Joint Enrollment 2010

This report summarizes joint enrollment in Iowa's community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. This report contains fiscal year data for the state's 15 community colleges reported through the Community College Management Information System (MIS) and confirmed by each college.

Joint Enrollment 2013

This report summarizes joint enrollment in Iowa's community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. This report contains fiscal year data for the state's 15 community colleges reported through the Community College Management Information System (MIS) and confirmed by each college.

Joint Enrollment 2014

This report summarizes joint enrollment in Iowa's community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. This report contains fiscal year data for the state's 15 community colleges reported through the Community College Management Information System (MIS) and confirmed by each college.

Fall Enrollment Report, 2011

The Iowa Department of Education collects enrollment information from all 15 community colleges on the tenth business day of the fall semester. This report summarizes several key aspects of community college enrollment from fall 2012.

Tuition and Fees Report FY2016, September 2015

The community college tuition and fees report is prepared each fiscal year. The report includes trends in tuition and fees among Iowa’s community colleges, as well as comparisons to other states and to Iowa’s public universities.

Fall Enrollment Report, 20123

The Iowa Department of Education collects enrollment information from all 15 community colleges on the tenth business day of the fall semester. This report summarizes several key aspects of community college enrollment from fall 2012.

Gap Tuition Program, FY2014,

The Gap Tuition program was established to provide funding to community colleges for need-based tuition assistance to applicants for completion of continuing education certificate training programs for in-demand occupations.

Certified Budget Report FY 2013, April 25, 2012

The Department of Education, Division of Community Colleges, annually prepares a Community College Certified Budget Report. This report provides information to assist the State Board of Education members in their role.

Certified Budget Report FY 2014, May 19, 2014

The Department of Education, Division of Community Colleges, annually prepares a Community College Certified Budget Report. This report provides information to assist the State Board of Education members in their role.

Certified Budget Report FY 2015, May 15, 2014

The Department of Education, Division of Community Colleges, annually prepares a Community College Certified Budget Report. This report provides information to assist the State Board of Education members in their role.

Pathways for Academic Career and Employment (PACE) Program, FY 2014 Report,

The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gainful employment and customized support services.

Certified Budget Report FY 2012, April 20, 2011

The Department of Education, Division of Community Colleges and Workforce Preparation staff annually prepares a Community College Certified Budget Report. This report provides information to assist the State Board of Education.

Visualizing Transitions into the Workforce, October 2009

Several studies use administrative educational and unemployment insurance records to report average wages [2,7]. The State of Iowa also uses UI records to track students from majors in community colleges to industry of employment. The Iowa Department of Education (IDE) and Iowa Workforce Development (IWD) collaborated to form the Training and Employment Outcomes System.

Evaluation of Iowa's Driver Improvement Program, 2009

This study examines the effectiveness of Iowa’s Driver Improvement Program (DIP), measured as the reduction in the number of driver convictions subsequent to the DIP. The analysis involved a random sample of 9,055 drivers who had been instructed to attend DIP and corresponding data on driver convictions, crashes, and driver education training history that were provided by the Iowa Motor Vehicle Division. The sample was divided into two groups based on DIP outcome: satisfactory or unsatisfactory completion. Two evaluation periods were considered: one year after the DIP date (probation period) and the period from the 13th to 18th month after the DIP date. The evaluation of Iowa’s DIP showed that there is evidence of effectiveness in terms of reducing driver convictions subsequent to attending the DIP. Among the 6,790 (75%) drivers who completed the course satisfactorily, 73% of drivers had no actions and 93% were not involved in a crash during the probation period. Statistical tests confirmed these numbers. However, the positive effect of satisfactory completion of DIP on survival time (that is, the time until the first conviction) was not statistically significant 13 months after the DIP date. Econometric model estimation results showed that, regardless of the DIP outcome, the likelihood of conviction occurrence and frequency of subsequent convictions depends on other factors, such as age, driver history, and DIP location, and interaction effects among these factors. Low-cost, early intervention measures are suggested to enhance the effectiveness of Iowa’s DIP. These measures can include advisory and warning letters (customized based on the driver’s age) sent within the first year after the DIP date and soon after the end of the probation period, as well as a closer examination of DIP instruction across the 17 community colleges that host the program. Given the large number of suspended drivers who continued to drive, consideration should also be given to measures to reduce driving while suspended offenses.

¿Por qué los estudiantes participan poco en la gestión de la universidad? La opinión del profesorado = Why do students participate so little in the management of the university? The opinion of the teaching staff

El artículo invita a reflexionar sobre la participación de los estudiantes en la gestión y el gobierno de la universidad a partir de una investigación. Se centra en la opinión y percepción que el profesorado implicado directamente en la gestión de la docencia tiene sobre esta participación. Se aportan datos relevantes que ayudan a disponer de una visión más completa de un fenóneno complejo y multidimensional como es la participación estudiantil. Sus interpretaciones nos ofrecen información significativa que contribuye a comprender algunas de las causas de la baja participación y nos orienta hacia las posibles estrategias a emprender para intentar invertir esta tendencia