
APPENDIXFMath094SuccessRates............................................................................................................49
APPENDIXGSurveyofInitiativesandActivitiestoClosetheAchievementGapatMontgomeryCollege...51


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CLOSINGTHEACHIEVEMENTGAPTASKFORCE
FINALREPORTANDRECOMMENDATIONS
EXECUTIVESUMMARY
MostAmericansbelievethateducationisthegreatequalizer,theengineofopportunity.Formostofthe
twentiethcentury,ahighschooleducationwasenoughtosustainthemiddleclass.Today,somecollege
attainmentisastandardrequirementtoemployability.TheMontgomeryCollegemissionseeksto
empowerourstudentsandenrichthecommunitybyprovidingqualityeducationtoenrichthelivesofour
students.Wefurtherholdourselvesaccountablefortheresultsachieved.Unfortunately,dataindicatethat
ourAfricanAmericanandLatinostudentsachieveatalowerratethantheirpeersdo.Thereisclear
evidenceofanachievementgapbetweenAfricanAmericanandLatinostudentsandthewholeofthe
studentpopulation.
Theachievementgapreferstodisparitiesineducationalperformancebetweenhighandlowperforming
studentgroups,knownassubgroups.Measuresoftheachievementgaptypicallycompareperformance
differencesbetweenwhite,Asian,andhigherincomestudentstoblack,Latino,andlowerincomestudents.
TheachievementgapisnotuniquetoMontgomeryCollege;itisalongstanding,nationalchallenge.
Effectivelyclosingthegaprequiresimprovingtheperformanceofallstudentswhileacceleratingthe
performanceoflowperformingsubgroupssotheycatchuptotheirhigherperformingpeers.Research
findsthatavarietyofschool,community,economic,andfamilialfactorscorrelatewiththeachievement
gap,butviewsaredivergentonhowtonarrowthegap.Overthepastdecade,federal,state,andlocal
policieshavemadetheclosingoftheachievementgapatoppriority.MontgomeryCollegehasalsomadeit
apriority.
TheSeniorVicePresidentforStudentServicesandSeniorVicePresidentforAcademicAffairsidentified
ProfessorHildaDecenaSmithandDr.TonyD.Hawkinstoserveascochairsoftwotaskgroupstostudythe
achievementgapissuesforbothLatinoandAfricanAmericanstudentsofMontgomeryCollege.Acollege
widecallforvolunteersresultedinover80volunteerswillingtoaddressthiscriticalissue.Groupswere
establishedaroundsixthemes:
MontgomeryCollegeStudents
TeachingandLearningCurriculumInsidetheclassroom
StudentInvolvementOutsidetheclassroom
CivicEngagement
CounselingandAdvising/FinancialAid,GrantsandScholarships
MeasurementOutcomesandBenchmarks
Thethemegroupsproceededtostudytheirareasindepth,identifyingbestpractices,exploringsignificant
research,andmakingrecommendationsforsupportingandimprovingthesuccessofAfricanAmericanand
LatinostudentsattheCollege.Theresulting47recommendationsarelistedandfullydescribedinthis
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report.Recommendationsarealignedwitheachofthesixpreviouslymentionedthemes.Inadditiontothe
recommendations,thetaskforceforbothgroupsstronglybelievethattherearesomeexistingcollege
programsandinitiativesthatarepivotalinclosingtheachievementgap.Amongthemare:
DevelopmentalAdvisingModel
TheproposedCommunityEngagementCenters
AchievingCollegiateExcellenceandSuccess(ACES)program
andsomeexistingmentoringprograms
Therecommendationsclearlyaddressthecurrentliteratureonclosingtheachievementgap,theysupport
theMontgomeryCollege2020strategicplan(MC2020),andtheyweredevelopedwiththeintentofbeing
includedintheFY14andFY15initiativesofthestrategicplan.
OncereviewedandacceptedbytheCollege,thetaskforcesuggeststhataclearandevidentchainof
responsibilitybeestablishedandcommunicatedwidely.Thetaskforcefurthersuggeststhedevelopment
ofanimplementationteamtoensureimplementationoftheacceptedrecommendations.
WerecognizethatmuchworkneedstobedoneifMontgomeryCollegeistocontinueitspowerfulroleas
theprincipalarbiterofeducationalopportunityforallthecitizensinMontgomeryCounty.However,we
believethattheriskandeffortarebothworthwhileandthattheproposedrecommendationswillensure
equalopportunitiesfortheeducationalendeavorsofALLourstudents.
CLOSINGTHEACHIEVEMENTGAPRECOMMENDATIONSSUMMARY
ClosingtheAchievementGapOperationalRecommendations
CreateanofficetohelpleadandoverseetheimplementationoftheservicesrequiredtoClosethe
AchievementGapatMontgomeryCollege.
AssembleacollaborativeboardwithparticipantsfromMontgomeryCollegeandthecommunitytoadvise
theoffice.
ImplementandassesstheserecommendationsthroughClosingTheAchievementGapactiongroups.
Regularlycollect,raciallydisaggregate,andwidelyshareMontgomeryCollegeachievementdatathatis
clearlydelineatedanddifferentiatedbystudentpopulations.
CollaborativelyworkwithandfollowtheprogressofthetwoMCPSClosingTheAchievementGapaction
groups.
AddresourcestoandmaintaintheClosingTheAchievementGaplibraryguides(libguides).
Developmarketingstrategies,scholarships,andpromotionsthroughtheOfficeofInstitutional
AdvancementandtheOfficeofCommunications.
ClosingtheOpportunityGapRecommendations
Purposefullyadvertiseallfaculty,staff,andadministratoropeningsinappropriatemediatointerestgroups
relatedtothetargetpopulation.
CommunicatetotheCollegecommunitythevalueofhavingaworkforcethatreflectsandsupportsour
studentpopulation.
SeekfeedbackfromLatinoandAfricanAmericanfacultyandstaffaboutprofessionaldevelopment,release
time,andcareeradvancementopportunities.
Provideresourcesandreleasedtimeopportunitiesforfacultyandstafftodevelopandimplement
initiativestoeffectivelyclosetheachievementgap.
Provideevaluationtoolsanddataanalysistoassessthesuccessoftheseinitiatives.
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IncreasethepercentageofAfrican/AfricanAmericanandLatinofulltimefacultyaswellasparttimefaculty
toenhancetheapplicantpoolforfulltimefacultysearches.
Establishstudentchaptersofrelevantminorityprofessionalorganizationsrelatedtothestudent
populationsaffectedbytheachievementgap.
MontgomeryCollegeStudentsRecommendations
Establishacomprehensiveandcollegewidementoringprogram.
Developspecialcollegewideprogramstospecificallyaddresstheacademicsuccess,retentionand
completionofAfricanAmericanandLatinostudents.
TeachingandLearningRecommendations
Enhancetheculturalcompetenceoffacultytowelcomestudentsofdiverseethnicbackgrounds.
Makenonacademicsupportintrusive.
TrackthesuccessofinterventionsandcohortsthatarecurrentlyinplaceforAfricanAmericanandLatino
students.
TargetcoursesthatareroadblocksforsubstantialnumbersofAfricanAmericanandLatinostudentsfor
interventions.
StudentInvolvementRecommendations
DevelopandreplicatetargetedcohortgroupsforAfricanAmericanandLatinomaleandfemalestudents.
Createmorecollegecommunitybuildingactivitiestoincreaseschoolpride/spirit.
BuildpartnershipswithcommunityorganizationstosupportAfricanAmericanandLatinostudentsand
increasetheirawarenessofscholarshipandserviceopportunitiesbeyondcampus.
CivicEngagementRecommendations
Expandpartnershipswithanarrayoforganizationsandbusinessestoincreaseaccess.
Createstrategicallylocatedcommunityengagementcenterstohelpformkeypartnershipsanddirectly
engageresidentstoenhanceaccess.
Engageinaconsistentandintentionaldialoguewithkeycommunityleadersandorganizationstohelp
identifysystemicchangestobetterservethesestudentpopulations.
EnhancetheCollegespresenceatcommunityeventstoincreaseawarenessoftheinstitutionandthe
importanceofpostsecondaryeducationamongAfricanAmericanandLatinofamilies.
Bringthecommunity(e.g.socialserviceproviders)tocampustohelpmitigatesocioeconomicbarriersto
success,andforgeoneononeconnectionsthatprovidestudentaccesstopeople(mentors)ofinfluencein
theireducation.
Engagethecommunitytoenhancetheunderstandingofandaccesstocareerandtechnicaleducationfor
allresidentsofthecounty.
Promoteandenhanceservicelearning,internships,andcivicengagementopportunitiesforstudents.
Breakdownbarrierstoaccesstosuchopportunities.
Engagethestudentcommunitythroughtechnology(forexample,socialmedia)tofosterasenseof
connectedness,community,andbelongingtothecollege.
CounselingandAdvisingRecommendations
Utilizeaholisticapproachtocounselingandadvisingstudents.
Adoptanintrusiveadvisingapproach.
Providestudentsopportunitiestoengagewithcounselingfacultyandinstructionalfacultythrough
developmentaladvisingsessions.
FinancialAid,GrantsandScholarshipsRecommendations
IncludeamandatoryfinancialaidplanthatisdonepriortoNewStudentOrientation(currentlyunderway
atsomehighschools)aspartoftheoverallmandatoryeducationplan.
IncludecompletionasafundingpriorityduringtheMCcampaign.
Includeseveraladditionalsourcesofinformation/linksaboutFAFSAandfinancialaidstepsinallwelcome
packagesandinitialcommunicationswithstudents.
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IncludeanactionitemrelatedtoFAFSAateachinformationsession.
Createfocusgroupstobetterunderstandwhysomestudentswaittostartthefinancialaidprocesslate.
Findadditionalwaystoincentivizeallstudentstomeettherequiredfinancialaiddeadlines.
BenchmarksandOutcomesRecommendations
AllocateresourcesfordataanalysisandcoordinationofLatinoandAfrican/AfricanAmericanstudent
matriculation.
TargetinterventionwithDevelopmentalNonCompletersutilizingNoncognitivePredictorsofStudent
Success.
AnalyzestudentsuccessratesseparatelyforAfricanAmericanandnonnativeAfricanAmericanstudents.
AnalyzesuccessratesofUSeducatedLatinostudentsseparatelyfromthoseofLatinostudentseducated
abroad.
StudytheACCUPLACERtestretestreliabilityforstudentsplacingintoEN002andRD099.
INTRODUCTION
TheMontgomeryCollegemissionclearlystates,Weempowerourstudentstochangetheirlives,andwe
enrichthelifeofourcommunity.Weareaccountableforresults.Thismissionstatementholdstruefor
notjustaportionofthecommunity,butappliestoallofthecountysresidents.Still,theevidenceindicates
thatthelivesofourAfricanAmericanandLatinostudentsareenrichedataratefarlowerthanthatoftheir
peers.Clearevidenceofanachievementgapexistswhentheplacement,retention,successingateway
coursesandgraduationratesofthesestudentscomparedwiththerestofthestudentpopulationare
examined.Asaresult,oneoftheFY13initiativesintheMC2020strategicplandirectstheCollegeto
develop,implement,andsecureresourcestoencouragemeaningfulstudentengagementopportunities
andreducetheeducationalachievementgapforHispanic/LatinoandAfricanAmericanstudents,especially
males.ThisreportreflectstheculminationoftheworkbytwotaskgroupsClosingtheAchievementGap
forAfricanAmericanStudentsandClosingtheAchievementGapforLatinoStudentswhichexplored
resourcesandbestpracticesinsupportofthesestudents.
Membersofthetaskgroupshavepreparedthisreportandrecommendationsforclosingthegapinstudent
successforAfricanAmericanandLatinostudentsatMontgomeryCollege.Thisreportwasprepared
followingaseriesofpresentationsandmeetingswithmembersoftheCollegecommunityfaculty,staff,
administrators,students,andasignificantnumberofexternalrepresentativesandpartners.Theoverall
goaloftherecommendationsinthisreportistofulfilltheFY13initiativeintheMC2020strategicplanto
closetheachievementgap.TheserecommendationsweredevelopedforinclusionintheFY14andFY15
initiativesintheMC2020strategicplan.Animplementationteamwillbechargedwiththeexecutionofthe
recommendationsoncereviewedandaccepted.
IncreasingthegraduationratesofMarylandshighschoolandcollegestudentsisamajorgoalforGovernor
MartinOMalley.Hisaimistoimprovestudentachievementandschool,college,andcareerreadinessin
Marylandby25percentby2015.BysigningtheCollegeandCareerReadinessandCollegeCompletionAct
of2013(CCRCCA),theGovernorandtheGeneralAssemblysettheattainmenttargetforallinstitutions,
establishingwaystoholdcollegesanduniversitiesaccountablefortheirperformanceandfulfillthe
completionagenda.Identifyingthecognitiveandnoncognitivebarrierstosuccesswillgivethesestudents
greateropportunitytotakeadvantageofthebenefitsofhighereducation,improvetheacademic
performanceoftheunderserved,andsupportthebroadergoalsofCCRCCA.
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AccordingtoastudybytheSchottFoundationforPublicEducation(2012),thenationalhighschool
graduationrateforAfricanAmericanmalestudentswas52%comparedtothe78%rateforWhite,non
Latinomales.TheLatinostudenthighschoolgraduationrateisalittlehighernationallyat58%.Thefigures
presentaslightlybetterpictureforhighschoolstudentsinMontgomeryCountywith57%and62%for
AfricanAmericanandLatinomalesrespectively.Thereisstillagapingraduationrateswhencompared
withtheirWhite,nonLatinocounterpartsat81%.
CompletionandTransferDataforAfricanAmericanandLatinoStudentsatMontgomery
College
ThedisparityexistsforAfricanAmericanandHispanicstudentsofMontgomeryCollege.Dataprovidedby
theOfficeofInstitutionalResearchandAnalysisrevealsevidenceinthegraduation,transferandretention
ratesofourstudents.
Figure1:GraduationandTransferRatesofFall20091
st
Time,FTDegreeSeekingAllMCStudents3years
afterentry
Threeyearsafterentry,firsttime,fulltimedegreeseekingAfricanAmericanandHispanicstudentswere
lesslikelytograduateandlesslikelytotransferthantheirWhiteorAsianpeers(IPEDSGraduationRates
201213Survey).

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Figure2:GraduationandTransferRatesofFall20091
st
Time,FTDegreeSeekingMaleStudents3years
afterentry
AfricanAmericanandHispanicmalestudentshadthelowestgraduationratethreeyearsafterentryand
thelowesttransferratecomparedtoWhiteandAsianstudentsandallfall2009entrants(IPEDSGraduation
Rates201213Survey).


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Figure3:GraduationandTransferRatesofFall20091
st
Time,FTDegreeSeekingFemaleStudents3years
afterentry
AfricanAmericanfemalestudentshadthelowestgraduationratethreeyearsafterentry.Latinafemale
studentshadthelowesttransferratethreeyearsafterenteringMontgomeryCollege(IPEDSGraduation
Rates201213Survey).


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Figure4:DegreeProgressofFall2005,2006and2007enteringcohortsafterentry:Graduatedwithan
award
Forthreedifferentcohortgroupsinthreedifferentcohortyearsthedataconsistentlyshowedadistinct
differenceingraduationratesforAfricanAmericanstudentsfouryearsafterentry.HispanicorLatino
studentsinthe2005cohorthadsimilarsuccessasAfricanAmericanstudents,butthesucceedingcohort
groupsweremoresuccessful(StateMandatedPerformanceAccountabilityReport).

