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Community College Retention and Completion through Guided Pathways
Problem Statement
Community colleges lack structured pathways that are coherent with the students’ end goals due to their current design of academic programs and support services. Baker (2016) asserts that community colleges are open-access institutions aiming to serve every student who needs their services. However, these community colleges in most times loathe guiding their learners towards their desired goals. In most cases, the common introductory classes are rare and the core curricular pathways (Baker, 2016). According to Baker (2016), departments in the community colleges do not track learners in their respective programs to ascertain whether they are making progress because the students are not required to declare their degree goals. Thus, students are discouraged if they do not get enough information on the path to success in their careers. Nonetheless, many students are frustrated by the way programs are organized, such that they fail to find a clear path to their end goals, which contributes to them dropping out of school.
Community colleges often offer disconnected programs and support services, in which the learners have to navigate on their own. Additionally, students are confused because the colleges fail to offer sufficient information on the transfer choices and programs (Bailey, 2015). For instance, students find it hard to navigate between two separate education systems with varying academic years. More so, students are confused when transferring between the schools by the set of courses and the varying numbering systems in every 4-year school (Baker, 2016). According to Baker (2016), community college students face varied transfer requirements in the 4-year schools because of the unique agreements that exist between the institutions. Thus, the transfer programs design does not enable the students to complete their programs, which can prepare them for further education and employment. Therefore, the current design of support services and academic programs does not support retention and completion of education programs in community colleges.
Literature Review
Several studies have been done to investigate how guided pathways are a solution to college students dropping out. The studies suggest that a guided pathway is an approach to redesigning and organizing college programs. The programs are made more accessible for students to navigate the college successfully and achieve their goals. According to Jenkins (2014), guided pathways entail a transformational framework that focuses on revising and reviewing college practices, policies, and procedures to align with the student interests as a priority. Previously and severally, students have acknowledged having difficulties navigating through community college life and structures (Bailey, 2015). Efforts by community colleges to adopt the pathway model in their program is a milestone toward student retention (Jenkins & Cho 2014). The pathway strategies are student-centered, goal-oriented, making it easy and possible for students to navigate college settings comfortably. The framework has a strategy that, when adequately implemented they provide students with structured choices, clear learning outcomes, and revamped support. That ultimately helps a higher number of college students to achieve and complete college education.
Jenkins et al. (2019) established that the guided pathways approach had become a national movement as colleges aim at strategies to facilitate student retention. According to the report, an estimated 300 colleges have adopted guided pathways reforms to reform the education sector. The report indicated that implementing guided pathways in the various colleges differed but regardless of the implementation strategy incorporated they all embraced the required reforms. Besides, the report provided procedures and timelines essential for guided pathways implementation. Therefore, an appropriate implementation must be established by individual colleges for successful adoption.
Implementing guided pathways require well-laid down procedures. Laying the groundwork for the establishment of guided pathways is critical (Schreiner 2018). The groundwork created the awareness of college barriers to success and set the reforms to address the issue. It is also at the initial stages that decision-making is reorganized, and individuals are accountable to contribute to student’s success and goals. The implementers target the case by showing how a lack of clear program supports and paths hurt students. Jenkins et al. (2019) note that collaborative implementation and planning are critical for the success of guided pathways in college communities. When all college members are involved in the early stages of program redesigning, it becomes easier for the college fraternity to embrace the reforms uniformly. Therefore, there must be well-laid down procedures and policies before a college shifts from traditional approaches to the current guided pathways.
Community colleges have many programs but offer little guidance to students on program selection. Building guided pathways are essential to accelerate students in completing their studies. According to Jenkins and Cho (2014), most colleges offer several programs but typically fail to provide students with guidance in selecting appropriate courses for them. It has already been established that students join colleges without clear careers and goals, and therefore the initial guidance is essential. That makes it the role of the community colleges to offer advice to students and help them make informed choices in course selection. Baily (2015) states that advising and career services are available in most community colleges, yet only very few students use such services. With many choices and inadequate guidance, students end up being frustrated by choosing the wrong career pathways. Besides, the lack of career guidance ends up exposing students to make costly decisions (Hope, 2017). Students enrolled in programs with a clearly defined pathway enhance their chances of remaining in a specific community college until they complete their programs.
