Ed.D. Doctor of Education
Educational Services and Leadership
College of Education
Lawrence Nespoli, D.Ed.
Committee Member 1
Monica Reid Kerrigan, Ed.D.
Committee Member 2
Steven Rose, Ed.D.
Community College Leadership, Early Momentum Metrics, Guided Pathways
Educational evaluation; Academic achievement
Community College Leadership | Educational Assessment, Evaluation, and Research
The purpose of this qualitative multiple case study was to understand how leaders at two community colleges that participated in Guided Pathways used early momentum metrics (EMMs) to change institutional policies or practices to improve student success and degree completion rates. By focusing on EMMs as short-term indicators, leaders could track the effectiveness of institutional changes for the planning, implementation, and evaluation of Guided Pathways. The results of this study contributed new understanding to how leaders can better use EMMs to shape institutional changes that improve student success. This study provided leaders with tangible examples of EMMs in action and tools for how leaders can be prepared to support their institution to move forward with data-informed decisions around Guided Pathways. This study found that having access to data tools and a strong relationship with Institutional Research was important to develop a culture of inquiry and improve data-informed decision-making. Knowledge and financial resource support aided to streamline the implementation of Guided Pathways and the use of EMMs in practice. EMMs should be used early and often by community college leaders to monitor change on campus and remain focused on helping students achieve success and completion.
Alai, Meghan Gara, "THE COLLEGE COMPLETION AGENDA, GUIDED PATHWAYS, AND THE ROLE OF DATA IN INFORMING CHANGE: A CASE STUDY EXAMINING THE USE OF EARLY MOMENTUM METRICS TO ADVANCE STUDENT SUCCESS" (2022). Theses and Dissertations. 2984.