Asthesenumbersmakeclear,AfricanAmericanandLatinostudentsattheCollegestruggletostay
engaged,andcompletecollege,andthusrequirespecialattentionasasubunitofourstudentpopulation.
THECLOSINGTHEACHIEVEMENTGAPTASKGROUPS
TheSeniorVicePresidentforStudentServicesandSeniorVicePresidentforAcademicAffairsidentified
ProfessorHildaDecenaSmithandDr.TonyD.Hawkinstoserveascochairsoftwotaskgroupstostudythe
achievementgapissuesforbothLatinoandAfricanAmericanstudentsofMontgomeryCollege.Acallfor
volunteerswassentoutcollegewide,resultingintheexpressedinterestsinthetopicfromnumerous
faculty,staff,studentsandadministrators.Additionalmembersweresolicitedfromthecommunity,county
government,andMCPS.Inanattempttobeasinclusiveaspossible,noonewasdeniedparticipationinthe
project.Toroundoutthemembership,otherswereinvitedtoparticipatebecauseoftheirexpertiseand
interestinthetopic.Thecombinedmembershipofbothtaskgroupswasmorethan80volunteers.
ThetwogroupsheldtheirfirstmeetingonMarch26,2013andwerechargedbytheseniorvicepresidents.
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TheClosingtheAchievementGapTaskGroupswill:
meet,research,reviewbestpractices,solicitrelevantfeedbackanddiscussissuesandsolutions
pertainingtoclosingtheachievementgapatMontgomeryCollege;
deviseplansofactionthatwilldelineatedevelopmentandimplementationstagesandresource
requirements;and
submitarecommendationplan[totheseniorvicepresidents]byDecember2,2013.
Thetaskgroupsmetsixtimesoverthecourseofninemonthstohearpresentationsonimportantactivities
andinitiativescoveringavarietyoftopics,includingthedevelopmentalcounselingandadvisingmodel,the
CollegeandCareerReadinessandCollegeCompletionActof2013,theMCMCPSAchievingCollegiate
ExcellenceandSuccess(ACES)program,researchonnoncognitivevariablesofstudentsuccess,andcurrent
MCdata.MembersofthetaskforcealsoheardpresentationsbyresearcherDeborahSantiagoof
ExcelenciainEducation,Identity,Inc.(acommunityorganizationtoempowerLatinoyouthtoreachtheir
fullpotential)andtheClosingtheAchievementGapInitiativesintheMontgomeryCountyPublicSchools.
Inanattempttoorganizethetaskgroupsintomanageablestudyareas,smallergroupswereestablished
aroundthemes.
MontgomeryCollegeStudents
TeachingandLearningCurriculumInsidetheclassroom
StudentInvolvementOutsidetheclassroom
CivicEngagement
CounselingandAdvising/FinancialAid,GrantsandScholarships
MeasurementOutcomesandBenchmarks
Thethemegroupsproceededtostudytheirareasindepth,identifyingbestpractices,exploringsignificant
research,andmakingrecommendationsforsupportingandimprovingthesuccessofAfricanAmericanand
LatinostudentsattheCollege.
CLOSINGTHEACHIEVEMENTGAP:ONLINERESOURCES
AresourcesharingsitewasdevelopedforeachClosingtheAchievementGapTaskGroup,tocollectand
sharearticles,reports,andotherresourcesrelatingtotheworkoftheTaskGroups.Bothsitesare
accessiblethroughtheMontgomeryCollegeLibrarieswebsite:
ClosingtheAchievementGapTaskForce:AfricanAmericanStudents:
http://libguides.montgomerycollege.edu/achievementAA
ClosingtheAchievementGapTaskForce:LatinoStudents:
http://libguides.montgomerycollege.edu/achievementL
CLOSINGTHEACHIEVEMENTGAPSTEERINGCOMMITTEE
Finally,inordertofacilitatetheworkoftheClosingtheAchievementGapTaskGroups,aSteering
Committeewasformedandchargedbythecochairs.SteeringCommitteemembershipwascomprisedof
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thethemegroupleaders,twodeansofstudentservices,thetwotaskgroupcochairsandseveralresource
members.Theroleandresponsibilitiesofthesteeringcommitteeinclude:
Servinginanadvisorycapacity.
Providingguidanceanddirectiontotheoverallprocess.
Workingcloselytofacilitatediscussionamongstthesubgroups.
Providinginputondatacollection,bestpractices,andotheropportunitiesrelatedtoclosingthe
achievementgap.
Developingandprioritizingrecommendations.
PreparingthefinalreportoftheTaskGroups.
Reportingouttothelargergroupupdatesandinsightsofthethemegroupstheyrepresent.
Thesteeringcommitteemembersmetsixtimes.Thegroupconductedasurveyofinitiativescurrently
underwayattheCollegeintendedtoaddresstheachievementgap.Thesurveyresultsareappendedtothis
report.
Asaresultofthedatacollection,research,meetings,conversationsandfocusgroups,theworkgroupshave
developedthefollowingoverarching,operationalrecommendationsforimplementation.
OperationalRecommendationsforClosingtheAchievementGap
Thetaskgroupsrecommendthecreationofanofficewithappropriatestaffingandfiscal
resourcesthatprovidesleadershipandoversightforthethoughtfuldelivery,
implementationandmanagementofservicesrelatedtoClosingtheAchievementGap.
Acollaborationboardwithmembershipfrominternalandexternalparticipantswilladvise
theoffice.
Implementationoftherecommendationswillbeaccomplishedwiththesupportofaction
groupswithcheckpoints,benchmarks,andoutcomes.
ToaccuratelymeasureprogressonclosingtheachievementgapforAfricanAmericanand
Latino/astudents,MontgomeryCollegeachievementdatamustberaciallydisaggregated,
regularlycollected,andwidelyshared.Delineationofpopulationgroupsshouldbe
clarified,withmeasuresdifferentiatingstudentswhowereeducatedintheUSfromthose
whoreceivedthebulkoftheirpreviouseducationabroad.
MontgomeryCollegemustworkcollaborativelywiththetwoMCPSactiongroups,
followingtheirprogressandsharingresourceswhereappropriate.
Resourcesshouldbeaddedtothelibguidesandmaintainedthroughoutthelifeofthe
ClosingtheAchievementGap.
TheOfficeofInstitutionalAdvancementandCommunicationsshouldengageinthe
developmentofmarketingstrategies,scholarshipawards,andpromotionaleffortstoclose
theachievementgap.
OPPORTUNITYGAP
Basedonresearchregardingcorrelatesoftheachievementgap,LindaDarlingHammonddescribesthe
achievementgapastheopportunitygapbecausewhentheevidenceisexamined,itisclearthat
educationaloutcomesfor(lowperformingstudentsubgroups)areatleastasmuchafunctionoftheir
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unequalaccesstokeyeducationalresources,bothinsideandoutsideofschool,astheyareafunctionof
race,class,orculture.
MontgomeryCollegesuffersfromanunderrepresentationofLatinofaculty,staff,andadministrators.
While12.5%ormoreofMCstudentsareLatino(withhigherpercentagesexpectedfromMCPSinthenear
future),lessthan4%ofMCfacultyareHispanic.Ofthese,themajorityareparttime.Amongstaff,lessthan
9%areHispanic,andanumberofthoseareconcentratedinnonprofessionalareassuchasbuilding
services.Lessthan2.5%ofexecutivestafforadministratorsareHispanic.Regrettably,betweenthe2010
DiversityAnnualProgressReportandthe2012report,therewasadecreaseinthenumberofHispanic
facultymembers(from53to51)andadministrators(from3to2)(MontgomeryCollegeDiversityPlan
AnnualProgressReport).Sincethepublicationofthe2012report,thecountofHispanicexecutivestaffhas
fallento1.
ConcertedeffortsshouldbemadetoincreasetherepresentationofHispanicsinprofessionalpositionsat
MCsothatstudentscanseemorerolemodels;employeeswhocurrentlyvolunteertheirtimeandefforts
canconnectwithandadvocateformoreLatinostudents;andtheburdenofservingonLatinofocused
committees,initiatives,andsearchcommittees(pertheproposedstrategyinthe20142020Diversity
ActionPlan)canbemorewidelyshared.TheCollegeshouldsupporttheeffortsofHispanicfacultyand
professionalstaffandshouldprovideacareeradvancementpathtogrowthenumberofexecutivelevel
Hispanics.
Therehasbeena3%decreaseinthenumberofBlack/AfricanAmericanadministratorsbetween2010and
2012.Thisdatapointshouldbecloselymonitoredaswell.
RecommendationsforClosingtheOpportunityGap:
Advertiseallfaculty,staff,andadministratoropeningsinsuitablemediaandinterest
groups,suchasTheHispanicOutlookinHigherEducationMagazine,HispanicAssociationof
CollegesandUniversities,andHispanicprofessionalorganizations.
Tothefullestextentpossible,communicatetosearchcommitteesandtheCollege
communitythecurrentunderrepresentationofLatinofacultyandstaffandthevalueof
havingaworkforcethatreflectsandsupportsourstudentpopulation.
SeekfeedbackfromLatinofacultyandstaffonthesuitabilityofprofessionaldevelopment,
releasetime,andcareeradvancementopportunities.
Providebudgetresourcesandreleasetimeopportunitiesforfacultyandstafftodevelop
andimplementinitiativesthatcouldimproveLatinostudentsuccess.Provideevaluation
toolsanddataanalysistoassessthesuccessoftheseinitiatives.
Departmentsanddisciplinesestablishstudentchaptersofculturallyrelevantprofessional
organizations(forexampleMAESLatinosinScienceandEngineering,TheAssociationof
BlackPsychologists,andNationalBlackMBAAssociation).Thiswouldallowforincreased
opportunitiesforLatinoandAfrican/AfricanAmericanstudentstogainknowledgeintheir
chosenmajor.Accordingtoawealthofempiricalresearchthiswouldsignificantlyaddto
theretentionratesofLatinoandAfricanAmericanstudents.
IncreasethepercentageofAfrican/AfricanAmericanandLatinofulltimefacultyaswellas
parttimefacultytoenhancetheapplicantpoolforfulltimefacultysearches.
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Establishstudentchaptersofrelevantminorityprofessionalorganizationsrelatedtothe
studentpopulationsaffectedbytheachievementgap.