Establishing a precise map is essential in achieving student’s goals, hence achieving student retention and college completion. Colleges that have established guided pathway reforms and implemented them provide suitable grounds for career advancement and offer outlines that align with student interests (Jenkins & Cho 2014). In such colleges, students’ options are not restricted, and instead, established pathways enable them to make better choices and are more likely to achieve their career goals. Jenkins and Cho (2014) found that colleges have many program choices but offer little guidance to students on which options are appropriate for them. Failure to provide advice exposes the community college students to a complex and confusing array of courses (Jenkins & Cho 2014). Instead of letting students figure on their paths, establishing guiding pathways can effectively address students’ concerns and help them avoid making uninformed decisions on which courses to pursue. Students are likely to make wrong choices on their own. Therefore, the school’s guided pathways will make them choose appropriate courses out of the various programs available.
Guided pathways provide success for college students. The model has three primary features that make college life comfortable and inclusive for diverse students (Jenkins & Cho 2014). First, the model encourages clear roadmaps for the students. The programs are mapped out in institutions where guided pathways have been implemented to enhance educationally coherent pathways. The guided pathways help students make better choices. Second, on-maps to programs of study have been reformed to clarify goals for the students. That makes it an added advantage for students as they join programs that are well established and almost certainly assure them of job opportunities after college completion.
Mechanisms have been established to enable students to develop the right goals and create appropriate academic plans (Jenkins & Cho 2014). The other feature of the guided pathways model is that it encourages student tracking, support, advising, and feedback. With guided pathways, students’ progress according to their goals is tracked, and frequent feedback is provided. Both advising and feedback ensure that the students’ progress aligns with their academic plan (Jenkins & Cho 2014). According to Jenkins and Cho (2014), best practices to guided pathways are essential in realizing students’ full potential. Besides, students benefit from nonacademic support that helps them create a social friendship that addresses various issues affecting them while at college. Therefore, coherence programs, support, feedback, and student monitoring ensure that student progress is monitored and corrective actions are taken that help students remain aware of their goals. That enhances student college retention and completion, making guided pathways a straightforward solution to students dropping out of college.
Guided Pathways Target Barriers to Student Experience
Guided pathways are essential in establishing appropriate programs for diverse students. Bailey (2018), established that guided pathways would make it possible for college communities to pick a program and create a plan to carry them through to graduation. The study demonstrated that guided pathways target to address the barriers that college students experience. According to Bailey (2018), at admission, community college students should be guided by college staff to develop academic plans and understand what they want to achieve in their academic life. Bailey et al. (2015), rgue that most if not all community college students lack knowledge on which programs to pursue, and if not properly guided, they end up making wrong choices. Making the wrong choice at the most crucial time provides the first issue of making the student life difficult while at college. That increases the chances of dropping out or seeking unnecessary transfer to a different college. In his research, Bailey (2018) established that redesigning college will increase students’ chances of completing their academic goals. However, the college staff must play essential roles in guiding students and helping them make informed choices. Besides, the college programs must be structured to provide the best student experiences. Our community colleges operate like cafeterias where they provide many programs, services, and activities yet make it student’s responsibility to navigate through complexities and challenging environments. However, guided pathways can offer viable solutions and enhance students to complete their courses satisfactorily.
