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Opening Doors. A Good Start: Two-Year Effects of a Freshmen Learning Community Program at Kingsborough Community College.

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Title: Opening Doors. A Good Start: Two-Year Effects of a Freshmen Learning Community Program at Kingsborough Community College.
Language: English
Authors: Scrivener, Susan, Bloom, Dan, LeBlanc, Allen, Paxson, Christina, Rouse, Cecilia Elena, Sommo, Colleen, Manpower Demonstration Research Corp., New York, NY.
Source: MDRC. 2008.
Availability: MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Peer Reviewed: N
Page Count: 166
Publication Date: 2008
Sponsoring Agency: Ambrose Monell Foundation, New York, NY.
Bristol-Myers Squibb Foundation, Inc., New York, NY.
Bill and Melinda Gates Foundation.
Carnegie Corp. of New York, NY.
Document Type: Reports - Descriptive
Education Level: Higher Education
Two Year Colleges
Descriptors: Outcomes of Education, Control Groups, Educational Objectives, Community Programs, Credits, Community Colleges, College Freshmen, Higher Education, English (Second Language)
Geographic Terms: New York
Abstract: This report discusses the implementation of the Opening Doors Learning Communities and its effects on students up to two years after they entered the study. Freshmen in this "learning community" at Kingsborough Community College in Brooklyn, NY, moved more quickly through developmental English requirements, took and passed more courses, and earned more credits in their first semester than students in a control group. Two years later, they were also somewhat more likely to be enrolled in college. An introductory chapter begins with an overview of the Opening Doors demonstration. It then focuses specifically on the study at Kingsborough, describing the college and its Opening Doors program model. Chapter 2 describes how students entered the research sample for the study at Kingsborough. It also presents some descriptive characteristics of the sample members and describes the data sources used in this report. Chapter 3 provides further information about Kingsborough's Opening Doors program and discusses its implementation. Chapter 4 presents the program's effects on various educational outcomes. Finally, Chapter 5 provides information on the program's effects on selected social, psychological, and health outcomes. This report was written with Jenny Au, Jedediah J. Teres, and Susan Yeh. [Additional funding for this report was provided by the Starr Foundation and the Citi Foundation.] (Contains 25 tables, 5 figures, and 3 boxes.)
Abstractor: ERIC
Number of References: 67
Entry Date: 2008
Accession Number: ED500548
Database: ERIC
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  Data: MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
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  Data: This report discusses the implementation of the Opening Doors Learning Communities and its effects on students up to two years after they entered the study. Freshmen in this "learning community" at Kingsborough Community College in Brooklyn, NY, moved more quickly through developmental English requirements, took and passed more courses, and earned more credits in their first semester than students in a control group. Two years later, they were also somewhat more likely to be enrolled in college. An introductory chapter begins with an overview of the Opening Doors demonstration. It then focuses specifically on the study at Kingsborough, describing the college and its Opening Doors program model. Chapter 2 describes how students entered the research sample for the study at Kingsborough. It also presents some descriptive characteristics of the sample members and describes the data sources used in this report. Chapter 3 provides further information about Kingsborough's Opening Doors program and discusses its implementation. Chapter 4 presents the program's effects on various educational outcomes. Finally, Chapter 5 provides information on the program's effects on selected social, psychological, and health outcomes. This report was written with Jenny Au, Jedediah J. Teres, and Susan Yeh. [Additional funding for this report was provided by the Starr Foundation and the Citi Foundation.] (Contains 25 tables, 5 figures, and 3 boxes.)
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