Thefollowingisasummaryofadditionalresearchandrecommendationsofeachareaprovidedbythesub
groups.Includedinthefindingsisalistofreferencesforeachtopicconsidered.
MONTGOMERYCOLLEGESTUDENTS
LiteratureReview
Researchhasdocumentedthebenefitsofmentoringforstudentsofcolor,includingimproved
relationships,areductionindrugandalcoholconsumptionandabuse,andpositiveacademicoutcomes.In
fact,agrowingbodyofevidencehasemergeddemonstratingthatmentoringcanhaveanumberofpositive
benefitsforyouth.(Sipe2002)Thereisavarietyofmentoringmodelsanditisimportantthatthepurposes
andintentionsofmentoringbeexplicitlyoutlined.
Mangan(2013)providesexamplesofsuccessfulprogramsforBlackmalestudentswhichincludementors.
Theresearchonnoncognitivevariablesparticularlytheavailabilityofastrongsupportpersonas
predictorsofcollegeacademicsuccessandretentionalsosupportsthebenefitsofmentoring(Sedlacek
1993;Sedlacekinpress).Strayhorn(2010)foundthatsocialandculturalcapitalfavorablyinfluences
academicachievementoutcomesofAfricanAmericanandLatinomalesincollege.Thus,whenAfrican
AmericanandLatinostudentshaveopportunitiestodeveloprelationshipswithacademicallystrongpeers,
professors,andotherschoolbasedpersonnel,thereisgreatpotentialforpositiveeffects.
TheliteraturesuggeststhatAfricanAmericanandLatinostudentsuccessiscontingentontheirabilityto
navigatetwoculturalsystems,theminoritycultureandthemajoritysociety.Thus,studentswouldbenefit
fromprogramsandsupportsthatprovidethemwiththeeducation,resources,andtoolstounderstandthe
nuancesofcollegegoingandcollegiateexpectations.
BarajasandPierce(2001)offeraculturallygroundedviewoftheeducationgendergapbyexploringhow
raceandgenderintersecttoshapeLatinopathstoschoolsuccessincollege.Theyacknowledgethatthe
successofstudentsofcoloroftenhingesontheirabilitytosuccessfullytraversetwoculturalsystemsthe
minorityculture,inthisinstanceLatinoculturespecifically,andthemajoritysociety.Cammarota(2004)
assertsthatEducatorsandresearchersmustacknowledgethemultiplestrugglesrelatedtoraceand
gender,inadditiontolanguageandculture,whichconstituteoppressivebarriersforLatinoyouth,and
explorehowschools,communities,andfamiliescanworktogethertosupportyouthinordertoovercome
thesebarriers(p.54).
Further,AfricanAmericanandLatinostudentsmustbeencouragedtobuildrelationshipswithothermen
whosharecommonvaluesandculturalexperiences.Gloria,Castellanos,Scull&Villegas(2009)assert,
Theseconnectionscouldoccurbyreferringstudentstoculturallyrelevantclasses,groups,andfacultywho
couldultimatelyhelpthemdevelopcommunityoracademicfamilies(p.334).Theliteraturesuggests
thatthesetypesofsupportiverelationshipsandthedevelopmentofprogrammodelsthatfosterthese
typesofrelationshipsareofgreatimportfortheycanhelpBlackandLatinostudentsaddressand
potentiallydismantlemicroandmacroeducationalbarriers(Gloriaetal.,2009,p.334)andcontributeto
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thelikelihoodofthemstayinginandsuccessfullycompletingcollege(Harper&Associates,2014;Saenz&
Ponjuan,2009).
InregardstomentoringatMontgomeryCollege,itwouldbeimportanttoreviewservicegapsand
proceduresacrosstheCollegewhichcanpotentiallybecomebarriersforallstudents,butparticularly
studentsofcolor.Additionalresourcesareneededtoaddressandimprovethebureaucracythatcan
impedethesuccessofstudentsofcolorastheynavigatetheCollegessystem.Mentoringprogramscanbe
extremelyhelpfulbutcannotsolvesystemicissues.
Recommendations:MontgomeryCollegeStudents
Establishacomprehensiveandcollegewidementoringprogram
Establishacomprehensiveandcollegewidementoringprograminordertoconnect
AfricanAmericanandLatinostudentswithfacultyandstaffwhocanassistthese
studentsastheynavigatetheCollegesystem,aswellasfosterstrongerstudent
engagementandencouragegoalcompletion.Thementoringprogramshould:
addressparityofaccesstomentoringacrosstheCollege
provideopportunitiesforfacultyinvolvement
havededicatedresourcesforsustainability
includeafocusonnoncognitivevariablesthatpredictsuccess
includeaplanforongoingassessmenttoreviewoutcomes
considertheincorporationofpeermentors
considereffortstoreacharangeofstudentsofcolor,includingparttimestudents,
returningadults,immigrantstudents,firstgenerationstudents,andstudentswith
children
Conductamoredetailedreviewofbestpracticesatothercommunitycolleges,
historicallyblackcollegesanduniversitiesandHispanicservinginstitutions,inorderto
determinespecificmodelsthatwouldworkbestatMontgomeryCollege,including
reviewingprogramsatmulticampusinstitutions.
ReviewcurrentlyexistingmentoringprogramsattheCollegeforpossiblecollegewide
expansion.
Pilotthenewmentoringprogram;thisinitialpilotcouldbeavailabletostudentsona
collegewidebasis,inordertoprovideparityofopportunityforAfricanAmericanand
LatinostudentsacrosstheCollege.
Provideallfacultywithinformationabouthowtofostergreateracademicsuccess,
retentionandcompletionofAfricanAmericanandLatinostudents.Thesemessages
couldbedeliveredthroughtheGovernancesystem,includingtheFacultyCouncil,as
wellasdepartmentchairs,inordertoprovidestrongervisibility.
Implementationplanningcouldincludethefollowingaspects:facultyandstafftraining
andworkshops,costbenefitanalysis,resourceexploration,studentcommunication
andoutreachstrategies,liabilityissues,highschooltocollegetransitionissues,
assessmentandevaluation,timeline,andfeedbackthroughthegovernancesystems,
campusforumsandotheravenues.Trainingandworkshopscouldinvolvethe
assistanceofCTLandCPOD.Inaddition,furtherconsiderationcouldincludethe
feasibilityofhiringdedicatedstafftocoordinateacollegewidementoringprogram.
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Developspecialcollegewideprogramstospecificallyaddresstheacademicsuccess,
retentionandcompletionofAfricanAmericanandLatinostudents.
Establishspecializedprogramsthatdirectlypromotethesustainedacademicsuccess,
retentionandcompletionofAfricanAmericanandLatinostudents.Theseprograms
should:
addressissuesofparityacrosstheCollege,sothatstudentshaveaccesstothe
programsonacollegewidebasis
havededicatedresourcesforsustainability
includeafocusonnoncognitivevariablesthatpredictsuccess
includeaplanforongoingassessmenttoreviewoutcomes
considereffortstoreacharangeofAfricanAmericanandLatinostudents,including
parttimestudents,returningadults,immigrantstudents,firstgenerationstudents,
andstudentswithchildren
ExpandsupportforAfricanAmericanandLatinostudentstakingdevelopmental
coursestoensuregreatersuccess,improvedcompletionofdevelopmentalcoursework,
andeffectivetransitiontocreditbearingcourses.Dedicateresourcesforspecific
programstosupportstudentstakingdevelopmentalcoursework,particularly
concentratingresourcesonLatinoandAfricanAmericanstudentsindevelopmental
coursesandtheLatinoandAfricanAmericanhighschoolgraduatesenrolledinAELP
and1.5generationstudents.
FollowingtheexampleoftheBoystoMenprogram,developprogrammingthat
providessimilaropportunitiesonacollegewidebasisforAfricanAmericanandLatino
males,aswellasAfricanAmericanandLatinofemales.
Possibleprogramexamplesincludethefollowing:multiculturalstudentcenteroroffice,
highschooltocollegetransitionprogram,learningcommunities,cohortprogram,skills
developmentprogram,parentprogram,transferbridgeprogram,parttimestudent
supportprogram,anddevelopmentallearningcommunityand/orsupportprogram.
Connectstudentsmoremeaningfullywithexistingsupportcenters,FirstYear
Experience,summerprograms,andcampusresources.
Establishwebbasedresourcesforstudentsofcolor,includingawebsitewithresources
forundocumentedstudentsandforLatinostudents.Thiswebsitecouldincludealistof
SpanishspeakingpersonnelattheCollege,scholarshipsandinternshipsforLatino
students,andcontactsatlocaltransferschoolsforSpanishspeakers.
Conductamoredetailedreviewofbestpracticesatothercommunitycolleges,
historicallyblackcollegesanduniversitiesandHispanicservinginstitutions,inorderto
determinespecificprogrammodelsthatcouldworkbestatMontgomeryCollege,
includingreviewingprogramsatmulticampusinstitutionsandsummerbridge
programs.
TEACHINGANDLEARNINGCURRICULUMINSIDETHECLASSROOM
LiteratureReviewandFindings
Aculturallycompetentfacultyadoptsmodelsoflearningthatbenefitadiverserangeoflearnersandfoster
successfulmatriculationfromthecommunitycollegetofouryearinstitutions.Cushner,McClellandand
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Safford(2009)notethatcultureandtheprocessoflearningaboutculturearecriticaltoframingfaculty
knowledgeaboutdiversity.GrantandSleeter(2007)advocateforteacherselfreflexivityandanalysisasa
pathwaytoeffectiveteachingandlearninginadiverseenvironment.Thesescholarsaresupportedby
ClaytonPedersen,Parker,SmithMarenoandTeraguchi(2007)andAnderson(2008)intheclaimthat
educatorscanmakearealdifferencewhentheyareflexibleinteachingandutilizedifferencesinthe
classroomasassetsratherthanobstacles.
Professionaldevelopmenteffortscanincreasetheculturalcompetenceoffacultyandstaff,helpingthem
createawelcomingclimateandincreasingacademicachievementforAfricanAmericanandLatino
students.Facultyassumptionsandexpectationsmaynotmatchtheexperiencesoftheirfirstgenerationor
minoritystudents(Collier&Morgan,2008),sotrainingfacultytocommunicate,mentor,andencourage
thesestudentsisessential.Facultymulticulturaldevelopmentshouldnotbemerelyanannualactivity
thateachprofessormustcomplete.Rather,itshouldbepartofacollegewideefforttoinvolvefaculty,
departments,anddisciplinesintheprocessofmeasurablyimprovingoutcomes.AssuggestedbyAchieving
theDream,acultureofevidenceandinquirythatseekstoinformdecisionsthroughdataisabout
creativeproblemsolving,studentsuccess,andempoweringfacultywithtoolsthatcanhelpthemdowhat
theydobetter.(Birnback&Friedman,2009).
Socialandacademicactionsmustworkintandemtosustainrigorouseffortsatsupportingstudents
retentionandsuccessfulcompletionincollege.Effectiveminorityachievementprogramswillincrease
retentionandfostersuccess.McGlynn(2009)reportsonthesuccessfuleliminationofthegraduationgap
atFSUattributedtoanacademicretentionandenhancementprogramtargetingfirstgeneration,low
income,andminoritystudents.AnissuebrieffromtheInstituteforHigherEducation(2012)citesbarriers
facedbyfirstgenerationcollegestudentsfrom30colleges.Theseincludefamilyandworkobligations,low
finances,lowacademicpreparation,andlimitedinformationonapplyingandpreparingforcollege.Clayton
Pedersenetal(2007)assertthatwelldevelopedandsupported,comprehensiveandsystematicinitiatives
mustaddressaccessandsuccesstoincludefocusonrace/ethnicityandincomestatus(pp.105107),
whichalsoservetostrengthentheconnectionbetweenhighschool,thecollegecommunity,andthewider
neighborhood.
Knowledgethatstudentsneedforcollegenavigation,suchasstudyskills,timemanagement,and
mechanismsforaccessingfinancialaid,tutoring,andmentoring,canbewidelydisseminatedinthe
classroomorasanintegratedaddon,suchasarequiredorincentivizedoutsideactivity.TheCommunity
CollegeResearchCentersuggestsmakingnonacademicsupportsintrusivesothatstudentsareforcedto
encounterthem(Karp,2011).
Recommendations:TeachingandLearningCurriculumInsidetheClassroom
Enhancetheculturalcompetenceoffacultyinordertomakestudentsofdiverseethnic
backgroundswelcome.TheCollegesmulticulturalrequirementforfacultyshouldbemore
targetedtowardshelpingstudentssucceed,ratherthansimplyattendingafoodfairor
concert.Modelsthatworkfortrainingfacultyandevaluatingandimprovingtheir
effectivenessshouldbeidentified.
Makenonacademicsupportintrusive.Targetthedevelopmentofskillsandknowledge
thatstudentsneedfornavigatingcollege,includinggettingadvisingormentoringand
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developingfinancialaidandfinancial(aid)literacyskillsaswellasstudyskills.Identifyways
tointegratetheseskillsintotheclassroomorintoadvisingandmentoringrelationships
thatareavailabletostudentsplacedatrisk.Provideprofessionaldevelopmenttoprepare
facultywiththeinformationandskillstodothissuccessfully.
Trackthesuccessofinterventionsandcohortsthatareinplace(learningcommunities,DS
courses,participationinACES,TRIOorBoystoMen,tutoringhours,etc.)forAfrican
AmericanandLatinostudents.Explorethepossibilityofallowingstudentswithlowertest
scoresintodesiredcreditlevelcoursesiftheycommittoorenrollinoneormoreofthese
programs.Identifymodelsthatincreaseretentionandsuccessandbringthemtoscale.
TargetcoursesthatareroadblocksforsubstantialnumbersofAfricanAmericanandLatino
studentsforinterventions.Interventionsshouldbeevaluatedforeffectivenessagainst
baselinedataandthenmodifiediftheyshowpromiseormorewidelyimplementedifthey
areclearlysuccessful.
STUDENTINVOLVEMENTOUTSIDETHECLASSROOM
LiteratureReview
Withinhighereducation,thechallengesofachievingacademicsuccessforAfricanAmericanandLatino
studentshavebecomeatopicofnationaldiscussionandconcern.AccordingtoBeckles(2008),thereiswell
documentedevidencethatthesestudentscollectivelyencounterdifficultyinachievingacademicsuccess
throughouttheirentireeducationalexperience(K16)(p.1).Moreover,Becklesindicatesthatthese
difficultiesinclude:adisproportionaterepresentationinspecialeducationprograms,highratesof
suspensionandexpulsion,highdropoutrates,lowerscoresonnormreferencedtestsandotherassessment
devices,labeling/trackingtactics,loweredteacherexpectations,stereotyping,thethreatofstereotyping,
andfeelingsofpersonalimpotence(p.1).AllofthisnotonlydirectlyimpactsthedecisionsofAfrican
AmericanandLatinostudentstopursuepostsecondaryeducationinthefirstplace,butalsoaffectstheir
retentionandsuccessrates.Forthesestudents,toooftenlowerretentionandacademicsuccessarethe
resultofbeingunderpreparedfinancially,socially,andacademicallyfortherigorsofcollegelife(Manning
andEverett,2008;Beckles,2008;Clayton,Hewitt,andGaffney,2004;GreerandBrown,2011;Allen,1992;
Banks,2010;GreerandChwalisz,2007).WhilemanyAfricanAmericanandLatinostudentsstrugglewith
thesechallenges,researchsuggeststhatstudentswhofindwaysofengagingwithfaculty,staff,andother
studentsaremorelikelytopersistandattaintheiracademicgoals(GardehireCrooks,Collado,Martinand
Castro,2010).
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FocusGroups
Thestudentinvolvementsubcommitteewastaskedwithexploringtheimpactsofstudentinvolvementon
achievement.Thisexplorationentailedsurveyingthecurrentliteratureonthesetopics.Thesubcommittee
determinedthatitwascriticaltospeakdirectlywithMontgomeryCollegestudentstoobtaintheir
perspectivesandincorporatetheirvoicesamongtherelevantdata.Inordertocollectthisstudentdata,the
committeeconductedaseriesoffocusgroups.Aprimaryintentofthefocusgroupswastoexplorethe
students'totalexperience,includinghowtheyexperiencefacultyandstaffattheCollege,andspecific
peopleandresourcestheyperceivesupporttheiracademicsuccess.Thefocusgroupinterviewswere
conductedbyaskingtheelevenquestionsbelowandasummaryofthefindingsisappendedtothisreport.
1. DescribeyourexperiencehereatMontgomeryCollege.
2. IstheresomethingparticularaboutbeingAfricanAmericanorLatino/athatyoubelievehas
impactedyourexperience?
3. Whatdoesitmeantobeinvolvedoutsideoftheclassroom?
4. Whyareyouorarentyouinvolvedoutsideoftheclassroom?
5. Ifyouareinvolvedinthecommunityandnotinthecollege,why?
6. Whatcampusactivitiesorprogramswouldencourageyourinvolvement?
7. Whohasplayedasignificantroleinsupportingyouracademicsuccess?
8. Describeanexperiencewithaprofessor,counselor,orstaffmemberthatmayhavehelpedyour
success.
9. Describeanexperiencewithaprofessor,counselor,orstaffmemberthatmayhavehinderedyour
success.
10. Whenyoufacechallengesofanykindthatimpactyourabilitytobesuccessfulincollege,whatdo
youdo?
11. HowcanMontgomeryCollegehelpyoutobemoreacademicallysuccessful?
StudentInputandFeedback
DeveloptargetedcohortgroupsforAfricanAmericanandLatinostudents.For
example,replicate"BoystoMen"witha"SistertoSister"mentoringgroupfor
females.
MakeDS107(oranequivalentFreshmanSeminarcourse)mandatoryforallfirst
time,degreeseekingstudents.Ifthisisnotpossible,encourageallstudentstobuild
arelationshipwithacounselortoprovidesupportthroughouttheiracademic
experience.
Requireeducation/degreeplansforallstudents;tobedevelopedpriortoorduring
theirfirstsemester.
Increasethenumberoftutorsinthewritingcentersandlengthentutoringsessions
from30minutesto45or60minutes.
RedesignMA094toaccommodatestudentswhodonotlearnwellviacomputer
basedinstruction.
Implementmandatorystudyhallforallstudentathletes.
Createmorecollegecommunitybuildingactivitiestoincreaseschoolpride/spirit.
Createastudentunionwithloungesandstudyspaces,aswellasactivityspace.
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Expandtheservicelearningprogramtoincorporatemorecareerrelated
opportunities.
Increaseawarenessofstudentlifeactivities,programs,andstudentclubs.
BuildpartnershipswithcommunityorganizationstobettersupportAfrican
AmericanandLatinostudentsandincreasestudentsawarenessofscholarshipand
serviceopportunitiesbeyondcampus.
Recommendations:StudentInvolvementOutsidetheClassroom
DeveloptargetedcohortgroupsforAfricanAmericanandLatinostudents.Forexample,
replicate"BoystoMen"witha"SistertoSister"mentoringgroupforfemales
Createmorecollegecommunitybuildingactivitiestoincreaseschoolpride/spirit.
BuildpartnershipswithcommunityorganizationstobettersupportAfricanAmericanand
Latinostudentsandincreasestudentsawarenessofscholarshipandserviceopportunities
beyondcampus.
CIVICENGAGEMENT
LiteratureReview
Theliteratureclearlyindicatesthatstudentswhoareengagedinthecommunityaremorelikelytosucceed
intheclassroom(CCSSE2013).Targetedengagementactivities,bothpublicandprivate,insideandoutside
theclassroom,andonandoffcampuscanhelptobroadenaccesstopostsecondaryeducation,enhance
studentsuccess,andultimatelyenrichthelifeofourcommunity(CCSSE2013).Engagementactivitiescan
bridgeopportunitygapsforthestudentandthecommunity,andhelptoenhancethenoncognitiveskills
nonacademicskillswhicharepowerfuldriversofsuccessofthestudent.Thefollowingsection
acknowledgesthepowerandthevaluethatstudentengagementandinstitutionalengagementwiththe
communitycanbringtoeffortstoclosetheachievementgap.
TheachievementgapinthecountryandintheCollegescommunitybeginswithaccess.Itiswell
documentedthatthemajorityofthejobsofthefuturewillrequirepostsecondaryeducation(Reports,The
Partnershipfor21
st
CenturySkills).ThisisparticularlytrueinMontgomeryCountyaneconomythatis
universallyacknowledgedasonethatisdependentontheknowledgebaseofitsworkers(FY20142015
StrategicPlan,MontgomeryCountyEconomicDevelopmentdepartment).However,nationallythecollege
goingrateoflowincomeAfricanAmericanandLatinostudentsisfarlowerthanthatofhighincomeWhite
students.ThirtypercentofMontgomeryCountyPublicSchoolstudents(MCPS)qualifyorhavequalifiedfor
FreeorReducedMealsanindicatorofpovertyinacommunity.Thatnumberisequaltothetotalnumber
ofstudentsenrolledinpublicschoolsinWashington,D.C.Barrierstostudentsuccessandcompletion
clearlyincludesocioeconomicstatusandtherelatedchallengesofbalancingcompetingpriorities,suchas
family,schoolandworkresponsibilitieswhichoftenresultinpatternsofinterruptedschooling(Pathwaysto
Success,2012).
Withthechangeddemographyofthecountyandthegrowingnumberoffirstgenerationcollegegoersin
theMCPS,moreresidentsneedabetterunderstandingofhowtoaccessandenrollinaninstitutionof
higherlearning.Outreacheffortstoengagethecommunitywouldalsoservetotakethemysteryoutofthe
collegegoingprocessforthesestudentsandtheirfamiliesbybringingclaritytotheenrollmentprocess,to
thearrayofoptionsinbothtraditionalacademicandcareerandtechnicaleducation,totheideathat
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collegeisaninvestmentinonesfutureandtothewaysinwhichtopayforcollege.BarrierstoCollege
Attainment:LessonsfromChicago(2009)describesthreemajorfactors:theaspirationsattainmentgap,
academicqualificationsandthesocialcapitalgap;thelatterincludeslackofinformationaboutselecting
collegesandmanagingtheapplicationandenrollmentprocesses.