Educators and policymakers have been calling for reforms in community colleges. According to Schreiner (2018), more accessible access to student data on enrollment and contribution has influenced policymakers to call for reforms. The data shows that many students join colleges, yet the exact number does to complete their programs satisfactorily. The research established that the students either drop out or opt to transfer to other colleges and pursue different programs (Bailey 2018). The study also demonstrated that such problems were shared with low income and students of color. The students go to the colleges with the slightest knowledge, financial and social resources and are particularly harmed by the challenging environment and its inefficiencies (Bailey et al., 2015). In 2017, Bailey (2018) established that guided paths were being implemented, with the following counties having at least ten colleges, California, Virginia, Michigan, and others. The research highlighted areas of practice that will contribute immensely to college student’s retention and completion. The techniques include matching pathways to student goals, assisting students in choosing the right program pathway, ensuring that students are always on the path, and facilitating students learning process (Bailey 2018). Guided pathways require the college’s efforts in redesigning primary departments and functions such as advising and developmental education. Bailey (2018) established that implementing guided paths would be met with challenges, and therefore, colleges must stay focused and create awareness for the reforms. Guided pathways have been a success in student college completion and improving student success, and other colleges have to adopt the reforms to improve student outcomes.
Schreiner (2018) highlighted how pathways contribute to student retention, thriving, and differences amongst people of color. The research established that community college students face difficulties in the first year of college and transition with them as they move to the next level. Schreiner (2018) noted that the second year is essential as students navigate unfamiliar relational challenges and the academic landscape. Having been guided to success during their first year, students enter the second year with confidence and expect similar support in the initial stages. Besides, students expect the same support as they collegiate their journey. However, when the college shifts its attention to the incoming first years, the sophomores feel neglected and abandoned (Hope, 2017). The sophomores then start struggling with experiences of the second year and end up barely surviving in challenging situations. The research established that second-year students find it difficult, and those who do not thrive consider dropping out from the community colleges. Most importantly, Schreiner (2018) demonstrated that critical pathways could help students succeed in changing environments.
Schreiner (2018) offered several strategies that the college administrators can adopt to ensure that the sophomores do not drop out and remain to achieve their academic success. School transitions are periods that demand significant changes as a student moves out of one role or routine to the other. During the second year, college students solidify their major and go into details concerning their chosen programs. Therefore, the college administration has a role in guiding the sophomores into a successful and easy transition. The college has to put in place structures and offices that will be available for the sophomores to consult. Schreiner (2018) argue that about 20% of the sophomores lost their time during the first year, and therefore the second year encompasses recapturing the momentum lost in the previous year. Relational transitions are also common in the second year, and therefore college administrations establish pathways on advising students on friendship formation. Issues to do with student confusion, majoring in subjects has to be provided at this stage to help students refocus on achieving their goals. Supporting the sophomores and establishing suitable structures for them to consult makes it possible to regain academic momentum and navigate to college completion. ided pathways provide students with a clear map to success. Most students enter colleges with clear goals in mind (Hope, 2017). However, a report on enrollment management indicated that many students do not reach their goals to complete college education (Hope, 2017). According to Hope (2017), those lucky to make it earn more than the required credits for their associate degree. However, that can be altered by adopting guided pathways that help students remain on course and complete their college studies. Besides, according to Hope (2017), guided pathways provide students with a comprehensive plan for completing their college degrees. The colleges create a specific plan that the students are encouraged to emulate. However, advisers at the colleges must collaborate with the students and help them customize the plan based on individual capabilities and circumstances. Nearly all students wants a default path to navigate through community colleges (Hope, 2017). When the colleges provide the default path, it enhances student success and achieves the college’s goal on student retention and completion. Customizing of students’ plans incorporates future considerations where a student might wish to transfer if circumstances arise. Considering transfers while customizing student academic plans help students avoid choosing courses that will not count towards their degree should they transfer (Hope, 2017). With the adoption of guided paths in community colleges, every student is supported to remain on track to the college credential right from intake to completion.
Van Noy et al. (2016) examined the structure of community colleges’ technical programs along four dimensions. The dimensions include program alignment, program prescription, active support advising, and student access to information. The study found several concerns in community colleges where first-generation and low-income students serve. Besides, Van Noy et al. (2016) found significantly low completion rates. The students in the community colleges may not have parents and therefore lack advice on how to complete their college education (Van Noy et al., 2016). Besides, some community college structures do not support student success.
