Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed Apr. 9, 2009). PDF text: ix, 303 p. ; 1 Mb. UMI publication number: AAT 3338747. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 107-113).

Higher education is facing new expectations and demands for accountability. This is especially true in categorically-funded programs that expand the scope of mission for an institution. The Economic Development Program of the California Community Colleges is such a program. An evaluation of program outcomes was required by the California legislature in 1998 for the Economic Development Program. This evaluation was conducted in a high-stakes environment in a six-month time frame. The intent of this study is to provide a cohesive case history of this evaluation effort, and to examine tools that may prove helpful for the program in future evaluation studies. Interviews with government officials, program administrators and managers, the evaluation contractor, and project directors revealed a consistent lack of understanding of how to construct program evaluations. The evaluation report studied attempted to evaluate program outcomes before assessments of program need, program theory and design, and program implementation had been adequately addressed.

Background: Latina/o/x students who persist to college are likely to enter through community college (Contreras & Contreras, 2018) and until the enactment of California Assembly Bill 705, would have been susceptible to placement in developmental education courses (Rodriguez, Cuellar Mejia, & Johnson, 2018). The implementation of AB 705 shifted the requirements for new student placement in all 115 California Community Colleges. With compliance mandated by Fall 2019, the law required colleges to "maximize the probability" that entering students enroll and complete transfer-level English or mathematics within a one-year timeframe and within a three-year timeframe for students enrolled in English as a Second Language courses (A. B. 705, 2017, para. 2). Purpose: This study examined organizational changes related to developmental education reform, AB 705, at a Hispanic Serving Community College. Methodology: This instrumental case study, at a Hispanic Serving Community College, employed various data collection methods including semi-structured interviews, document collection and analysis, physical artifact collection, and observations. Primarily, the enquiry focused on learning from eleven participants (faculty, staff, and administration) who were strategically involved in reform efforts. Conclusions: The findings identified structural and procedural changes to the placement process as well as existing supplemental supports and curriculum at the research site. Barriers and supports for faculty, staff, and administration influenced the change process and the perceived implications for equitable student outcomes of students. As all community colleges throughout the state are required to comply with AB 705, this study may be of interest to those invested in similar change processes.

The implementation of the Accrediting Commission for Community and Junior Colleges' (ACCJC) 2002 Accreditation Standards significantly increased the number of sanctions on California community colleges resulting in a debate regarding the interpretation and application of the standards. This study examined the perceptions at a community college regarding compliance and the application of ACCJC's 2002 Standard IB on institutional effectiveness as defined by the Commission. This qualitative, exploratory case study used Etzioni's 2 constructs' organizational compliance and organizational effectiveness' as the conceptual framework. Data were collected from a focus group and interviews with 12 participants with experience in accreditation as well as documents from a community college in California. A constant comparative method analysis was used to identify 4 main themes: negative perceptions, relevance, integration, and efficacy. The study findings showed that the prevailing climate of the ACCJC and the negative perceptions held by the institutional participants presented challenges in interpreting and applying Standard IB. The scope and pervasiveness of accreditation-related activities are broad and inclusive of institutional stakeholders. Recommendations for improving the congruence between the understanding and application of Standard IB include applying innovative approaches to application efforts and building on the social capital of community colleges, so as to further promote positive social change by guiding institutions through the cultivation of efficacy for student success.