ThereisaneedtoengagethecommunitytobetterunderstandtheneedsofAfricanAmericanandLatino
studentsandtheirfamiliesbyengaginginconsistentandintentionaldialoguewithkeycommunityleaders
andorganizations,theCollegecanidentifythesystemicchangestobetterserveandenhancethesuccessof
thesestudents.InRethinkingtheCompletionAgenda,SanfordC.Shugart(InsideHigherEducation,
February2013)emphasizesthatcommunity/businesspartnershipsrequire:clarificationofterms(suchas
collegereadiness),earlymajordeclarationandcleardegreepathways,strengtheningarticulationand
transfer,identifyingdegreepathways,andthinkingoftheeducationalecosystembeyondtheinstitution.
Communityengagementcentersinkeyunderservedareascanalsobeutilizedforthispurpose:reach
communityleaders,reinforceearlyparentinvolvement,connectwithprospectivementorsandinternship
placements,andputtheCollegeintheneighborhood.
Identity,ayouthorganizationbasedinGaithersburg,MD,suggeststhattheachievementgapforLatino
studentsbeaddressedinthefollowingways:helpstudentsunderstandthearrayofpostsecondary
options;provideclearandwellunderstoodpathwaystocertificatesanddegrees,provideclearanddirected
guidanceattheoutsetincludingacleardiscussionregardinggoals,andspecificcreationofthepathway;
providingmoreoptionsforshorttermcredentials,andestablishingpeermentoringprogramsthatprovide
stipendstostudentswhoactaspeermentors.(Identitynotesthatmanystudentsalreadyonrelyoneach
othertonavigatethecollegegoingprocesswhichcouldbeformalizedwithapeermentorprogram.)
Asnotedearlierinthisreport,thepowerofmentorshipthepowerofanindividualtoenrichthelifeof
anotheriswelldocumentedinresearchandsupportedanecdotallyamongfacultyandstaff.Enhanced
andstrategicallytargetedmentorshipopportunitiesforstudentscanhelptoovercomeopportunitygaps
andenhancethenoncognitiveabilitiesthathelpanindividualsucceed.Finally,studentsengagetheir
collegecommunitythroughtechnology.Socialmediacanbeapowerfultooltocreateasenseof
community.Forexample,athleticsandtheRaptormascotcouldeasilybepromotedthroughsocialmedia
tohelpcreatethatsenseofbelonging/community.Dynamicinteractiveexperimentsthroughsocialmedia
canhelptheCollegemovefromfosteringsocialnetworkssuchasasemesterlongclassorstudygroup,
intosustainedcommunitiesofsharedinterests,interactingatleastpartlythroughsocialmedia(Wu,2010).
MontgomeryCollegecannotpresumetohavealltheanswerstothechallengesfacingourcommunityorto
fullyunderstandtheneedsofthecommunityweserve.Ifthecollegeistoenrichthelifeofthecommunity,
itmustallowthecommunitytoenrichitsthinkingandunderstandingoftheirlivesandtheirhopesand
needsfortheirfutures.
Recommendations:CivicEngagement
Engagethecommunitytopromotetheimportanceofandvalueininvestinginpost
secondaryeducation.SpecificallytheCollegeshouldseekouttoexpandandenhance
communitypartnershipswithanarrayoforganizationsandbusinessestoincrease
outreachandaccess:
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MontgomeryCountyCollaborationCouncilonChildrenandYouth
MontgomeryCountyRecreationDepartmentreachbothyouthandadults
PTAsintargetedareasofthecounty(ACEShighschools,TitleIschools,etc.)
Alumni
MontgomeryCountysyouthopportunitycenters
ImpactSilverSpring
HousingOpportunitiesCommission&housingnonprofits
PTAsatTitleIschools
MCPScommunityengagementeffortsinkeyschools
Nonprofitswithmissionstoalleviatepoverty,addressworkforcedevelopment,
youthservingetc.
Interdenominational,interfaithandfaithbasedgroups
EthnicservingnonprofitsincludingbutnotlimitedtotheNAACP,theNAACP
ParentsCouncil,andIdentity
ContinuetoenhancetheCollegespresenceatcommunityeventstargetedatAfrican
AmericanandLatinofamiliestoincreaseawarenessoftheinstitutionandtheimportance
ofpostsecondaryeducation.Strategicallylocatedcommunityengagementcenters(in
underservedcommunitiesandcolocatedwithnonprofitsorgovernmentfacilitiesto
maximizeopportunitiesforpartnerships)agoalinMC2020wouldbetterenablethe
Collegetoformkeypartnershipsandengageresidentsdirectlytoachievethisimportant
accessgoal.
Bringthecommunitytocampustohelpmitigatesocioeconomicbarrierstosuccess.
Partnerwithnonprofits,CommunityActionBoard,MontgomeryCountyHHSetc.
ResearchestablishmentofSingleStoptyperesourcecentersoneachcampus
Enhanceemploymentopportunitiesforstudentsthroughbusinesspartnerships
Bringthecommunitytocampustoforgeoneononeconnectionsforstudentsandprovide
studentsaccesstoandtheopportunitytoengagesuccessfulpeopleofinfluence.
Enhancementoringandcoachingprogramsandprogramsthatexposestudentsto
successfulpeoplewiththeCollegesmanypartners,includingbusinessesledbyAfrican
AmericansandLatinos,Accenture,DiscoveryCommunications,Chambersof
Commerce,HolyCross,youthorganizations,faithcommunities,fraternitiesand
sororities.
ConnectorganizationsandindividualswhocaninfluenceMCstudentstosucceed,guide
andengagestudents,andhelpstudentsenhancethenoncognitiveskillsthatleadto
success.
Engagethecommunitytoenhancetheunderstandingofandaccesstocareerandtechnical
educationforallresidentsofthecounty
Providebackgroundinformationtokeycommunityleaderstomotivateresearchand
conversationonbarrierstosuccessandtheneedforbroadeducationalaccessacross
allpopulations;
Sponsororleadintentionalcommunitydialoguesandpublicpolicyconversationsto
enhancetheunderstandingandvalueofsuchpostsecondaryeducationprograms.
Studentsengagethecommunitypromoteandenhanceservicelearning,internships,and
civicengagementopportunitiesforstudents
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Identifyandmitigatebarrierstoparticipationforlowincomestudents
Enhanceoutcomesmeasurementtodeterminetheimpactofthesebarriersonstudent
achievementandpersistence
EngagethestudentcommunitythroughtechnologyExplorehowsocialmediacan
enhancestudentachievementaspartofanoverallefforttofosterasenseof
connectedness,communityandbelongingtothecollegeandexpandtheuseofsocial
mediatoconnectstudentstothecollege.
Encouragefacultyandstafftoexperimentwithcommunicationstrategiesthatbuild
communities,asmuchassocialnetworksusingsocialmedia.
COUNSELINGANDADVISING
LiteratureReview
OBanion(2012)andHarding(2012)advocateforadevelopmentalmodelofadvising,andseveral
researchers(Forde,2008;RailsbackandColby,1988;Tyler,Sterling,andGrays,2013)recommendan
approachtoadvisethewholestudent,notingthattheadvisororcounselormustbeableandwillingto
discusspersonalandsocialissuesthatmayimpactthestudentsacademicsuccess.Furthermore,advisors
mustacknowledgetheimpactoffamilyonstudentdecisionmaking.(Harding,2012)
Abghari(2007)notesthatadvisingisapartnershipbetweenstudentandadvisororcounselorwhowork
togethertomapthestudentsgoals.Harding(2012)recommendsthatadvisorsorcounselorsmake
themselvesvisibletostudentsoncampustogaincredibilityandtodemonstratetheycareaboutstudents
andareinterestedinparticipatingineventsthatattractstudents.Drake(2011)underscorestheimportance
ofstudentsdevelopingapersonalconnectiontosomeoneattheinstitutionwhocaresaboutthem.
Counselorsoradvisorscanprovidethisconnection.
Varney(2007)definesintrusiveadvisingasaproactive,actionorientedapproachtoadvisingcharacterized
byintentionalcontactswithstudents.Varneyandothers(AbdulAlim,2012;Parker,2007)identify
intrusiveadvisingasabestpracticeforstudentsuccess.
Severalsourcesnotethatbothinstructionalandcounselingfacultymustbeinvolvedinadvisingstudents.
(OBanion,2012;RailsbackandColby,1988),Cuseo(n.d.)addsthat,tobeeffective,instructionalfaculty
mayrequireadditionaltraininginadvisingastheytypicallyreceivetraininginthedisciplinecontentonly.
Recommendations:CounselingandAdvising
Utilizeaholisticapproachtocounselingandadvisingstudents.Manyfactorsbothinside
andoutsideoftheclassroomimpactstudents'abilitytopersistandsucceed.A
developmentaladvisingmodelmeetsstudentswheretheyareandattendstothewhole
student.
Adoptanintrusiveadvisingapproach.Ratherthanwaitingforstudentstoselfidentifya
needforservices,initiatingcontactwithstudentscanbemoreeffective,especiallyfor
strugglingstudentsandstudentswhodon'tfeelconnectedtotheinstitution.
Providestudentsopportunitiestoengagewithcounselingfacultyandinstructionalfaculty
throughdevelopmentaladvisingsessions.Studentstendtopersistandfeelconnectedto
theinstitutionwhentheyhaveestablishedarelationshipwithatleastoneofficialatthe
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college.Thisrecommendationwillrequiretheparticipationofinstructionalfaculty,as
therearenotenoughcounselingfacultymemberstomeetwithallstudentsinindividual
sessions.Incorporatinginstructionalfacultyintheadvisingsystemwillrequiretraining,
andtherewouldbecostsassociatedwithtraininginstructionalfacultyadvisors.
FINANCIALAID,GRANTSANDSCHOLARSHIPS
LiteratureReviewandFindings
Researchconfirmsthatlackoffundingisakeybarriertocompletion(LunaDeLaRosa2006)andthat
studentsclearlyneedmoreinformationinthisarea(AmericanCouncilonEducation2004).Furthermore,
strongevidencesuggeststhatdifficultycompletingtheFAFSAposesamajorhurdletomanystudents.
Removingthathurdlehasasignificantimpact(Fergus,FitzGibbonandSoria2011).Othercaseshaveshown
thatlowandmoderateincomecollegestudentsdonottakeadvantageoffinancialaidopportunitiesby
completingtheFAFSA,suggestingthatthepopulationswhowouldbenefitmostfromfinancialaidarenot
receivingit.InthecaseofLatinostudents,Latinoyouthareoftenresponsiblefortakingtheinitiativein
securingfinancialaidinformationaswellascontributingtotheeconomicwellbeingoftheirhouseholds
(ZarateandPachon2006).Awarenessingeneraloftheavailabilityofandthemechanismsforreceiving
financialaidislow.Manylowincomestudentswhodonotapplyforfinancialaidbelievetheydonotneed
it(AmericanCouncilonEducation2004).AtMontgomeryCollege,57%ofallfinancialaidrecipientsare
AfricanAmericanorLatino.Amongstudentswiththelowestincomes,71%ofPellGrantrecipientsat
MontgomeryCollegeareAfricanAmericanorLatino.
Consequently,financialaidadvisingiscrucial.Almost80%of11
th
and12
th
gradersrelyonteachers,
counselors,andcoachesforfinancialaidinformation,followedcloselybycollegerepresentatives,family,
friendsandclassmatesandasignificantportionofstudentsandparentsobtaincollegerelatedinformation
fromtheinternet(LunaDeLaRosa2006).ThefactisthatAfricanAmerican,Latino,andlowincome
studentsarethemostdependentonhighschoolpersonnelforinformationaboutcollege(Zarateand
Pachon2006),allofwhichsuggestsaneedforasystematicplantointroducetheseconceptsappropriately
atthehighschoollevel.Infact,Chan(2008)assertsthatfinancialaidismosteffectivewhenstudentsand
familieslearnaboutitearlyenoughtomaketherightchoicesandplansabouthighschoolcoursework,
familysavings,workandearnings,andcollegeoptions.
Asnotedabove,thosewhoareeligibleforfinancialaidaretheleastlikelytoknowaboutit,although
awarenesslevelsarerelativelylowamongstudentsandparentsatallincomelevels(SallieMaeFundand
HarrisInteractive2003).FurthercomplicatingtheissueisthefactthatPellGrantrecipientsareoftenfirst
generationcollegestudentsandtheylackessentialinformationaboutfinancialaidandadmissions
information(McSwain2008).
Severalstudieshaveaddressedtheissueoftargetedfunding.Bresciani&Carson(2002)callforincreased
fundingforprogramsprovidingsupportforstudentswhohavebeenidentifiedasatrisk(atpromise)fornot
meetingtheireducationalgoals.Furthermore,fundingshouldbeincreasedforprogramsthathavebeen
knowntoincreasecompletion.Theyassertthatifinstitutionswanttoimproveretentionrates,theyshould
increasefinancialaidtoneedystudentsandminimizeunmetneed(Bresciani&Carson2002).Giventhe
factthatfamilyneedassessmentandactualneedamountfallsshortofreality;newfundsprovidedthrough
ReportoftheClosingtheAchievementGapTaskForce
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achievementgapspecificfundraisingcouldfillthatgap(Bresciani&Carson.2002).Finally,institutions
shouldconsiderPerformanceBasedScholarships(PBS)whereineligiblestudentsareabletoallocatemore
timetoeducationallyproductiveactivitiessuchasstudying,whichshouldinturntranslateintogreater
educationalattainment(Barrow,RichburgHayesetal2012).
Recommendations:FinancialAid,GrantsandScholarships
IncludeamandatoryfinancialaidplanthatisdonepriortoNewStudentOrientation
(currentlyunderwayatsomehighschools)aspartoftheoverallmandatoryeducationplan.
Creatingaplanwillmakecleartostudentsthevalueofincorporatingfinancialaidaspartof
acomprehensivecompletionplan.
IncludecompletionasafundingpriorityduringtheMCcampaign.
Allwelcomepackagesandinitialcommunicationswithstudentsshouldincludeseveral
additionalsourcesofinformation/linksaboutFAFSAandfinancialaidsteps,soasto
increaseawarenessaboutfinancialaidopportunities.(SallieMaeFundandHarris
Interactive2003).
Thefollowingrecommendationsaremadeinordertoincreaseawareness.
Allnewstudentsshouldbeprovidedflashdriveswithsteps/keystosuccessand
planning,whichwouldincludefinancialaidinformationanddeadlines;thereshouldbe
easilyaccessiblylinkstoinformationaboutneedsbasedscholarshipsavailableto
students.AllflashdriveswillbeloadedwithnecessarystepstocompleteFinancialAid
requirements(ZarateandPachon2006).
ProvidelinkstoeasilyaccessibleinformationontheMontgomeryCollegeDreamers
FundandotherscholarshipopportunitiesthatmaybeavailabletononFAFSAfilers,
whichdonotrequiresocialsecuritynumbers.(SzelenyaandChang2002).
IncorporatethelinktotheCollegesnewonlinescholarshipapplicationsinallmaterials
fornewstudents.
Thenumberofontime(completedbyMay15)financialaidapplicationsattheCollegehas
increased62%withinthepastfiveyears,butmanystudentsstillwaituntilthelastfew
weeksbeforethesemestertoapplyforfinancialaid.Createfocusgroupscomprisedof
theselateapplicantstudentstobetterunderstandwhytheywaitsolatetostartthe
financialaidprocess.Also,toassesswhetherallfinancialaidapplicantswouldbewillingto
receivetextcommunicationsthatrelatetofinancialaidinformationanddeadlines
(Burdman2005).
Findadditionalwaystoincentivizeallstudentstomeettherequiredfinancialaiddeadlines
duringthepeakfinancialaidseason(JanMay)(Davidson2013).
DuringtheidentifiedpeakfinancialaidseasonprovideincentivesfundedbytheMC
Foundationsuchas:
Araffleforallstudentsthatcompletepaperworkbyapredetermineddate(Feb1or
Feb14whichiseasyforstudentstoremember)
MCbucks($50$100forbooksandsupplies)
Freestudentparkingpass
Kindlecurrentlykindlesareanincentive.Althoughadvertisedonallcampus
lobbies,keywordsshouldbeincludedandhighlightedFREE,GIFT,REWARDS,$$$,
etc.
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Includeanactionitemateachinformationsessionforexample,allFAFSAcandidates
wouldhavetocreatea(FAFSA)PINnumberpriortoleavingthesession.Eachactionwill
leadtoanextstep,thuskeepingstudentsengagedandmoreawareofthefinancialaid
process.
BENCHMARKSANDOUTCOMES
LiteratureReviewandFindings
Inthefallof2011,MontgomeryCollegesubmittedarobustanddynamicvisionofthecollegesfutureinthe
newlyarticulatedstrategicplan,MontgomeryCollege2020.Thisplanningdocumentwasadoptedlater
thatyearbytheMontgomeryCollegeBoardofTrusteesandbecametheblueprintforthefutureofthe
institution.MontgomeryCollege2020isproactiveinrecognizingthatfacedwithhightuitioncosts,aweak
economy,andincreasedcompetitionforadmissiontofouryearcolleges,studentstodayaremorelikely
thanatanyotherpointinhistorytoattendoneofthenations1,100communitycolleges.Annually,
communitycollegeenrollmentisincreasingatmorethantwicetherateofthatatfouryearcolleges,by2.3
millionstudentsinthefirsthalfofthisdecadealone(Brookings,2009).However,thisgrowthhasexposed
twosignificantissuesinunderstandingthematriculationandretentionofstudentsatournations
communitycolleges(WildandEbbers(2002):
Apaucityofempiricalresearchinvestigatingacademicanddevelopmentaloutcomesbeing
conductedattwoyearcolleges.
Difficultymeasuringsuccessfuloutcomesattwoyearcolleges.
Withthisunprecedentedexpansionofcommunitycollegeshascomeincreasedaccountabilityand
monitoringoftheacademicandvocationalefficacyoftheseinstitutionsofhigherlearning.Unfortunately,
thebulkoftheresearchexploringissuessuchasmatriculationandexpeditiousgoalaccomplishmenthave
beenundertakenprimarilyatfouryearcollegesanduniversities.WildandEbberspositthattwomajor
factorscontributingtothisdearthofstudiesareduetotheverymissionsoftwoyearcolleges:
1. Typically,thesummaryandanalysisofdataforcollegestudentshasfocusedoncompletedcredits,
butthemajorshortcomingofthisoperationaldefinitionisthatasignificantportionofthestudents
areenrolledinnoncreditgrantingcourseworksuchasdevelopmentalwriting,EnglishasaSecond
Language(ESL),andmathematics.Anyanalysisofmatriculationattwoyearcollegesmustinclude
aninvestigationofdevelopmentalandESLcompletionrates.
2. Traditionallytwoyearcollegeshavebeenviewedaseitheralaunchingpadfortransfertofouryear
institutions,orasthevenueforvocationaltrainingandretooling.Mostteachingfacultyattwoyear
collegesarenotrequiredtoprimarilyconductresearchasafunctionofcareeradvancement.The
contentionisthatthistradeoffallowstwoyearcollegefacultytofocusonteachingandadvisingas
opposedtointramuralandextramurallyfundedresearch.However,withtheincreasesin
enrollmentandfederalfunding,theneedforempiricallybasedresearchattheseimportantand
necessaryinstitutionswillbeamplified.Thisrequiresthattherebebothquantitativeand
qualitativeanalysisofbestpracticesinregardstomatriculationspecificallyattwoyearcolleges.
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NoncognitiveVariablesofSuccess
TraditionallytheAmericanpubliceducationsystemhasstressedthathigheramountsofcomponential
(cognitive)intelligencewereindicativeofhighperformingstudents.Therehasbeenarecentfocuson
collegereadinessineducationalliterature.Thisisanimportantshiftinemphasisfromviewingadmissions
inhighereducationasafunctionseparatefromthewiderangeofattributesastudentwillneedonce
enrolled(Conley,2005).Whilereadinessforcollegeincludestakingtheappropriatecourses,gettinggood
grades,andscoringwellonadmissionstests,thereisevidencethatmanyotherattributeswilldetermine
whethermoststudentswillsucceedinhighereducation.
Thetermnoncognitiveisusedheretorefertovariablesrelatingtoadjustment,motivation,andstudent
perceptions,ratherthanthetraditionalverbalandquantitative(oftencalledcognitive)areastypically
measuredbystandardizedtests.Whilenoncognitivevariablesareusefulforallstudents,theyprovide
viablealternativesinfairlyassessingtheabilitiesofpeopleofcolor,women,internationalstudents,older
students,studentswithdisabilities,orotherswithexperiencesthataredifferentthanthoseofyoung,
White,heterosexual,ablebodied,EurocentricmalesintheUnitedStates(traditionalstudents).Thereisa
significantbodyofresearchthathasfoundthatnonWhiteandfemalepopulationsemployrelativelyhigher
amountsofexperientialandcontextualintelligencetoconceptualizeandsolveproblemsthanWhitemale
populations.Thereasonsforthisaretheoretical,andtheycenteraroundtheneedtolookatsolutions
frommultipleperspectivesandstrategiesduetotheperceptionthattraditionalandstandardwaysmaybe
blockedtothem(Sedlacek,2010);
TheeightnoncognitivedimensionsontheNoncognitiveQuestionnaire(NCQ)are:(1)Positiveselfconcept
orconfidence,(2)realisticselfappraisal,especiallyregardingacademicabilities,(3)understandingand
dealswithracism,(4)preferslongrangegoalstoshorttermorimmediateneeds(5)availabilityofastrong
supportperson,(6)successfulleadershipexperience,(7)demonstratedcommunityserviceand(8)
knowledgeacquiredinafield.
TheNCQwasdesignedtoassesstheeightnoncognitivevariablesdiscussedabove.Severalformsofthe
NCQhavebeendevelopedandemployedindifferentcontexts.TestretestreliabilityestimatesonNCQ
scoresforvarioussamplesrangefrom.74to.94,withamedianof.85(Sedlacek,2004).Interrater
reliabilityonscoresfromthethreeopenendedNCQitemsrangedfrom.73to1.00.
SummaryandAnalysisofData
WithinMontgomeryCollege2020areobjectiveretentionoutcomesarticulatedinthePerformance
Canvases.
PERFORMANCECANVAS
INDICATOR PERFORMANCEBASE PERFORMANCEGOAL GAP MC2020 THEME
FY11 FY20
FalltoFallRetention 75% 85% 10% II
TransferRate 52.90% 60% 7.10% II
StudentSuccess 75% 80% 5% II
TransferStudentSuccess 2.73 2.8 0.07 I