According to Van Noy et al. (2016), making the structure sufficiently to support student success enhances student completion. The study recommended adopting guided pathways that would make community colleges support students through their entire academic life. Van Noy et al. (2016) established that the structure of community college plays an essential role in student completion rates. The structure should be designed to provide students with information on various programs within the shortest time possible. Besides, the community college programs should be made clear and easy to navigate. When students pursue easy to navigate yet market-oriented courses are likely to remain on the course (Van Noy et al., 2016). Overall, community colleges considering adopting guided paths must restructure their colleges to align with the four dimensions of guided pathways.
Neri et al. (2019) studied and established practical steps to assist leaders’ and practitioners’ efforts in adopting the GP model in reforming community colleges. The steps aimed to remedy low rates of student retention and completion and adopting a student-centered approach in reforming the community colleges. According to (Neri et al., 2019) questions on equity cannot be ignored, as equitable implementation ensures the success of the model. The implementation of guided should therefore be universal and equitable to help as many students as possible. The study recommended that community colleges must first create career opportunities that integrate student’s labor histories and funds of knowledge. Second, the community colleges should provide learning opportunities that are aligned to available job opportunities. And thirdly, inform practice using regional and equity focused labor market data. The study recommendations focused on making the model influential through enhancing students’ knowledge and positive progress. According to Neri et al. (2019), all students should equally be empowered by the model. That entails developing their skills, cultural practices, daily routines, and work experiences. Neri et al. (2019) argued that when students are empowered, they make the right decisions and rational choices regarding their career advancement. Using equity-focused strategies improves student perseverance and hence increases completion rates. To create equitable opportunities for college students, colleges should provide information about careers and jobs availability upon completion (Neri et al., 2019). Therefore, students will persevere the college challenges and complete their education as they seek to enter into the attractive job opportunities as advised by their college advisors.
Challenges facing the implementation of guided pathways
Implementing guided pathways demands significant adaptation and reallocation of resources. According to Hoffman (2019), no significant challenges have been witnessed with implementing guided pathways. However, timing, resources, and resistance from some faculties have been the only notable challenges. The reforms involve things that have always been done (Van Noy et al., 2016). The guided path implementation has been met with resistance and skepticism (Bailey, 2015). Some faculties and staff fear that their courses will be abolished if they are deemed invaluable in contributing to student’s success. Besides, the team is also afraid that students can shift from the faculty and migrate to other majors that have more structured plans and job opportunities. However, the educators have been surprised that more excellent retention increases the need for higher-level courses, an occurrence that most educators find favorable (Bailey 2018). Therefore, reform efforts in community colleges should involve advisors and faculty leaders at the very beginning to provide a systematic implementation process.
Another challenge is the limitation of information regarding guided pathways implementation. Redesigning advising has been established as the most challenging part of colleges guided pathways strategies (Hope, 2017). Before redesigning, most colleges had one or two college student advisors based strictly on main program areas. However, implementing guided pathways demands an increase in student advisors. Many advisors are required to reduce long lines and wait times and enable all students to get advisory guidance before registering for a particular course. Therefore, colleges have been forced into hiring several new advisors to help the students navigate to success. Bailey (2017) argues that before adopting guided pathways, most community colleges had a student advisor ratio of 1:1000. However, there are efforts to reduce the balance to 1:200 (Bailey, 2017). That effort requires resources and colleges’ individual efforts to meet and satisfy the ratio. However, it is beneficial as students will get the advice and support they need to succeed and complete their college education.
Conclusion
From the literature review, it is evident that guided pathways offer effective college student retention and completion. That is made possible due to the redesigning and reforms brought by guided pathways. Most if not all community college students enter the colleges with little knowledge on which courses to pursue. Lack of proper guidance makes them make wrong decisions, which later makes them drop out of school. Besides, it is also established that most community colleges lack clear program guidance, and that has been contributing to student dropout, hence lower completion rates. The role of guided pathways is to bridge the gap from the traditional ways of admitting students into a more approach centered on students’ interests.
