Strong Start To Finish

Learn with the sites.

SSTF staff conducts a review of semi-annual reports on site workplan activities to ensure compliance with grant agreement(s) and annual reports of network participation grant sites. SSTF staff engages sites in conversations about their workplan items to extract learning underway and disseminate key observations. Additionally, SSTF staff is in regular communication with sites and conducts site visits on an annual basis to understand “ground-level” implementation of workplan items.

Our Scaling Sites

Through a competitive grant application process, the Foundation for California Community Colleges (FCCC) Success Center in partnership with the California Community College Chancellor’s Office (CCCCO) will advance statewide reforms which integrate developmental education as one Strong Start to Finish’s scaling sites that serve as exemplars for scaling evidence-based practices.

Spearheaded by the California Community College Chancellor’s Office, with additional implementation leadership from the Foundation for California Community Colleges, CCCCO will partner with technical assistance providers to support 73 college districts and 115 public two-year institutions to scale policies and practices to increase the number and proportion of students who complete math and English gateway courses in their first year of study.

Through a competitive grant application process, the Ohio Department of Higher Education (ODHE) was selected to serve as one of Strong Start to Finish's scaling sites that serve as exemplars for scaling evidence-based practices.

Led by a coalition from the ODHE, Ohio Association of Community Colleges and Inter-University Council, and engaging 30 public two-year and four-year institutions, Ohio-SSTF aims to get students on successful pathways to college completion while also addressing attainment gaps for historically underserved populations.

Through a competitive grant application proccess, The State University of New York was selected to serve as one Strong Start to Finish's scaling sites that serve as exemplars for scaling evidence-based practices.

SUNY-SSTF provides system-wide support for campus-level reforms to ensure access and equity and help more students of color, low-income students and returning adults to succeed and graduate.

Through a competitive grant application proccess, Arkansas Community Colleges in partnership with the Arkansas Department of Higher Education was selected to serve as one of Strong Start to Finish's scaling sites that serve as exemplars for scaling evidence-based practices.

Spearheaded by the Arkansas Department of Higher Education, with additional implementation leadership from the Arkansas Community Colleges (ACC), Strong Start Arkansas (SSARK) will partner with technical assistance providers as well as math and English faculty from all 22 public two-year and 10 four-year institutions to scale co-requisite course design in math and English to dramatically improve completion rates for underprepared students.

Through a competitive grant application process the City University of New York was selected to serve as one of Strong Start to Finish’s scaling sites that serve as exemplars for scaling evidence-based practices.

CUNY-SSTF is led by a team comprised of central office administrators, campus leaders, and faculty and engages all 10 of its open admission associate-granting institutions. CUNY-SSTF is designed to accelerate the system’s progress towards its systemwide goal of doubling its three-year associate graduation rates from 17 percent to 35 percent by ensuring all students have a strong start to finish their degree.

Through a compettive grant application process, the University System of Georgia was selected to serve as one of  Strong Start to Finish's scaling sites that serve as exemplars for scaling evidence-based practices.

Spearheaded by the system office and engaging all 26 USG institutions, USG-SSTF aims to significantly increase the number of students completing high-quality degrees, certificates, and licenses with labor market value while eliminating racial, ethnic and income gaps in achievement.