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Inordertomeetthesegoals,theBenchmarksandOutcomesworkgrouphasadoptedasystematic
approachwhichutilizescurrentstudentdataprovidedbytheOfficeofInstitutionalResearchandAnalysis.
Wehavedeterminedthat,basedoncurrentdata,whenthegoalsareconvertedfrompercentagestoactual
studentcounts,thetaskbecomessignificantlymoremanageable.AccordingtotheMontgomeryCollege
DegreeProgressAnalysisFall2008Cohort4YearsLater(AppendixB)theactualstudentgapsbetween
theperformancebaseandperformancegoalsareasfollows:
PERFORMANCECANVAS
INDICATOR PERFORMANCEBASE PERFORMANCEGOAL GAP GAP MC2020
THEME
2008COHORT FY20
EnrolledatMClasttermperiod 467 514 10% 47 II
Graduatedand/orTransferred 1252 1341 7.10% 89 II
StudentSuccess(grad.&transf) 1397 1467 5% 70 II
TransferStudentSuccess na 2.8 0.07 na I

LatinoandAfrican/AfricanAmericanstudentsrepresent45percentoftheMontgomeryCollegestudent
body.Hispanic,white,andmultiracialstudentsareexperiencingsignificantchangesinenrollmentrates.
ThenumberofnonHispanicwhitestudentshasdecreased.AccordingtotheMontgomeryCountyPublic
SchoolsFY201318CapitalImprovementsProgram,thisdecreaseinnonHispanicwhiteenrollment
appearslargelyduetodecreasingbirthratesofthisgroupinMontgomeryCounty.Thetotalnumberof
HispanicstudentsatMontgomeryCollegehasdecreasedbyapproximately1.5percentsincefall2008,
whilethenumberofstudentswhoselfidentifyasmultiracialhasincreased237.2percent.(Beginninginthe
fall2007,newstudentsatMontgomeryCollegecouldselectmorethanoneracialdesignator.)Ofthe
studentsselfidentifyingasmultiracial,approximately80percentidentifythemselvesasHispanicandan
additionalracialgroup.AccordingtoMontgomeryCollegesinternalanalysis,theadditionofthenewracial
designatorappearstoaccountforthedecrease.Inaddition,MontgomeryCollegehasidentifiedthatthe
enrollmentofHispanicstudentshasnotbeenconsistentwithHispanicstudentregistrationinMCPS,where
approximately26percentofstudentsareselfidentifiedasHispanic(MontgomeryCountyPublicSchools
FY201318CapitalImprovementsProgram).ThedifferencewithMCPSLatinostudentsmaybe
attributedtotwoprimaryreasons:(1)theCollegesadherencetofederalguidelinesinreportingstudent
demographicdata,whicharecalculateddifferentlyforMCPSand(2)alowerrateofregistrationsforLatino
MCPSstudentsatMCrelativetootherdemographicgroups.
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BaseduponprevailingcountywideandMontgomeryPublicSchoolsdemographictrends,Montgomery
Collegeisexpectingenrollmentstoremainrelativelystablefortheforeseeablefuture.
MontgomeryCollegeEnrollmentProjectionsforFallSemesters201316
Projected
FallSemester 2013 2014 2015 2016
TotalStudents
27,719 27,721 27,621 27,650
TotalCreditHours
252,975 252,993 252,080 252,345

