CCC – An Achieving The Dream Leader College

Achieving the Dream (ATD) is a national initiative dedicated to helping more community college students stay in school and earn a college degree. Capital Community College (CCC) is one of a select group of colleges in the country designated as an “ATD Leader College” in implementing strategies to close achievement gaps and promote student success.

How We Work:

Capital has partnered with ATD since 2005 and attained Leader College status in 2010. Our work involves annual collaboration regarding best practices with a leadership and data coach assigned to us by ATD.

Some of the past interventions and initiatives at CCC aligned with the ATD principles include:

  • Accelerated Developmental Course Sequence for English/Math
  • Learning Communities (Paired Courses)
  • Math Supplemental Instruction Using My Math Lab
  • New Student Academic Advising
  • STATWAY/Quantway
  • Hartford Heritage Project (add link to HHP webpage)

CCC’s Current Focus for 2016 is Student Success and Retention, Focusing on Three Initiatives:

  • Advising
  • Engagement
  • Integration
ATD Core Team Structure:

The Core Team is comprised of 21 members representing a cross-section of faculty, staff and administration. The Core Team is broken down into 3 sub-groups.

Purpose: Identify data needs, create methods to gather data and analyze subgroup data.

Developmental Education:
Purpose: Continue to develop, assess, and enhance developmental education pathways by use of best practices to ensure student success and support students to complete developmental educational requirements in one semester.

College Readiness:
Purpose: Continue to develop, assess, and enhance college readiness programs and services to increase college completion rates and close college achievement gaps.

Who We Are:

Capital Community College, located in the center of Hartford in the historic G. Fox building, is a public, open-door, educational institution committed to providing higher education and lifelong learning to people of all cultures, abilities and ages, and to serving the needs of the community, government agencies and business and industry. Capital is among only a handful of Hispanic Serving Institutions (HSI) in Connecticut and one of the most ethnically diverse campuses in New England.

As a college we have responded to the national responsibility to ensure college readiness, implement multiple assessment measures, and foster partnerships with local high schools and community based organizations. To improve college readiness, faculty members have re-designed developmental education, condensing all developmental work into a single semester of concentrated work. In addition, sections of gateway courses that have developmental work embedded are now available for at risk students at the college entry level. All of these initiatives have prepared and empowered students to transition effectively to the college level. In addition, the College’s Diversity committee programs provide an understanding of the varied populations that the college serves and create an educational environment that fosters success. In summary Capital Community College has taken a holistic approach towards improving and transforming the student experience through academic, social, and cultural interventions.

Student Success Highlights:

Capital Community College is using the following strategies to impact student success:

  • The Center for Academic Transitions focuses on preparing prospective students who fall below the “ability to benefit”. The program served a total of 200 students; 119 entered as transitional math students, 166 entered as transitional English students, and 85 entered as both transitional math and transitional English students.
  • Capital is partnered with Hartford Public High School to develop college prep courses in both math and English. These efforts have resulted in an increase in college ready graduating seniors.
  • Capital’s high school partnership program gives high school students exposure to college coursework and the college process. This past year more than 10 local high schools were represented with 72 students participating. This cohort had a 70% success rate with an average GPA of 2.7.
  • To further support students enrolled in developmental courses, the top 10 subjects tutored in the Academic Success Center showed a GPA increase relative to students who did not receive tutoring. Overall the grade point average for students who received tutoring was 3.1, compared to a 2.8 GPA of all students enrolled in credit courses.
  • Capital Community College Magnet Academy, which serves high school juniors and seniors, completed its first academic year in Spring 2015. The academic success of the students served was exceptional. One hundred percent of CCCMA students were enrolled in college credit bearing courses and earned credit. Twelve students graduated as our founding class and 3 graduates earned 24 college credits. Lastly, 100% of these graduates enrolled in college or the military for the Fall of 2015 (11 college/1 military).
  • The college is involved with over a dozen educational community partnerships and has continued to foster partnerships with more than 10 local high schools.
  • The College Passport was rolled out to a targeted population spring 2015 semester. The purpose of the College Passport is to inform, assist, and engage students increasing the likelihood of student success.
  • Spring 2016 Newsletter
  • Meeting Minutes – February 2016 (Protected)
  • Meeting Minutes – November 2015 (Protected)
  • Meeting Minutes – September 2015 (Protected)
  • 2014-2015 ATD Annual Reflection (Protected)
  • 2013-2014 ATD Annual Reflection (Protected)
  • Core Team Retention and Success Strategies (Protected)