000			01925naa a2200217uu 4500
001			5092216144917
003			OSt
005			20190211160142.0
008			050922s2005 xx ||||gr |0|| 0 eng d
100	1		_aGRUBB, W. Norton; BADWAY, Norena; BELL, Denise _921884
245	1	0	_aCommunity Colleges and the Equity Agenda : _bthe potential of noncredit education
260			_aThousand Oaks : _bSage Publications, _cMarch 2003
520	3		_aWhile community colleges pride themselves on their inclusivenss, they tend not to enroll many of the lowestperforming students leaving high schools, most of the disconnected youth who have dropped out of high school, and many low-income adults. This article explores the possibility of using noncredit education as a bridging mechanism to allow such students to enter the community college. Noncredit programs have many advantages including lower cost; greateer accessibility, flexibility, and responsiveness; and greater access to immigrants. Some noncredit centers have worked hard to develop smooth transitions to the credit programs of their colleges. While noncredit education has great promise as a mechanism for expanding access to community colleges, it also faces familiar problems: inadequate funding, low status, inadequate support services, and developing in adequate articulation mechanisms with credit programs. Finally, community colleges cannot by themselves resolve the problesm of inadequate schooling and poverty, and a variety of complementary social and economic policies must also be developed
650		4	_aCommunity Colleges _921858
650		4	_aNoncredit Education _921885
650		4	_aEquity _916551
773	0	8	_tThe Annals of The American Academy of Political and Social Science _g586, p. 218-240 _dThousand Oaks : Sage Publications, March 2003 _xISSN 0002-7162 _w
942			_cS
998			_a20050922 _b1614^b _cAnaluiza
998			_a20130510 _b0946^b _ckarina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c13646 _d13646
041			_aeng