CurrentlyAfricanAmerican/Black,LatinoandLatino/Multiracialstudentscompriseslightlymorethanone
halfofthefullandparttimeenrollmentsofMontgomeryCollege.Whenexaminingthemostrecent4year
cohortgroupwhichenteredintheFallof2008,therewere3,889studentsbeginningcoursework.Ofthe
Fall2008cohortgroup27.5%weredesignatedascollegereadyandrequirednodevelopmental
coursework.
AllStudentEntrants
Fall2008
(N=3,889)
CollegeReady 1071 27.5%
Asian 185 42.2%
Black/AfricanAmerican 222 19.5%
Hispanic 125 14.9%
White 529 37.2%

Ofthatpopulation80.5%ofBlack/AfricanAmericanand85%ifHispanicstudentsrequireddevelopmental
courseworkandaredesignatedasnotbeingcollegeready.Whenlookingatpatternsofmatriculation,
themeasurementoutcomeshaveidentifiedthatthegreatestareaofacademicconcernliesinwiththe
matriculationofthe72.5%ofMontgomeryCollegestudentswhohavebeendesignatedasnoncollege
American
Indian
0%
Asian
12%
Black
31%
Latino
14%
MultiRacial
12%
White
31%
Other
0%
MCStudentEnrollmentByRace Fall2012
ReportoftheClosingtheAchievementGapTaskForce
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ready,andespeciallythe34%ofMontgomeryCollegestudentsidentifiedasdevelopmentalnon
completers.Developmentalcompletersarethosestudentswhoareassessedasneedingdevelopmental
courseworkandcompletedtheentiredevelopmentalsequence(s)inwhichtheywereplaced.The
developmentalnoncompletersarethosestudentswhowereassessedasneedingdevelopmental
courseworkbutdidnotcompletethedevelopmentalsequence(s)intowhichtheywereplaced.
Furthermore,thispopulationisdisproportionatelycomprisedofAfricanAmericanandLatinostudents.
DevelopmentalEnglish(FirstAttemptandThresholdAppendixCandAppendixD)
EN001SuccessonFirstAttempt
ThepercentageofAfricanAmericanstudentssucceedingonfirstattempthasrisenfrom59%of2004
cohortto71%of2012cohort.Atthesametime,thepercentageofAfricanAmericanstudentssucceeding
onfirstattemptislowerthansuccessratesoverall,forWhitestudents,andforHispanicstudentsforall
cohorts(20042012).
ThepercentageofHispanicstudentssucceedingonfirstattempthasrisenfrom67%of2004cohortto84%
of2012cohort.ThepercentageofHispanicstudentssucceedingishigherthanoverallstudentsforseveral
cohorts(20042007,20102012).Higherthanwhitestudentsfor20112012cohorts.
Malestudentsuccesspercentagesarelowerthanthoseforfemalestudentsforallcohorts(20042012).
EN001AchievingAcademicThreshold
TheoverallpercentageofEN001studentsachievingtheacademicthresholdrisesinthe20042008cohort,
butthenfallsagaintothe2004level(36%)in2010and2011.ThepercentagesforWhitestudents,African
Americanstudents,andmalestudentsseemtofollowthispatternaswell.
Amongallstudents36%ofthe2011cohortachievedtheacademicthreshold.AmongAfricanAmerican
students27%of2011cohort.Hispanicstudents43%of2011cohort(higherthanwhitestudents).Male
students33%of2011cohort.
PercentageofHispanicstudentsachievingthresholdwaslowerthanwhitestudents20042010cohorts.
2011cohortishigher(Hispanicstudents43%,Whitestudents39%).
Malestudentpercentageswerelowerthanfemalestudentsforallcohorts(20042011).
EN002SuccessonFirstAttempt
Forallcohorts(20032011),studentswhostartedinEN002hadahighersuccessratethanstudentswho
hadfirstcompletedEN001.
Overallsuccessonfirstattemptroseslightlyfor2004,2005cohortsbutfellbackto2003levelsby2011and
2012(66%).
AfricanAmericanstudentssuccessonthefirstattemptfellbetweenthe20042011cohorts;the2011
(55%)cohortislowerthanthe2003(63%)cohort.
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Hispanicstudentssuccessonfirstattempthasrisen,althoughnotsteadily,fromthe2004cohort(59%)to
the2011cohort(66%).AllHispaniccohortsarelowerthanWhitecohortsfrom20032011.Hispaniccohort
higherthanoverallsuccessfor2009cohort,equalfor2010and2011cohorts.
Malestudentpercentagesarelowerthanfemalestudentsforallcohorts(20032011).
EN002AchievingAcademicThreshold
Forallcohorts(20032011),studentswhostartedinEN002achievedtheacademicthresholdatahigher
ratethanstudentswhohadfirstcompletedEN001.
AfricanAmericanstudentsachievedtheacademicthresholdatalowerratethanstudentsoverall,white
students,orHispanicstudentsforallcohorts(20032011).
Hispanicstudentsinsomeyears,achievedtheacademicthresholdatahigherratethanwhitestudentsor
studentsoverall;inotheryears,theydidsoatalowerratethanwhitestudentsorstudentsoverall.
Malestudentpercentageswerelowerthanfemalestudentsforallcohorts(20032011).
DevelopmentalReading
AchievedAcademicThreshold
YEAR
GROUP 2003 2004 2005 2006 2007 2008 2009 AVERAGE
TOTAL 365 405 400 427 444 450 498 427
READING BLACK 160 185 176 184 202 212 246 195
089/095 BLACKACHIEVED 40 46 50 46 46 61 76 52
% 25% 25% 28% 25% 23% 29% 31% 27%
LATINO 78 86 94 99 76 96 67 85
LATINOACHIEVED 21 30 29 38 31 34 23 29
% 27% 35% 31% 38% 41% 35% 34% 35%
BLACK+LATINOTOTAL 238 271 270 283 278 308 313 280
%OFTOTAL 65% 67% 68% 66% 63% 68% 63% 66%
YEAR
GROUP 2003 2004 2005 2006 2007 2008 2009 AVERAGE
TOTAL 611 653 624 661 713 750 788 686
READING
099 BLACK 231 245 235 241 254 293 303 257
BLACKACHIEVED 83 98 99 101 109 134 118 106
% 36% 40% 42% 42% 43% 46% 39% 41%
LATINO 118 137 153 148 140 137 113 135
LATINOACHIEVED 41 58 66 69 76 64 70 63
% 35% 42% 43% 47% 54% 47% 62% 47%
BLACK+LATINOTOTAL 349 382 388 389 394 430 416 393
%OFTOTAL 57% 58% 62% 59% 55% 57% 53% 57%

Fromthetableabove,itisreadilyapparentthatBlackandLatinostudentsarerepresented
disproportionatelyhighindevelopmentalreadingcourseswhencomparedtooverallstudentenrollments
atthecollege.AchievementofAcademicThresholdisdefinedashavingpassedEnglish101Aorits
ReportoftheClosingtheAchievementGapTaskForce
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equivalentwithintwoyearsoftheirfirstattemptatareadingclass.Thisissignificantinthatthedifference
inthegraduationandtransferratesofstudentswhodonotsuccessfullycompletetheirdevelopmental
courseworkisover32%lowerthannoncollegereadystudentswhosuccessfullycompletetheir
developmentalcourseworkand43%lowerthancollegereadystudents.IfsuccessratesforbothLatinoand
African/AfricanAmericancollegereadyanddevelopmentalcompleterswereheldsteady,a10%decrease
indevelopmentalnoncompleterswouldresultinanoverallincreaseof5.1%ingraduationandtransfer
ratesatMontgomeryCollege.Thiswouldleaveonlya2%differencefortheoverallgoalofgraduationand
transferratesoutlinedinMontgomeryCollege2020.Alsoitwouldbeinthecollegesinterestin
conjunctionwiththeofficeofassessmenttoconductatestretestreliabilitystudyoftheACCUPLACERto
determineifthenumberofstudentswhoplaceintoRD099wouldbedeterminedtonotbeinneedofany
developmentalreading.Thisisduetothesignificantlyhighersuccessratesforstudentsassessedascollege
ready.
AmericanEnglishLanguageProgram(AveragesonEL104,FirstAttemptAppendixE)
LargenumbersofnonHispanicBlackstudentstakeEL104,thehighestlevelgatewayclassthatnonnative
EnglishspeakersmustpassbeforeenteringEN101.Amongthe3,311studentsmakingtheirfirstattemptat
EL104from20032009,1,109students(33%)wereBlack.Blackstudentssuccessrateswereatorabove
thoseofWhite,nonHispanicstudentsin3of7fallcohorts,withBlackpassratesrangingfromalowof66%
in2003toahighof89%in2006.Hispanicstudentssuccessrates,however,werelowerthanthoseof
Whitestudentsin6ofthosesame7fallcohorts,withpassratesamongthe819Hispanicstudentsranging
fromalowof69%in2009toahighof77%in2005.(Passratesamongthe438nonHispanicWhitestudents
intheseyearsrangedfromalowof75%toahighof90%.)
ItisinterestingtonotethatinEL104(asinEL101103),successrateswerelowerforstudentswhohad
completedhighschoolintheUnitedStatesthanforstudentswhoattendedforeignhighschools.Ofthe288
UShighschoolgraduatesmakingtheirfirstattemptatEL104inacademicyear20102011,71%earneda
gradeofCorbetter,versus78%ofthe782studentseducatedinforeignhighschools.InEL103,72%ofthe
208UShighschoolgradssucceeded,versus78%ofthe768foreignhighschoolcompleters.Whilethe
cohortsweresmallerinEL101and102,thepassrateswereevenlower,with50%of46UShighschool
studentspassingEL101(versus84%of285foreignstudents)and65%of156UShighschoolerspassing
EL102,versus83%ofthe595foreignhighschoolgrads.
SimilardisparitiesbetweenUSandforeigneducatedstudentswerefoundinRD101,102,and103,
althoughraciallydisaggregateddatawasnotreadilyavailableforthosecourses.
DevelopmentalMathematics(AppendixF)
AfricanAmericanandHispanicstudentsareoverrepresentedinthelowestleveldevelopmentalmathclass.
InFall2012,70%ofMA094studentswereAfricanAmerican,Hispanic,orMultiracial,althoughthese
groupscomprisedonly55%ofenrolledMCstudents.
38.8%ofMA094registrantswereAfricanAmerican,althoughAfricanAmericanswereonly30.6%ofMC
students.16.4%ofMA094studentswereHispanic,comparedwiththeir12.5%shareoftheoverallMC
population.15%ofMA094studentswereMultiracial,comparedwiththeir11.6%shareoverall.
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Ofevengreaterconcern,AfricanAmerican,Hispanic,andMultiracialstudentspassMA094atlowerrates
thanWhiteorAsianstudents.Whitefemales,aswellasAsianfemalesandmales,hadpassratesinMA094
above45%.42.9%ofWhitemalespassed.However,passratesforAfricanAmerican,Hispanic,andMulti
racialstudentswereallatorbelow42%,withonly29.7%ofAfricanAmericanmalesand29.9%ofHispanic
malespassingthecourse.Morethan1,150AfricanAmerican,Hispanic,orMultiracialstudentsfailed
MA094inthatsingleFall2012semester.Atincountyrates,thisrepresentsmorethan$500,000intuition
spentonfailinggradesforAfricanAmerican,Hispanic,andMultiracialMA094students.
InthehigherlevelmathcoursesnecessaryformostSTEMmajors,Hispanicsuccessrateswerenotably
lowerthanfornonHispanicstudents.47.1%ofHispanicstudentsearnedanA,B,orCinMA180,versus
59.6%ofnonHispanicstudents.58.3%ofHispanicstudentsearnedanA,B,orCinMA181,comparedwith
68.1%ofnonHispanicstudents.
Itmustbenotedthatthedatasetsdiscussedabovearenotuniformintimeperiodorevenindefinition.
(Forexample,BlackstudentstakingELcoursesmightbemoreaccuratelydescribedasAfricanorAfro
Caribbean,asopposedtoAfricanAmerican.)WhileOIRAhasbeenveryhelpfulinprovidingpreviously
requesteddataandrespondingtospecificnewquestions,theCollegelacksastandarddashboardofdata
thatistrackeduniformlyfromyeartoyear.Thus,onerecommendationtoaccuratelymeasureprogresson
closingtheachievementgapforAfricanAmericanandLatino/astudents,MontgomeryCollege
achievementdatamustberaciallydisaggregated,regularlycollected,andwidelyshared.Delineationof
populationgroupsshouldbeclarified,withmeasuresdifferentiatingstudentswhowereeducatedintheUS
fromthosewhoreceivedthebulkoftheirpreviouseducationabroad.
Recommendations:BenchmarksandOutcomes
AllocateresourcesfordataanalysisandcoordinationofLatinoandAfrican/African
Americanstudentmatriculation.
TargetinterventionwithDevelopmentalNonCompletersutilizingNoncognitivePredictors
ofStudentSuccess
ConstructcoursesthatallowstudentswhohavesuccessfullycompletedRD099/103and
arecurrentlyenrolledinEN002/EL103totakecreditlevelcoursesinalearningcommunity
typesetting(i.e.aPY102/AN101/SO101thatareblendedwiththeEN002/EL104course
concurrently)
AnalyzestudentsuccessratesseparatelyforAfricanAmericanandnonnativeAfrican
Americanstudents.
Similarly,analyzesuccessratesofUSeducatedLatinostudentsseparatelyfromthoseof
Latinostudentseducatedabroad.
StudytheACCUPLACERtestretestreliabilityforstudentsplacingintoEN002andRD099.

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APPENDIXASUMMARYOFFOCUSGROUPFINDINGS
Thefollowingisasummaryofthefocusgroupresponsestothequestions:
StudentsconsistentlyindicatedthattheyarehavingapositiveexperienceatMontgomeryCollege.
Specifically,AfricanAmericanandLatinostudentsappreciatetheCollege'sdiverseenvironmentand
convenientlocation.Additionally,studentswhoaretakingorhavetakenDS107seemparticularlywell
adjusted.Thesestudentsfeelmoreconnectedtothecollegeandinfinitelymoreawareofthemyriad
resourcesandservicesavailabletothematMC.Whileseveralsecondyearstudentsandthoseparticipating
incohortprograms(BoystoMenandTRIO)feelpositivelyabouttheirteachers,afewstudentswouldlike
theirprofessorstousemorediversepedagogicalapproachesintheclassroom.Specifically,theywouldlike
instructorstobemoresensitivetostudentswithdiverselearningstylesandtobemorecreativeintheir
instruction.Finally,internationalandadultstudentscitechallengesconnectingwiththeirpeers.
Overall,AfricanAmericanandLatinofocusgroupparticipantsdonotbelievethatracehasnegatively
impactedtheirexperienceatMC.Infact,severalstudentscitetheirraceasapositivefactor.Studentsin
BoystoMenandTRIOfeelparticularlysupportedandappreciatethevariousresourcesavailabletothem
becauseoftheirrace.Theonlystudentsforwhomraceand/orethnicityareperceivedasanegativefactor
arethosewhosefirstlanguageisnotEnglish.ManyoftheLatinoparticipantsandAfricanAmerican
studentswhoarefromothercountries(Haiti,Ethiopia,Ghanaetc.)strugglewiththeirlanguagebarrier.
Withfewexceptions,participantshaveaclearunderstandingofwhatitmeanstobeinvolvedoutsideofthe
classroom,althoughseveralstudentsdonotnecessarilyseethevalueinbeinginvolved.Thosewhoarenot
involvedcitethefollowingreasons:
thefactthatitistoochallengingtobalanceschool,work,andfamilyresponsibilities
lackoftime(ortimemanagementskills)
inconvenientschedulingofcampusactivities
fearthatgradeswillsuffer
preferencetomakemoneyoverparticipationinschoolactivities
prioritizationofacademicsandfamilyoverparticipationinschoolactivities
lackofclubstofittheirneedsorinterests(adult,nontraditionalstudents)
Thosewhoareinvolvedinthecommunityinlieuofcampusinvolvementdosobecausetheyperceivethat
communityinvolvementlooksbetterontheirrsumandwillhelpwithcareerdevelopment.Studentsare
vastlyunawareoftheservicelearningopportunitiesavailableatthecollegeandotherwaystobeinvolved
inthecommunityviatheCollege.
Overwhelmingly,AfricanAmericanandLatinomalesareinterestedinbringingmoresportingactivitiesto
theCollege.Thestudentsareawarethatthecollegeoffersfootball,soccer,andotherintramuralsports.
SeveraloftheBlackfemaleparticipantswouldlikegreaterexposuretoBlackGreekletterorganizations
(sororities)hereatMC,andmanyAfricanAmericanstudents(bothmaleandfemale)wanttoestablisha
BlackStudentUnion.
Additionally,studentswantacommonplacetoassemble,suchasastudentunionbuildingwithacoffee
houseandexpansivestudentlounge.Theyalsodesiremorecommunitybuildingactivitiesandcareer
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focusedactivitiesaswellasprogramsthatareculturallyinfluenced,suchasahiphopclub,international
cookingclub,andmonthlypoetryslams.
Moststudentsstatethatparentsandfamilyplayasignificantroleinsupportingtheiracademicsuccess.
Additionally,someEnglishprofessors,TRIOstaff,andBoystoMencounselorsareveryhelpful.
Intermsofcoursesthathindersuccess,MA094andotherdevelopmentalcoursesareatthetopofthelist.
Somestudentsaregreatlychallengedbycomputerbasedinstructionandfeeldiscouragedbyit.Also,the
lengthoftimethatittakestocompletedevelopmentalcoursesisperceivedasahindrance.
StudentsinthecohortprogramsturntoTRIOstaff,BoystoMencounselors,ortheirparentsforsupport.
Mostotherstudentsattempttohandleissuesontheirownbyresearchingandidentifyingresourcesand
selfadvising.
Finally,studentsstatethatthefollowingwouldenhancetheirexperienceatMontgomeryCollegeand
facilitatetheiracademicsuccess:
astructured,consistentrelationshipwithcounselors(theywanttomeetwithacounselorduring
theirfirstsemesterofstudyanddevelopanacademicplan);
moretutoringandwritinglabs
moreschoolspiritandcommunitybuildingactivities(i.e.spiritweek,collegedances,peprallies
etc.)
morepeerinteractionandspecificactivities,programsandresourcesthatrelatetotheneedsof
nontraditional(olderadult)students.

