Planning for Higher Education Journal

To meet enrollment management and accountability needs, Maryland’s 16 community colleges monitor the degree progress of their students through the Maryland Model of Community College Student Degree Progress. Implemented in 2005, the model addressed many of the flaws in the completion metrics in use at that time and incorporated developmental education status as a key variable. Using a behavioral definition of degree-seeking, the model also included interim measures of success to account for the slower pace dictated by the life circumstances of many community college students. Findings for seven cohorts are analyzed, and results are compared to graduation rates at four-year institutions. Reform efforts in developmental education prompted by the findings of the model are described.

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