The guided pathways model support and enable the students to navigate through challenging college life. There are no significant challenges in its implementation. The model is suitable for all community colleges and provides avenues for students to plan their academic success and remain on course right from start to completion. Guided pathways encourage student tracking, support, advising, and feedback, making achieving students’ goals and plans easier. Besides, guided paths enable community colleges to establish programs that are student centered. Therefore, it is vital for community colleges to cooperate with employers, stakeholders to ensure that their programs are student centered and align with students’ requirements for careers and further education.
Methodology
This section provides an overarching look into the study of Community College Retention and Completion through Guided Pathways. This section will also determine if guided pathways can be an effective way to engage students for the success of retention and completion. The most critical metric under consideration during the literature review was accuracy. Data and information are accurate when the values presented are the correct ones (Grant, 2018). In this case, the research assured the data’s accuracy by only using articles from peer-reviewed sources and material from established publishers. Academic journals encourage peer-review because it exposes every piece of work to professional scrutiny. That means that any inaccuracies are more likely than not to be identified during the editorial process or upon publishing. Established publishers, on their part, have established editorial systems whose primary objective is to weed out inaccurate data and information.
At the same time, the data and information had to be current. The issue under investigation is social in nature and, thus, presents more dynamism than research topics involving “hard” sciences. Social sciences are dependent on human nature, thought, and behavior (Booth, Colomb, & Williams, 2018). These are shaped by the environment which itself changes with time. Therefore, the demand for data and information currency is quite real. Using stale data will almost definitely give one an inaccurate understanding of the issue and the people it affects. All of the sources used are current with the oldest one being from seven years ago.
Finally, the literature review and sources made use of relevant data and information. The internet is indeed a great resource and it continues to allow us to access mountains of data and information at the touch of a button. However, the internet is also full of useless, extraneous, and irrelevant information. One is likely to waste time and resources wading through information and data which has nothing to do with the topic at hand (Grant, 2018). The researcher made use of specific keywords to ensure that the sources were relevant to the topic. All of the literature covered focuses on answering the research question.
Sampling
In academia, one has to abide by several principles if he or she is to generate a sample that is both valid and can be generalized. First and foremost, the sampling method must be random (Chivanga & Monyai, 2021). The goal is to ensure that the research has as little bias as possible. The more random a sampling method is, the more likely it is to produce viable and usable data. At the same time, the sampling method has to be representative. That means that the participants have to actually represent the community from which they emanate. These two metrics are especially essential when conducting social research.
All of the sources deployed tried to randomize the sampling process as much as possible. It is worth noting that the total number of students in the country at any single moment in time is large enough to allow true randomization. Most of the sources made use of random stratified sampling. This is where one selects and separates a population into segments. The researcher then ensures that he or she gets random participants from each sample. This method is effective and apt because it allows the researcher to create a sample that is both representative and random.
Procedures
The researchers relied on interviews and surveys in their quest to gather primary data. These two methods are quite apt when it comes to qualitative research. Proper interviews are especially useful when they make use of both structured and unstructured questions. Structured questions are relatively straightforward and allow researchers to get specific answers to specific questions (Babbie, 2020). Unstructured questions, on the other hand, allow participants to extrapolate and thus provide the researcher with a more nuanced understanding of the issues. Advances in technology have also made virtual engagements almost as valid and credible as face-to-face ones.
In this case, the use of survey questions and interviews allowed the participants to weigh in on both objective and subjective elements. For instance, the structured questions made it possible for the researchers to know exactly how many programs exist, how many students choose to drop out of college, and how many make it back. The unstructured questions, on their part, allow the participants to explain the “why.” The students not only state whether or not the guidance exists, but they also explain why they have embraced or rejected guidance programs. The twin approach makes it possible for the researchers to develop a comprehensive appreciation of the prevailing reality.