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APPENDIXBMONTGOMERYCOLLEGEDEGREEPROGRESSANALYSIS
FALL2008COHORT4YEARSLATER


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APPENDIXCDEVELOPMENTALENGLISH,EN001SUCCESSONFIRST
ATTEMPTANDTHRESHOLD

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APPENDIXDDEVELOPMENTALENGLISH,EN002SUCCESSONFIRST
ATTEMPTANDTHRESHOLD


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APPENDIXEAMERICANENGLISHLANGUAGEPROGRAM,EL104
SUCCESSONFIRSTATTEMPTANDTHRESHOLD


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APPENDIXFMATH094SUCCESSRATES


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APPENDIXGSURVEYOFINITIATIVESANDACTIVITIESTOCLOSETHE
ACHIEVEMENTGAPATMONTGOMERYCOLLEGE
StudentDevelopment
Title(Office)CollegewideorCampusLocation:DevelopmentalAdvisingProgram(Counseling/Advising)
Collegewide
Description:TheAcademicAdvisingprogramsupportsthemissionoftheCollegebyempoweringstudents
todevelop,implementandreassesstheireducationalplanssotheyareconsistentwithpersonalacademic,
careerandlifegoals.
Other:UseofStarfishRetentionSystemtotrackandmonitorspecificstudentcohorts.
Subgroup:Allstudentsareservedbythisprogram;however,specificoutcomes,benchmarks,interventions
(includedearlyalertmechanismsandintrusiveadvisingmethods)canbeappliedtospecificgroupsor
populations.
Outcomes:
Facilitatestudentengagementwithadvisingprocesses,programs,servicesandinformation.
Educationandmakerecommendationstostudentsaboutrelevantresourcesavailabletofacilitate
academicsuccessastheyworktowardpersonal,academiccareerandlifegoals.
Encouragedevelopment,implementationandreassessmentofstudentseducationalplanssotheyare
consistentwithpersonal,academic,careerandlifegoals.
Encourageinnovation,traininganddevelopmenttoeffectivelycarryoutthemissionoftheadvising
program.
YearsinExistence:Fall2013
Title(Office)CollegewideorCampusLocation:AcademicTutoring(DisabilitySupportServices)
Collegewide
Description:Weeklyoneononeandgroupsessionstoreviewandreinforceconceptsincoreconcepts.
Subgroup:Studentswithdisabilities5060studentspersemester.
Outcomes:Coursecompletion,retention
YearsinExistence:10years
Title(Office)CollegewideorCampusLocation:Oneononestudyskillsorganizationhelp(Disability
SupportServices)TP/SS
Description:Assiststudentswithtransitionintoorreturntocollege:usingthesyllabus,preparingfor
exams,activereading,selfadvocating,managingtime,usingMyMCandBlackboard.
Subgroup:Studentswithdisabilities2030studentspersemester.
Outcomes:Coursecompletion,retention,selfawareness
YearsinExistence:10years
Title(Office)CollegewideorCampusLocation:Midterm/FinalPizzaSocial(DisabilitySupportServices)
TP/SS
Description:SocialGatheringwherestudentscandiscussprogress,frustrations,majorsetc.andcomplete
surveysforDSS.
Subgroup:Studentswithdisabilities1025studentspersemester.
Outcomes:Peertopeerconnections,feedbackaboutservices
YearsinExistence:2years
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Title(Office)CollegewideorCampusLocation:TheMarylandMaleStudentofColorSummit,Nov.1,
2013(SVPSSOffice)Collegewide
Description:SupportingCompletionandGoalAttainmentforMarylandMaleStudentofColorSummit:In
PursuitofExcellence,DiverseMaleStudentSuccessSummitHostingonbehalfofMarylandChiefStudent
AffairsOfficersAffinityGroupattheTakomaPark/SilverSpringCampus.
Subgroup:300500AfricanAmerican,Latino,Asian,AmericanIndian,andPacificIslanderstudents
Outcomes:Thesummitisdesignedtofurtherparticipants(1)Understandingofthemalestudentsofcolor
collegeexperience;provideavenuetosharebestpracticesrelatedtoimprovingthemalestudentofcolor
experienceandcollegesuccessinsideandoutsideoftheclassroom;andprovideanopportunityformale
studentsofcolortointeractandbuildanetwork
YearsinExistence:NewInitiative
Title(Office)CollegewideorCampusLocation:ServiceLearningLeadersProgram(OfficeofStudentLife)
RV
Description:TheOfficeofStudentLifeofferstwooptionsforsemesterlongservicelearningopportunities:
servicelearningcoursesandoursemesterlongserviceleadersprogram.Ifyouwouldliketoservewith
otherMCstudents,learnleadershipskills,andbeapartoftheStudentLifecommunity,considersigningup
tobeaserviceleaderthroughStudentLifeswebsite:www.montgomerycollege.edu/rockvillestudentlife
Other:Semestercommitment,12hours/week.
Subgroup:30studentspersemesteropentoallstudents
Outcomes:Communitybuilding,leadershipdevelopment,issueawareness,civicengagement.
YearsinExistence:1semester
Title(Office)CollegewideorCampusLocation:ServiceLearningCourses(OfficeofStudentLife)
Collegewide,thoughcourseofferingsvarywidely
Description:Connectwhatyou'relearninginaclassroomtocommunityissuesbyregisteringforaservice
learningcourse.Alistofcoursesisavailableduringregistrationfromyourcampusservicelearning
coordinator:www.montgomerycollege.edu/servicelearning
Other:Semestercommitment,12hours/week
Subgroup:Collegewide,approx.600students.Allstudentswhocantakecoursesoffered
Outcomes:Leadershipdevelopment,higheracademicachievement,persistence,issueawareness,civic
engagement,careerexploration
YearsinExistence:10years
Title(Office)CollegewideorCampusLocation:AlternativeBreaks(OfficeofStudentLife),Collegewide,
thoughhostcampuschanges
Description:JoinotherMontgomeryCollegestudentsonaweekorweekendpackedwithcommunity
service,meaningfulreflections,andfunactivities.AlternativeBreaksareweekandweekendlongservice
tripsthathelpstudentslearnaboutsocialissuesthroughdirectservice,issueeducation,andreflection.
AlternativeBreakshelpstudentsexplorehowtheycanmakeadifferenceintheirlocalandbroader
communitiesintheissuesthatmattertoyou...andaffectusall.Tobenotifiedwhenournexttripopensfor
applications,signupforourservicelearningupdatesthroughtheStudentLifewebsite:
www.montgomerycollege.edu/rockvillestudentlife
Other:Oneweekcommitment,financialcontributionexpectedthoughfullscholarshipsoffered,travelissues
fornonlocaltripsforstudentswithoutpapers.
Subgroup:Collegewide,approx.35students.Allstudentsfreeofdisciplinaryactionsandforspringbreak,
withaminimumGPA.
Outcomes:Communitybuilding,leadershipdevelopment,issueawareness,empowerment,persistence,
civicengagement
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YearsinExistence:5years.
Title(Office)CollegewideorCampusLocation:SpiritofServiceDays(OfficeofStudentLife)Collegewide,
thoughhostcampuschanges
Description:JoinotherMontgomeryCollegestudentsservingthroughourmonthlySpiritofServiceDays
withlocalorganizations.Ifyouwanttomeetnewpeople,servewithotherstudents,andlearnaboutlocal
communityissues,registerforthenextSpiritofServiceDay.PastSpiritofServiceDayshaveincludedfood
driveswithMannaFood,trailmaintenancewithMontgomeryParks,oysterreefbuildingwiththe
ChesapeakeBayFoundationandmore.Checktheservicelearningcalendarformoreinformation:
www.montgomerycollege.edu/servicelearningorsignupforthenewslettertobenotifiedwhen
registrationsopen.
Other:Preregistrationrequired,studentsuseown/publictransportation.
Subgroup:Collegewide,200students.Allstudents
Outcomes:Communitybuilding,issueawareness,civicengagement
YearsinExistence:2years
Title(Office)CollegewideorCampusLocation:OnCampusEvents(OfficeofStudentLife)Collegewide,
thoughdatesandopportunitiesvaryslightly
Description:StudentLifeoffersseveraloncampusopportunitiestoengagewithlocalcommunityissues,
includingweeklyMannaFoodSmartSackspackingoneverycampus,blooddriveseachsemester,and
eventslikeourCommunityWalktoEndHomelessness,EarthDay,andourVolunteerFairs.Noregistration
requiredformostevents.Checktheservicelearningcalendarformoreinformation:
www.montgomerycollege.edu/servicelearning
Other:Littlecommitmentrequired,opportunitiesforleadershipdevelopmentforstudentcoordinators
offered,manyeventsareopentothecommunity(sofamiliesandchildrencanparticipate).
Subgroup:Collegewide,1500.Opentoallstudents.
Outcomes:Communitybuilding,issueawareness,civicengagement
YearsinExistence:5years
Title(Office)CollegewideorCampusLocation:HousingOpportunitiesCommission(HOC),Family
ResourceCenters,AfterschoolHomeworkClub(OfficeofStudentLife),Collegewide
Description:MCstudentstutorlowincomestudents2hoursperweek,leadsomesocial/recreational
activities,anddevelopmentoringtyperelationshipswithyoungpeopleintheHOCprogram.MostMC
studentvolunteerbecomeinternsthroughclassesthatofferservicelearning,forexamplePsychology,
Sociology.Thelearningthatoccursistwoway.
TheprogrambeganontheGTcampusandexpandedthissemester(Fall,2013)toRockvilleandTP/SS
campuses.ThefirststudentprogramwasstronglysupportedbyProf.JoanneBagshaw,PY,GTcampus,
withalmost100%ofherPY203classparticipating.
Other:InOctober,2012,MCGTcampuswasgivenanawardandrecognizedforourstudentseffortsto
helpHomeworkClubmembersimprovetheirgradesandincreasetheirconfidenceintheiracademic
abilities.
Subgroup:MCVolunteersapproximately25students.HOCstudentsover100childrenat3sites.
MCservicelearningstudentsservelowincomeyouthlivinginunitssupportedbytheHOC.Thesubgroup
alsoincludesblackandLatinoyouth.
Outcomes:MCstudentsdevelopleadershipskillsandconnectthetutoringprocesstokeyconceptsand
learningobjectivesoftheirclass.
YearsinExistence:Spring2011
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Title(Office)CollegewideorCampusLocation:NeelsvilleMiddleSchool(NMS)GuysGroupOnly(Office
ofStudentLife),GT
Description:PilotprogramforNMSandMCGTtoengagemiddleschoolmalestudentsandhelpbuild
connections,teamskills,andhealthyinterpersonalrelationships.
Subgroup:Black,Latino,Lowincome.PilotprogramforNMSandMCGTtoengagemiddleschoolmale
studentsandhelpbuildconnections,teamskills,andhealthyinterpersonalrelationships.
Outcomes:MCstudentsdevelopleadershipskills,increasecommunityengagementandconnectthe
mentoringprocesstokeyconceptsandlearningobjectivesoftheirclasses(PYandSO).
NMSteachershopetoseethedevelopmentofhealthymentor/peerrelationshipsandpositiveattitudes
towardseducation.
YearsinExistence:September2013
Title(Office)CollegewideorCampusLocation:FoxChapelElementarySchoolReadingCorner(Officeof
StudentLifeandAcademicAffairs),GT
Description:ReadingCornerisacollaborativeliteracyprogrambetweenLinkagestoLearningatFoxChapel
ESandMCGServiceLearning.IttargetspreKtograde5studentsandparents.TheMCGEducationDept.
(Profs.SonjaFisher,Barbara(Dede)Marshall,KarenMalaska)andstudentsareinvolvedindevelopingand
implementingeachreadingprogram.TheprimaryobjectivesoftheReadingCorneristoeducateparents
abouttheimportanceofreadingathome,andtoengagechildreninafun,readingenvironmentafter
school.
Subgroup:Approximately2030FCESfamilies,3060children.Latino,lowincome.
Outcomes:MCstudentsdevelopleadershipskills,increasecommunityengagementandconnectthe
teaching/learningprocesstokeyconceptsandlearningobjectivesoftheirEDclasses.
TheSiteCoordinatorforLinkagestoLearningatFCES,VirginiaBerges,reportsthatsincetheprogramsstart
in2010,parentshavecommentedthattheprogramgivestheirchildrenanopportunitytosocializewith
otherchildrenandincreasestheirinterestinreading.Parentsalsoreportthattheyaremoremotivatedto
givebookstotheirchildrenasgifts;toreadtothechildren,tovisitthelibraryandbookstores;andtocreate
achildrenslibraryathome.
YearsinExistence:Fall2010
Title(Office)CollegewideorCampusLocation:WelcomeCenter(CollegewideDeanofAccess)
Collegewide
Description:Provideassistancewiththeenrollmentprocess;providestudentusecomputers
Subgroup:Thousandsofnewstudents
Outcomes:StudentswillcompleteanMCapplication,applyforfinancialaid,takeassessmenttests,and
registerforclasses.StudentswilllearnhowtouseMCtoolssuchasMyMC.
YearsinExistence:3months
Title(Office)CollegewideorCampusLocation:CenterforInternationalandMulticulturalStudents
(CollegewideDeanofAccess),Germantown
Description:Providenewstudentadvisingandprogrammingfornewinternationalstudents;provide
outreachtoAELPclasses.
Other:CIMSwebsite
Subgroup:1000newstudents
Outcomes:Studentswillsuccessfullyenrollandberetained
YearsinExistence:10years
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StudentEngagement
Title(Office)CollegewideorCampusLocation:MiEscuelaessuEscuelaradio/tv(Community
Engagement),Collegewide
Description:Programprovidesinformationtomakeaccessibleresourcesandeducationavailableatthe
College.
Subgroup:Radioreachesanaverageof200,000individualsinMC/PGcounties,CityofBaltimore,DCand
NVA.Spanishspeakers
Outcomes:ListenersandviewerslearntheroadtoCollegeeducationaswellasotherusefulinformation.
YearsinExistence:December2008
Title(Office)CollegewideorCampusLocation:EducationPromotersProgram(CommunityEngagement),
TP/SS
Description:AparticipantreceivedaclassscholarshiptostudyatMCinexchangeforpromotingeducation
inthecommunity.
Subgroup:8youngadultsperschoolyear.Spanishspeakers.
Outcomes:Developcommunitymentors/leaders/rolemodels
YearsinExistence:Fall2011
ACES
Title(Office)CollegewideorCampusLocation:ACES(CollegewideDeanofAccess)Collegewide/10
MCPSHighSchools
Description:Academiccoacheshaveacaseloadof120studentsfrom11thgradethroughMCand
UniversitiesatShadyGrovetoprovideacademicsupportandmentoring.
Subgroup:1200potentially(currently600MCPSstudents).Underrepresentedgroupincollege,first
generation.
Outcomes:Graduationwithabachelorsdegree
YearsinExistence:6months
Title(Office)CollegewideorCampusLocation:ACESprogram(CollegeLibraries),Collegewide
Description:TheLibrarieshavebegunapartnershipwithMCPStoofferstudentsinthisprograma
structuredintroductiontocollegelevelinformationliteracyskills
Subgroup:Atthistime,approx.250studentsfromeachoftendifferentschools.Hispanic,AfricanAmerican
andfirstgenerationcollegestudents.
Outcomes:Studentswillhaveanintroductiontocollegelevelresearchskills
YearsinExistence:Spring2014
LibraryInstruction
Title(Office)CollegewideorCampusLocation:TextbookReserves(CollegeLibraries),Collegewide
Description:TheLibrarieshavebegunapilottopurchaseandplaceonCourseReservetherequired
textbooksforthemostheavilyenrolledcoursesateachcampus.
Subgroup:Allstudents.Studentswhofindthecostoftextbookstobeadisadvantage.
Outcomes:Studentswhofindtextbookcoststobeadisadvantagewillaccesstomaterialnecessaryfor
coursecompletion
YearsinExistence:Fall2013
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CenterforTeachingandLearning
Title(Office)CollegewideorCampusLocation:HarvestofEmpire:TheUntoldStoryofLatinosinAmerica
(CTL),Collegewide.
Description:Viewinganddiscussionofthefilm"HarvestofEmpire.TheUntoldStoryofLatinosinAmerica".
ThisisahistoricalviewofUSactionsinLatinAmericaandtheirconnectiontoLatinoemigrationtotheUSA.
Subgroup:5070MontgomeryCollegeFaculty
Outcomes:
DescribesomeofthefactorsthathaveimpactedtherelationshipbetweentheUnitedStatesandsome
LatinAmericancountries.
DiscusstheroletheU.S.foreignpolicieshaveplayedinthedifferentwavesofimmigrationfromdifferent
LatinAmericancountries
Analyzetheconditionsthatmayhaveimpactedthedecisionofthefamiliesofsecondandthird
generationLatinostudentstoleavehomeandjourneytotheUnitedStates.
ExplainsomeoftheissuesthatimpactedourcurrentimmigrationpoliciesandwhyLatinosformoneof
thelargestcommunitiesofimmigrantsinMontgomeryCounty
YearsinExistence:Fall2013
Title(Office)CollegewideorCampusLocation:EliminatingAchievementGapsforStudentsofColor
Description:Seriouslyaddressingtheacademicachievementgapsexperiencedbystudentsofcolorisatop
priorityforcommunitycollegesnationwide.MontgomeryCollegeistakingonthisissueheadonintheform
ofavarietyofsubcommitteesexploringandresearchingtheissueandthebestwaystoaddressit.The
ClosingtheAchievementGapTaskGroupsandTheOfficeofEquityandDiversityhaveinvitedRADalyst,LLC
tobringtheirexpertiseinBlackandunderrepresentedstudentachievementtoMontgomeryCollegeon
October15thfortheprofessionaldevelopmentworkshopEliminatingAchievementGapsforStudentsof
Color:UsingDatatoEngageStudentsofColor.
InthistwohoursessionDr.AlissaGardenhireandMr.KendrickRoundtreeofRADalystwillfirstengage
MontgomeryCollegefacultyandstaffinadeeplyrevealingpresentationonthestarkfactsofachievement
gapsnationallyandintheMontgomeryCollegesystemandthenleadwithparticipantsaninteractive
facilitateddiscussionoftheelementscontributingtotheachievementgapsofMontgomeryCollege
students.Inaddition,theywillexplorethepracticalwaysfacultyandstaffcaneasilyusedatatoengage
thesestudentsintheirownlearningprocesses,tobreakdowncommunicationandtrustbarriersthatmay
existbetweenfaculty/staffandstudents,andtofacilitateagreaterconnectiontotheultimatecollegeend
gamegraduation.
Subgroup:3040MontgomeryCollegeFaculty
Outcomes:
DescribetheachievementgapproblemthatexistsbothnationallyandatMontgomeryCollege
ListsomeofthecontributingfactorstoachievementgapsforstudentsatMontgomeryCollege
Usedatainunexpectedwaystoengagestudentsinthelearningprocess
Identifytechniquestobreakdownbarriersincommunicationandtrustbetweenfaculty/staffand
students
DescribetheimportanceofdevelopingaGraduationMindsetinthesestudentstosupporttheir
engagementandsuccess
YearsinExistence:Fall2013
Title(Office)CollegewideorCampusLocation:NewOpportunitiesinElSalvador:GHISummer2013Trip
(CTLandGHI),Collegewide
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Description:ComehearfromyourGHIcolleagueswhohavejustretrunedfromElSalvador!RitaKranidis,
MarciaBronstein,andShelleyJoneswillsharephotosandinformationaboutexcitingcollaborationswith
ournewpartnersinElSalvador.
Subgroup:2030MontgomeryCollegefaculty
Outcomes:NamethehighlightsoftheGHISummer2013triptoElSalvador.
DescribeexcitingnewprojectssuchastheopeningofthefirstcommunitycollegeinElSalvador
IdentifywaystheycanbecomeinvolvedintheGHIpartnershipwithElSalvador.
YearsinExistence:Fall2013
Title(Office)CollegewideorCampusLocation:FacultyTraining:CreatingCulturallyResponsiveCollege
Classrooms
Description:Programofferedtocollegewidefaculty.
Subgroup:MontgomeryCollegefaculty.
Outcomes:Toeducationfacultyonbestteachingpracticesforbeingculturallyresponsivetostudent.
YearsinExistence:201213
ScholarsPrograms
Title(Office)CollegewideorCampusLocation:VanceScholars(????SharonPetrillo),Collegewide
Subgroup:Approximately40,sometimesmoreorlessinayear.Studentsreceivestipendsrangingfrom
250.00tofulltuitionforthreeyears.Latino,AfricanAmerican,Asian,MiddleEastern,Indian,SouthEast
Asian,Asian
Outcomes:Collegecompletion
YearsinExistence:2002
Title(Office)CollegewideorCampusLocation:HillmanEntrepreneursProgram(HEP),Collegewide
Description:HEPsupports,develops,andgraduatesethicalleaderswhowanttoenergizeandgivebackto
theirlocalcommunities.
Other:Www.montgomerycollege.edu/HillmanProgram
Subgroup:30studentseachyear30studentseachyear.White,Asian,Black,Latino,andlowerincome
students.
Outcomes:Studentsdevelopentrepreneurial/leadershipskills,confidenceandacademiccompetencewith
thecapabilitytosucceed.Receivescholarships,earnanassociatedegreefromMCandabachelorsdegree
fromtheUMD.
YearsinExistence:January2013
Title(Office)CollegewideorCampusLocation:HowardHughesMedicalInstituteScholars,Collegewide
Description:StudentshavetheopportunitytoworkinaresearchlabatGeorgetownUniversitywitha
cohortofotherstudents
Subgroup:8studentseachyear.Minoritysciencestudents.
Outcomes:Studentsareencouragedtopursuecareersinresearch.
YearsinExistence:4years
Title(Office)CollegewideorCampusLocation:MontgomeryScholars(AcademicAffairs),Ourstudents
comefromalloverthecountyandtakeclassesatallthreecampuses;ourcoreclassesareattheRockville
campusover40%ofourstudentstakeclassesatTakomaParkSilverSpringandGermantown.
Description:Teamtaughtcoursesinaninterdisciplinarylearningenvironmentthatformsanurturing,
supportiveandacademicallychallengingandstimulatinglearningenvironment.
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Other:In2007theprogramwasrecognizedbyExcelenciainEducationasaprogramthatfostersthe
achievementsofLatino/astudents:http://www.edexcelencia.org/programs/montgomeryscholars
program
GarySternintheHispanicOutlookwroteanarticleaboutthis:
http://www.montgomerycollege.edu/news/Montgomery_Scholars_the_Hispanic_Outlook.pdf
Firsttwoyearsofundergraduatedegreeforstudentswhoapplyandareselectedstraightfromhighschool.
50studentseachyear:25firstyearand25sophomores.
Outcomes:
17%ofthefirst10classesofMontgomeryScholarsareLatino/a
Latinos/asareachievingatthesamerateorhigherasothergroupswithinourprogram
Theaveragecompletionratefortheprogramforallstudentsis90%;forLatinos/asitis95%
88%ofLatinos/aswhoenteredtheprogramgraduatedwithanAA/AS,90%havegoneontocomplete
theirBA/BS;35%havegoneontocompleteorarecurrentlyingraduateschool
Ofthosewhocompletedtheprogram,93%graduatedwithanAA/AS;95%withaBA/BS;and36.5%went
ontograduateschool
YearsinExistence:15years
Mentoring
Title(Office)CollegewideorCampusLocation:BoystoMen(StudentAffairs),Rockville
Description:BoystoMen(BTM)isamentoringprogramspecificallyaimedattheretentionofAfrican
American/BlackMalestudentsatMontgomeryCollege.Itseekstofosteragreaterdegreeofacademic
successandpersonalresponsibility.BTMwillprovideacademicandpersonalmentoringfortheabove
targetedstudentpopulation.Participatingstudentswillalsobenefitfromhavingtheiracademicprogress
monitoredeachsemester.
Other:Thiseffortisnotsustainableunlessaprogramcoordinatorishired.Currentlythecoordinatorand
mentorsaredoingdoubledutyasallarefulltimecounselors.SimilarprogramsexistatPGCC,Howard
CommunityCollegeandUDCwiththeprimarydistinctionbeingthatthoseinstitutionshiredsomeoneto
spearheadtheeffort
Subgroup:41studentsreportedinlastcycle.Blackmales
Outcomes:40ofthe41participantsin2012or97.6%eithergraduated,transferredorreturnedtoMCin
2013.Collegewidethatnumberis74%forBlackmales;
YearsinExistence:5years
Title(Office)CollegewideorCampusLocation:TheMentoringProjectforWomen(WDCE),RV
Description:TheMentoringProjectforWomenisaprogramdesignedtoguidesupportandempowerfirst
yearwomenstudentsastheytransitiontocollegeandpursuetheiracademic,careerandpersonalgoals.
Subgroup:26students.Firstyear,crossculturalintergenerationalWomen.
Outcomes:
Toincreaseretentionamongparticipatingstudents.
ToparticipateinFirstYearExperienceActivities.
Toidentifyandaccesscampusandcommunityresources.
ToacquireaCaverageorhigherbytheendoftheprogramyear.
YearsinExistence:Fall2013
Title(Office)CollegewideorCampusLocation:Tutoring&Mentoringmiddleschoolandhighschool
students(AcademicAffairs),TP/SS
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Description:TheprogramtutorsandmentorsmiddleandhighschoolstudentseveryFridayfrom2:00pm
6:00pm,TakingjointfieldtripswithTP/SScampusMontgomeryCollegeScience&EngineeringStudents
club.
Subgroup:35to45studentseachyear.Africanimmigrantpopulation,mostlyEthiopians.
Outcomes:
Resolvehomeworkproblems.
Providesplatformtobuildfriendshipsamongstudentsandtheirparents.
Providesassistanceincollegeapplicationandselectionprocess.
Provideshelptoimprovestudentspresentationskillsandprojectexecution.
Providesmentorship/guidancetobecomeupstandingcitizensoftheworldbycreatingawarenessto
existingsocialchallenges.
Providescommunityservicehourstostudentswhovolunteer.

