Success at HCC occurs on an individual basis via the numerous paths selected by students for educational advancement. Students attend HCC because it offers a variety of choices as opposed to a “one-size-fits-all” approach.
Click the images below to see how HCC students are completing their goals:
Community colleges are the gateway to higher education for many students. Half of all undergraduate students in Maryland are now enrolled in community colleges.
- Access and affordability are our hallmarks. But funding challenges make it difficult to keep pace with enrollment growth and the demand for student services.
Increasing the number of students who earn degrees and other credentials is vital to our future. It’s even more important for students who must be prepared with the skills and knowledge to succeed in a competitive marketplace.
- All 16 of our colleges jointly authored a statewide pledge affirming our commitment to the completion agenda laid out by the President and other national leaders, calling for an increase in the number of Americans with college degrees to 55% by 2025.
We are undertaking an array of programs and initiatives to advance more students to the goal of completing associate’s degrees, certificate programs and workforce certifications.
- Together, we identified more than 80 best practices for increasing student completion success. We are sharing these model strategies and putting them to work on our campuses.
- We are revamping developmental education programs – particularly our developmental math courses – to ensure that more students in need of remediation will be able to succeed in college-level work.
Recognizing that the goal for so many students is to earn bachelor’s degrees and other higher degrees, we are working to build more seamless paths for students to successfully transfer to four-year universities and colleges.
- Our success in preparing students to transfer to four-year institutions to complete higher degrees must be recognized in meaningful measures of completion.
Community colleges – and the students we serve – are vastly different than four-year institutions. These differences must be taken into account when considering student completion rates and trends. Comparing apples to oranges makes no sense.
- A Maryland model for measuring completion appropriately takes into account student associate degree, certificate attainment and successful transfer to four-year schools. It also looks at actual student behavior – such as how many classes students take and whether they persist in their studies from semester to semester.
- Most community college students are part-time, so it’s difficult to compare them to most students at four-year schools who attend college full-time.
- Completion rates of community college students who start full-time and continuously attend full-time, without interruption, are comparable to completion rates attained at many four-year institutions.
- Any efforts to measure completion success that do not fully take into account the differences between four-year institutions and community colleges are misleading.