Measures and Instruments
The most critical element when it comes to measurements and instruments is the requirement that the two actually measure what they are supposed to measure (Gronmo, 2019). For a research process to be valid, the measures and instruments must produce correct values (Frings, 2018). In this case, the researchers first define the measures and instruments and then tied them to the findings. Each paper used various metrics and instruments but all of them focused on one variable: guided pathways and their functioning. The detailed description and definition of measures and instruments will ensure that the studies can be replicated and thus, tested.
Data Analysis Plan
The researchers made use of established data analysis plans. For a data analysis plan to produce credible and useful data, it has to be objective (Alston & Bowles, 2020). It has to be as free of bias as possible. Ideally, the researcher should define the data analysis plan before he or she begins collecting data. In this case, all of the sources deployed provide details regarding their analysis plans. They all made use of tried and tested techniques. The result is a set of information that is both useful and credible.
Limitations
The main limitation of secondary research is the fact that one has to rely on other people’s data collection and analysis skills and practices. While the primary data is available, it is not possible to avoid the inherent biases built into any study. The data and information will be influenced by intent, funding, and even timing. One can mitigate this issue by using information from a variety of sources. Additionally, secondary data analysis can provide one with stale data. One can take steps to assure the integrity of secondary data but these limitations do have an impact on the final product.
Conclusion
Researchers could look into whether or not these guided pathways work better when they are designed with the students’ help. It is unfortunate that many institutions adopt a top-down approach when designing and implementing these policies. The result is often apathy and in some cases, the policies face open hostility. Therefore, it would be interesting to find out how effective the programs would be if students participated in their design. It would also be prudent to interrogate the impact of the Covid-19 pandemic and the social changes it has triggered on the guided pathways. Staying in school must be that much tougher in the current financial and social environment.
References
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Babbie, E. R. (2020). The practice of social research. Cengage learning.
Baker, R. (2016). The effects of structured transfer pathways in community colleges. Educational Evaluation and Policy analysis. https://doi.org/10.3102/0162373716651491
Bailey, T. (2015). Implementing guided pathways at Miami Dade College: A Case study. Community College Research Center.
Bailey, T. R. (2018). Guided Pathways at community colleges: From Theory to Practice. | Association of American Colleges & Universities, 1-5.
Bailey, T. R., Jaggars, S. S., & Jenkins, D. (2015). Redesigning America’s community colleges. Harvard University Press.
Booth, W. C., Colomb, G. G., & Williams, J. (2018). Approaches to social research. Chicago, IL: University of Chicago Press.
Chivanga, S., & Monyai, P. (2021). Back to basics: qualitative research methodology for beginners. Journal of Critical Reviews, 8(2), 11-17.
Frings, D. (2018). Social psychology: The basics. Routledge.
Grant, A. (2018). Doing EXCELLENT social research with documents: Practical examples and guidance for qualitative researchers. Routledge.
Grønmo, S. (2019). Social research methods: Qualitative, quantitative and mixed methods approaches. Sage.
Hofmann, E. B. (2019). Key Influences and Obstacles in Guided Pathways Implementation in Community Colleges in a Multi-College District According to Community College Leaders [Doctoral dissertation]. https://escholarship.org/uc/item/4zc4s693
Hope, J. (2017). Provide guided pathways to give students a map to success. Enrollment Management Report, 20(11), 1-5. https://doi.org/10.1002/emt.30256
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Jenkins, D., & Cho, S. (2014). Get with the program … and finish it: Building guided pathways to accelerate student completion. New Directions for Community Colleges, 2013(164), 27-35. https://doi.org/10.1002/cc.20078
Neri R., Rose S., & Aguilar C. (2019). (Re)Contextualizing Guided Pathways to Provide Equitable Supports for Community College Students. Journal of Applied Research in the Community College, 26(2). https://www.researchgate.net/profile/Rebecca-Neri/publication/349380828_ReContextualizing_Guided_Pathways_to_Provide_Equitable_Supports_for_Community_College_Students/links/602da48f4585158939b0676d/ReContextualizing-Guided-Pathways-to-Provide-Equitable-Supports-for-Community-College-Students.pdf
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