Title(Office)CollegewideorCampusLocation:TeacherEducationMentoringProgram(Academic
Affairs),TP/SSandRV
Description:Facultyidentifystudentsinneedofmentoringsupport;mentorsarerecruitedfromprogram
graduatesandMCstaffandmeetwiththeirmenteesasagroupandindividuallyoverthecourseofthe
year.
Subgroup:Currentlyapproximately20.Teachereducationmajorsfromunderrepresentedgroups
particurlarlyLatinosandBlacks/AfricanAmericans,firstgenerationstudentsandstudentsconsideredhigh
risk.
Outcomes:
Tohavementors/menteeconnectonbothasocialandprofessionallevel.
TohavementorsprovidesupportsandhelpmenteethroughtheprocessoftheAAT.
Toencouragementeeasneeded,bothprofessionallyandpersonally.
ToprovideacademicsupportthroughtheSchoolofEducation(Praxisprep,goalwriting,transferring
information,etc.)
Toestablishalongtermprofessionalrelationshipbetweenmentorandmentee.
Toincreasegraduationandretentionratesamongminorityandhighriskteacheducationmajors.
YearsinExistence:Spring2013
Title(Office)CollegewideorCampusLocation:MentorshipwithintheAIABaltimoreFutureArchitects
ResourceCommittee(AcademicAffairs),RV
Description:Introduceyoungwomenfromdiversebackgroundsaboutprofessionalcareersandacademic
paths.CareerDay(annualevent)
Subgroup:16girls.Middleschoolandhighschoolgirlsofallminorities
YearsinExistence:Fall2013
AcademicPrograms
Title(Office)CollegewideorCampusLocation:STEMTransferStudentSuccessInitiative(Academic
Affairs),Collegewide.
Description:TheSTEMTransferStudentSuccessInitiativeprovidespotentialtransferstudentswith
specializedtransferadvising,transferawarenesstoolsintheformofonline,informationmodules
concerningavarietyoftransferissues,andsocializationopportunitiesata4yearinstitutioninadvanceof
transfer,meetingwithPeerAlumnifromCommunityCollegestogaininsightandencouragementintheir
questtotransferfromMCtoa4yearschool.
Subgroup:AllpotentialSTEMtransferstudentsareinthesubjectaudienceandwillbeinvitedtojointhe
program.STEMtransferstudents.
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Outcomes:
ThetSTEMendeavoristohelpprovidestudentswithvaluableinformationthatwill:
1. enablethemtopursueanappropriateacademicpathrelatedtoachosenSTEMfield(basedon
accurateandrelevantinformationaboutSTEMcareers,theirassessmentoftheir
likes/strengths/experiences,andahealthyunderstandingofparallelpathsinSTEM);
2. transfersuccessfullyfromatwotofouryearinstitutioninaSTEMfield(basedonknowledge
aboutSTEMoptions,gateways,credittransfer,degreeoptions,etc.aswellashowtomanageand
balancelife/work/classes/involvement);
3. engageinvaluableSTEMrelatedexperiences/opportunitiesat2and4yearinstitutions(basedon
knowledgeaboutinternships,researchexperiences,servicelearning,professionalclubs);
4. andattainameaningfulandrewardingcareerinSTEM.
YearsinExistence:Fall2013
Title(Office)CollegewideorCampusLocation:AchievingCommunityCollegeExcellence,Success,and
ScholarshipinEngineering(ACCESS),(AcademicAffairs),Collegewide
Description:ACCESSisfundedbytheNationalScienceFoundationSSTEMprogram
AchievingCommunityCollegeExcellence,Success,andScholarshipinEngineering(ACCESS)provides
academic,financial,personal,transfer,andcareersupportforunderrepresentedstudentsandenhances
studentspotentialtoearnbachelorsdegreesinengineering.
ACCESSstudentsparticipateinthefollowingactivities:
ES104IntroductiontoEngineeringProfessions
AcademicSupport
Facultymentors
Peertutors
Academicadvising
InternshipsincludingResearchExperiencesforUndergraduates(REUs)
Engineeringcareerinformationworkshops
ExperientialLearningStudentClubs
Other:IncreasedcommunityawarenessoftheMontgomeryCollegeengineeringprogramhasattractedthe
interestofmanylocalandnationalcompanies,governmentagencies,andresearchcentersinterestedin
hiringundergraduatestudentsasinternsandresearchassistants.
Subgroup:ACCESSscholarshipssupported125studentsforatleastonesemesterduringtheprojectperiod.
Somestudentsreceivedsupportforuptofouryearstocompletetheirbachelorsdegreeinengineering.
AfricanAmericanandLatino/a.AllACCESSscholarsmustqualifyperFAFSAguidelinesaslowincome.
Outcomes:
AchievingCommunityCollegeExcellence,Success,andScholarshipinEngineering(ACCESS)enhanced
degreecompletionandtransfertobachelordegreeengineeringprograms.
FinancialsupportTheACCESSprogram,awardedscholarshipsto125studentsfromspring2009through
spring2013.
GPAThegradepointaveragerangedfrom3.433.60forawardrecipientsatMC(averaging2025
awardspersemester).TheMCgradepointaverageofstudentsawardedatransferscholarshipaveraged
3.523.71overeightsemesters(average16awardseachsemester).AverageGPAstrendedupwardfor
studentsfundedatMCandatbachelorsdegreeprograms.
TransferratesOfthe125studentsawardedfunding,90areknowntohavesuccessfullytransferredtoa
4yearengineeringbachelorsdegreeprogram.Ofthesesuccessfultransfers,50areknowntohave
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completedaB.S.engineeringtodatewithfourofthesecurrentlyinM.S.engineeringprograms,onehas
completedanM.S.engineering,andoneisnowinanengineeringPhDdegreeprogram.
ArticulationsagreementsExpandedeffortstoupdateallexistingarticulationagreementsand
memorandaofunderstanding.Severalnewagreementshavebeenestablishedorinprogress.
YearsinExistence:2008
Title(Office)CollegewideorCampusLocation:OnRAMPtoSTEM(RetentionandAchievementthrough
MathProwess)(AcademicAffairs),Collegewide,ANationalScienceFoundationSSTEMgrant
Description:OnRAMPtoSTEM(RetentionandAchievementthroughMathProwess)providesfinancial,
academic,andcareersupporttoMontgomeryCollegestudentsinterestedintheinterdisciplinarynatureof
bioscienceresearch.OnRAMPprovidesaweeklyseminartaughtbythreefacultyfromdifferentdisciplines;
monthlymentoring;quarterlytransferworkshops;tutoringandothersupplementalinstruction;and
internshipopportunities.OnRAMPscholarships,whichcanbegivenforuptotwoyearsatMontgomery
College,coverfulltimetuition,upto15credits,andprovideabookstipend.
Other:OnRAMPtoSTEMisenhancingcollaborationswithlocalbioscienceindustriesandgovernmental
agenciesaswellasenhancingthecollegewidemovementtobuildinterdisciplinaryprogramsandcourses
thatwillstreamlinestudentpathwaystocareersandfouryearacademicinstitutions.
Subgroup:Overthe5yeardurationofthegrant,OnRAMPtoSTEMwillprovideupto125scholarshipsfor
MontgomeryCollegestudents.Thenumberofstudentsserveddependsuponhowlongindividualstudent
retainthescholarship.SubgroupsservedincludeAfricanAmericanandLatino/a.AllOnRAMPscholars
mustqualifyperFAFSAguidelinesaslowincome.
Outcomes:
Increasestudentawarenessofquantitativenatureofbioscienceresearch;
Stimulateinterestinbiosciencecareers;
Increaseinternshipexperiences;
and
Maintainorincrease:
NumberofstudentswhocanenrollfulltimeatMC.
GPAofscholars
Retentionratesofscholars
Transferratesofscholars
Sinceprogramisonlyinitssecondsemester,weonlyhavedataonthefirstsemestercohort(Spring2013).
Ofourfirstsemestercohortthreestudentstransferredtobachelordegreegrantinginstitutions.The
remainderofthestudentsremainintheOnRAMPprogram.
TheaverageGPAofthefirstcohortforspringsemester2013was3.70.
YearsinExistence:Spring2013.Theprojectwillrunthru2017.
Title(Office)CollegewideorCampusLocation:EngineeringAdvising,inpersonandwebsite(Academic
Affairs),Collegewide,butlargestatRV
Description:Wesupportanintensiveadvisingprogramforalloftheidentifiedengineeringstudents.We
havebuiltanextensiveengineeringadvisingwebsite.
Subgroup:Currentlythereare1370engineeringstudentsonthe3campuses.Engineeringisabout75%
minority,women,African,andHispanic.
Outcomes:Increasedcompletion,increasedtransfersuccess,articulationwithmanyengineeringprograms
at4yearcolleges/universities.
YearsinExistence:25years
Title(Office)CollegewideorCampusLocation:ProjectPortaltosuccessinEngineering(PPSE)(Academic
Affairs),Collegewide.
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Description:AGrantfundedprojectbytheUSDepartmentofEducationsFIPSEprogram.
TheProjectPortaltoSuccessinEngineering.aninnovative36monthcohortprogram,inengineering
education,wereimplementedtofacilitatestudentaccess,increasingthenumbersofunderrepresented
studentswomenandminoritiestosuccessfullytransfertobachelorsdegreeprogramsinengineering.
Mainactivitiesarebelow:
Studentsupportservices:individual&groupcounselingpeersupport&tutoring,careereducation,
onecreditstudentadjustmentcourse,facultymentors
FacultyCohort:collaborativeteaching,inquirybasedapproaches,mentortraining,trans
disciplinarydialogue
SupplementalInstruction,coaching,trainedtutors,researchskillsdevelopment,fieldtripsto4yr
schools,synergybetweenMCandother4yrschools
Blockregistration,focusonbarriercourses,partnershipwithMCPS&universities,cohortmodel
approach
Other:AllProjectPortaltosuccessinEngineeringScholars,havegraduatedortransferredtofouryear
schools.Wewerepleasantlysurprisedwiththesuccessofourmodelinhelping"middleoftheroaders,"
students.
Subgroup:Therewere32studentcohortservedinthepilotprogram.Collegewideimpactofthesuccessful
strategiesimpacting1400engineeringmajors:
DevelopmentalMathematicsRedesign
UndergraduateResearchinSTEMandestablishmentofanOfficeforSTEMInternships
Articulationswithfouryearschools
EnhancedinquirybasedteachinginSTEM
Interdisciplinarycoursedevelopment
Outcomes:ProjectPortaltoSuccessinEngineeringoutcomefarexceededourexpectations.Thestudent
cohortexperiencedanoverallcollegeretentionrateof96%.Theretentionandtransferrateinengineering
washighat75%.Cohortstudentsreceivedtransferscholarshipsandcompletedinternshipsorearly
researchexperiencesinlocalengineeringcompanies,federalagencies,anduniversities.Theprojects
secondaryintenthasbeentofurtherrefineourmodelandscaleituptohelpalargergroupofengineering
studentswithinMontgomeryCollegewiththeinstitutionalizationoftheprojectoutcomesSomeofthe
activitiesthatwasdoneincluded:UndergraduateResearch,Developmentofinteractiveteachingmaterials,
EngineeringAdvising,andRecruitmentandOutreachwiththelocalhighschools.
Title(Office)CollegewideorCampusLocation:USSecretServiceRecruitmentEvent(AcademicAffairs),
RV,butopentoeveryone
Description:RecruitmenteventwiththeUSSecretService.WehaveheldrecruitmenteventswiththeUS
SecretServiceinthepast.TheywouldliketocreatearecruitmentprogramtargetedtowardAfrican
AmericanandLatinostudents.Theyareopenastothecampuslocation.
Subgroup:TargetedrecruitmentforAfricanAmericanandLatinostudents.
Outcomes:Topromotecareeroptionsforminoritystudentsinfederallawenforcement.
YearsinExistence:Fall2013
Title(Office)CollegewideorCampusLocation:CareersinCriminalJusticeDay(AcademicAffairs),RV,but
opentoeveryone
Description:Wehaveapproximately20criminaljusticeagenciesoncampustotalkwithstudentsabout
careerandinternshipopportunities
Subgroup:100150students
Outcomes:Identifycareeropportunitiesforstudents
YearsinExistence:3years
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Title(Office)CollegewideorCampusLocation:DEAStudentForum(AcademicAffairs),RV,butopento
everyone
Description:Wehaveapproximately56federalcriminaljusticeagenciesoncampustotalkwithstudents
aboutcareerandinternshipopportunitieswiththefederalgovernment
Outcomes:Identifycareeropportunitiesforstudents
YearsinExistence:Spring2014
Title(Office)CollegewideorCampusLocation:DiscussionofClaudeSteelesconceptofstereotype
threat.(AcademicAffairs),RV
Description:DiscussionofconceptandpersonalreflectioninselectedPY102andPY227classes
Subgroup:120studentsperyear
Outcomes:Greaterawarenessofproblem.Suggestionsforhowtohandleit.
YearsinExistence:Spring2013
Title(Office)CollegewideorCampusLocation:EconomicsClub(AcademicAffairs/StudentLife),TP/SS
Description:Discusseconomicissuesandpromotestudentadvancementineconomicsthroughreading
books,screeningofdocumentariesandfilms,hostingspeakers,hostingMCalumnistudentevents,inviting
collegerecruitersetc.
Subgroup:Thegrouphas50Facebookmembersbutcouldbehigher.
Outcomes:Studentswhoareinvolvedintheclubdobetterincourseworkandfeelmotivatedtoreach
higherachievementlevel.Theyalsodevelopaloveforthesubjectwhichiscrucialforachievementsat
higheracademiclevels.Studentshavepeertopeerconversations.
YearsinExistence:4years
Title(Office)CollegewideorCampusLocation:EconomicHonors(AcademicAffairs),TP/SS
Description:Allowsstudentstoresearchindeptheconomicissues.
Subgroup:712studentsperyear.MostlyLatinoandforeignstudents
Outcomes:Promotesskillssuchaslibraryresearch,criticalthinking,readingandwriting.Promotesbetter
understandingofthesubjectandalsoimprovesstudentprofessionalismbygivingstudentstheopportunity
topresentinconferences
YearsinExistence:5years
Title(Office)CollegewideorCampusLocation:Usingtechnologysuchasmyeconlabtoprovide
masteryandcustomizedexercises.(AcademicAffairs),TP/SS
Description:Givesstudentsadditionalhelpunderstandingthesubjectandgettingenoughpracticeto
achievemasteryinthesubject
Subgroup:Allstudents
Outcomes:Promotesworkethics&timemanagement;betterunderstandingofthesubjectthrough
practicewheretechnologyisprovidingcustomizedhelp.
YearsinExistence:3years
Title(Office)CollegewideorCampusLocation:NurseEnrichmentprogramNursingStudents(Academic
Affairs),TP/SS
Description:AllatriskstudentsmeetwithafacultyadvisortodevelopaPersonalImprovementPlan
Atriskstudentsarethose:
WithaCinapriornursingcourse
Failedonenursingexam
Subgroup:430studentsperyear.Nursingstudents
Outcomes:Increasedgraduationrateandretention
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YearsinExistence:Fall2010
Title(Office)CollegewideorCampusLocation:NurseEnrichmentProgramPrenursingStudents
(AcademicAffairs),Collegewide
Description:Allprenursingstudentsareprovidedwithresourcesforprenursingexam(TEAS).Therewasa
decreaseinthediversityofthenursingapplicantswiththeimplementationofTEAS.Byincreasingthe
resourcesandassistanceinpreparingfortheexam,thediversityhasimproved.
Subgroup:1500studentsperyear.Prenursingstudents
Outcomes:Increasednumberofqualifiedapplicants(esp.ESLstudents)
YearsinExistence:Fall2010
Title(Office)CollegewideorCampusLocation:PreAdmissionsCoordinator(AcademicAffairs),
Collegewide
Description:Assiststudentsinmeetingthebenchmarksofthepreadmissionexamusedbymosthealth
scienceprograms
Other:ThegrantwastheNursingEnrichmentProgramandincludedprenursingandnursingstudent
approaches.ThegrantendedJune2013.
PurchasedthroughthegrantwasafouryearsubscriptiontosomeoftheSkillsTutormodulesthatare
availablecollegewide.
Subgroup:1500prenursingstudents.Prehealthsciencestudents
Outcomes:Increasedadmissiontothenursingprogram(grantfundinghasallowedforenrollment
expansion).Admitted120studentsFall2013
YearsinExistence:3years;grantendedJune30,2013.Staffpositionwascontinuedbythecollege.
Title(Office)CollegewideorCampusLocation:NursingRetentionProgram(AcademicAffairs),TP/SS
Description:EarlyidentificationofatriskstudentsanddevelopmentofPersonalImprovementplans
Other.NursingEnrichmentProgramgrant.
Subgroup:450studentsperyear.Nursingstudents
Outcomes:Increasedgraduationratefrom65%to90%
YearsinExistence:3years
Title(Office)CollegewideorCampusLocation:SuccessthroughSimulation(AcademicAffairs),TP/SS
Description:Useofsimulationasaretentionstrategytoassiststudentstolearndifficultnursingconcepts
Other:Grantendsattheendofthisyear.
Subgroup:450studentsperyear.Nursingstudents
Outcomes:Increasedgraduationrate
YearsinExistence:2years
Title(Office)CollegewideorCampusLocation:MilitarytoAND(AcademicAffairs),Collegewide
Description:Developstrategiesandinterventionstopromotesuccessofmilitaryveteranprenursing
studentsintheprenursingcourses.
Other:Twoyeargrantfundedproject.
Subgroup:Prenursingstudents
Outcomes:Increaseenrollmentofmilitarymedics/corpsmenintotheacceleratedpathwaytonursing
YearsinExistence:Fall2013
Title(Office)CollegewideorCampusLocation:DualEnrollmentModel(AcademicAffairs),TP/SS
Description:WorkingwithUniv.ofMarylandSchoolofNursingatUniversitiesatShadyGrovetodevelopa
dualenrollmentprogramwhichwouldpromotestudentstocompleteaBSN.
Other:2yeardevelopmentfundedviagrants.
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Subgroup:Nursingstudents
Outcomes:IncreasepathwaytoBSNforMCnursinggraduates
YearsinExistence:Indevelopment
Title(Office)CollegewideorCampusLocation:SpanishforHeritageSpeakerscourse(Academic
Affairs),RVfornow
Description:CurricularOffering
Subgroup:20students
YearsinExistence:Fall2013
Title(Office)CollegewideorCampusLocation:SpanishforHeritageSpeakersLearningCommunity
w/EL104(AcademicAffairs),RVfornow
Description:Curricularoffering
Subgroup:20students
YearsinExistence:Spring2014
Title(Office)CollegewideorCampusLocation:PreCalculusMathematicsWorkshop(AcademicAffairs),
GT
Description:TheMAPEL(Math,Accounting,Physics,EngineeringLearning)Centeroffersmathematics
workshopstocomplementcourseinstruction.PleasecheckwithMAPELCenterstafftoseethelistof
workshops.
Other:FundedbyInnovationGrantandGTSTEP.
Subgroup:20students
Outcomes:Studentretentionandsuccessinmathematicscourses
YearsinExistence:2years
Title(Office)CollegewideorCampusLocation:MathematicsWorkshop(MA094,MA097,MA099)
(AcademicAffairs),GT
Description:TheMAPEL(Math,Accounting,Physics,EngineeringLearning)Centeroffersmathematics
workshopstocomplementcourseinstruction.PleasecheckwithMAPELCenterstafftoseethelistof
workshops.
Subgroup:10students
Outcomes:Studentretentionandsuccessinmathematicscourses
YearsinExistence:1year
Title(Office)CollegewideorCampusLocation:HealthSciencesMathWorkshop(AcademicAffairs),GT
andTP/SS
Description:TheMAPEL(Math,Accounting,Physics,EngineeringLearning)Centeroffersmathematics
workshopstocomplementcourseinstruction.PleasecheckwithMAPELCenterstafftoseethelistof
workshops.
Other:FundedbyHolyCrossHospital.
Subgroup:8students
Outcomes:Studentretentionandsuccessinmathematicscourses
YearsinExistence:1year
Title(Office)CollegewideorCampusLocation:StatisticsWorkshop(AcademicAffairs),GT
Description:TheMAPEL(Math,Accounting,Physics,EngineeringLearning)Centeroffersmathematics
workshopstocomplementcourseinstruction.PleasecheckwithMAPELCenterstafftoseethelistof
workshops.
Other:FundedbyGTSTEP.
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Subgroup:Upcoming
Outcomes:Studentretentionandsuccessinmathematicscourses
YearsinExistence:Pilotfall2013
WorkforceDevelopmentandConEd
Title(Office)CollegewideorCampusLocation:GapBusters(WDCE),Collegewide
P.O.Box3356
SilverSpring,MD20918
Phone:(301)7794252(Office)
Fax:(301)7794253
Email:info@gapbuster.org
Webpage
http://www.gapbuster.org/home/about
Description:CrossTutorialMentoringProgramservespredominatelysocially/economicallydisadvantage
AfricanAmericanandHispanicchildren(atriskyouths).Studentsparticipateinmentortraining,andthe
olderstudentswhomeetthematchrequirementsarepairedwithayoungerone(BigStudent/Little
Student),andallhighschoolstudentsarepairedwithajobshadowingmentorwhoworksinthestudents
areaofinterest.
LeadersInTraining(LIT)aimstoimproveparticipantsacademicsuccess,attitudestowardsschool,
enhancepresentationskillsandstrengthencriticalthinkingskills.StudentsintheLITprogramalso
participateincommunityservice.StudentsintheLITProgramhavetheopportunitytobecomecertified
HIV/AIDSPeerEducatorsandparticipateinourYoungAmbassadorsProgram.
HIV/AIDSPeerEducatorgroupteachesstudentsaboutSTDs,HIV/AIDS,andthecomplicationsofthose
diseasesandinfections.StudentsareLITmemberswhomustcompletearigorousprograminwhichthey
traintobecomecertifiedHIV/AIDSpeereducatorsandlearnaboutthevariousmethodsofpreventionand
protection.Oncecertified,theygaintheopportunitytotraveltoothercountriesasapartofthetheYoung
AmbassadorsprogramandraiseawarenessbyteachingotheryoungpeopleaboutSTDsandprevention.
YouthAmbassadorProgramgivesyoungpeopleagreaterexposureandunderstandingofdifferent
cultures,anditencouragesthemtotakepartincommunityservice.LITstudentsbetweentheagesof12
and18becomeinvolvedintheprogramthroughschoolsororganizations.Inaddition,theStudentto
StudentYoungAmbassadorProgramprovidesstudentsaworldofinternationalopportunities.Weoffera
travelexperiencethat'sexciting,educational,andelevating.
SummerEnrichmentProgrampromoteshigherlevelsofachievementofstudentsbyteachingmathematics
andlanguageartsinoursummerprogram.EachsessionisdesignedtoexposestudentstotheFineArtsor
AlliedHealthprofessionswhileprovidingarigorousacademicexperience.Studentshave2.25hoursof
mathematics,2.25hoursoflanguagearts,and1.5hoursofafineartselectiveMondayThursdays.On
Fridays,studentsattendfieldtrips.
SupplementEducationalServicesProgramconcentratesonacademicenrichmentintheareasof
mathematicsandlanguageartsforstudentsinkindergartentogradenine,andleadershipdevelopmentfor
studentsingradesseventotwelve.Weattaintheseobjectivesbyprovidingafterschooltutoringand
utilizingtechniquesthatappliestotheindividualneedsofeachstudent.Ourprogramisalignedwiththe
MarylandStateCurriculumbyfocusingontheprioritiesoftheMarylandStateDepartmentofEducation
(MSDE).
OtherSpecialProgramsareofferedatvarioustimesthroughouttheyear.Currentlyweoffer:
M.S.A.andH.S.APreparation
SATPreparationPracticewiththelatesteditionofREALSATandfamiliarizeyourselfwiththeSATformat.
FreeHIVTestingDoyouknowyourstatus?GetyourselftestedforFREEtoday!Callourofficeat301779
4252toscheduleanappointment.
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Subgroup:100+youngminorities(boysandgirls)inK12.
Outcomes:Toclosetheacademicachievementgapwhilepromotingahigherlevelofachievementforall
students.
YearsinExistence:1999(14years)
Title(Office)CollegewideorCampusLocation:TheGeorgeB.ThomasLearningAcademySaturday
School(WDCE),Collegewide
TheGeorgeB.ThomasSr.LearningAcademy,Inc.
SligoMiddleSchool
1401DennisAvenueSilverSpring,MD20902
Tel:3016498078
Webpage
http://www.saturdayschool.org/about/faq.shtm
Description:MinorityStudentProgramcalled
SaturdaySchool
ThecoreprogramoftheGeorgeB.Thomas,Sr.LearningAcademy,SaturdaySchoolofferstutoringand
mentoringinreading/languagearts,mathematics,andtesttakingskillsforstudentsingrades112.
MoreabouttheSaturdaySchoolprogram
AristotleCirclePeerTutors
TheSaturdaySchool/AristotleCirclePeerTutors(ACPeerTutors)partnershipprovidessupportin
mathematicsfromPreAlgebra(MiddleSchoolMath)throughAPCalculusformiddleandhighschool
studentswhoregisterwithSaturdaySchool.ACPeerTutorsmatcheshighachievinglocalhighschool
studentswhoarecarefullyscreenedtoserveaseffectivetutorsandrolemodelsforotherstudents.
MoreaboutAristotleCirclePeerTutors
Scholarships
TheHighAchievementScholarshipProgramrewardsstudentswhoevidencehighacademicachievement
andwhohaveprovidedconsistent,qualityservicetotheLearningAcademy.
Informationandapplicationform
Subgroup:Over3,000studentsannuallyfromclusterelementary,middle,andhighschools.
SaturdaySchoolcentersarenowattwelvesitesinMontgomeryCounty(listedbelow)andserveover3,000
studentsannuallyfromclusterelementary,middle,andhighschools.Theprogram,whichservesstudents
ingrades1through12,operatesonSaturdaymorningsfrom8:30a.m.to11:00a.m.,OctoberthroughMay.
Centersareatthefollowingschools:
MontgomeryBlairHighSchool(established2002)
AlbertEinsteinHighSchool(established2004)
GaithersburgHighSchool(established2002)
HeldatGaithersburgMiddleSchoolfor20112012schoolyear:
JohnF.KennedyHighSchool(established2001)
Col.ZadokMagruderHighSchool(established2005)
NorthwestHighSchool(established2002)
PaintBranchHighSchool(established2000)
RockvilleHighSchool(established2005)
SherwoodHighSchool(established1994)
SpringbrookHighSchool(established1996)
WatkinsMillHighSchool(established2004)
WheatonHighSchool(established2002)
Outcomes:Thegoalisforallstudentstodemonstrategradelevelproficiencyincoreacademicsubjectsand
toachievealevelofproficientorhigheronlocal,state,andfederalassessments,suchastheMaryland
SchoolAssessment(MSA)andtheHighSchoolAssessment(HSA).
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HowisthesuccessoftheSaturdaySchoolmeasured?
Comparelastyear'sgradesandscoreswithcurrentyear
Reportcardgrades(gradeof"C"andaboveinreadingandmath)
Stateandlocalstandardizedtestscores
ClientSatisfactionSurvey(parentsandstudents)
StudentAcademicConfidenceSurveys
YearsinExistence:1986(27years)
Title(Office)CollegewideorCampusLocation:BoyScoutsofAmericaNationalCapitalAreaCouncil
MontgomeryFieldServiceArea(WDCE),Collegewide
UnitsarelocatedthroughoutCountynearallcampusesandcenters.ThreeDistrictsWest,EastandNorth
coveringMontgomeryCounty
BoyScoutsofAmerica,NationalCapitalAreaCouncil
DanHogan
9190RockvillePike
Bethesda,MD20814
tel:(301)5309360
fax:(301)5649513
Webpage
http://www.ncacbsa.org/
Description:BSApromotescharacterdevelopment,education,citizenship,leadership,andphysicaland
mentalfitness.TheBSAprogramincludesoutdooractivitiesandnumerouscampingopportunities.The
groupalsoserveschurch,school,andcommunityorganizations.TigerCubsisaprogramforboysinthefirst
grade.CubScoutsisforboysingrades25.BoyScoutsareyoungmenages1118.Venturersareyoung
menandwomenages1420interestedinoutdooractivities.Explorersareyoungmenandwomenages14
20interestedincareerorientation.Variousprogramsorganizedbyagegroup.
Subgroup:Over6000youngmenandwomen,grades25andages1420.
Outcomes:CharacterDevelopmentthroughcommunityserviceactivitiesandprogramofachievementfrom
ages821.
YearsinExistence:Over100years