I've only read the first 15 pages, but would like to comment thusfar.  Several factors are listed which might explain why the three and six year graduation rates are low.  If in 2005, 58% of community college learners are adults over the age of 22 then it seems to me that factors of other commitments including jobs and the care of children or other family members should be noted and therefore addressed.  Support in these areas must also be present to help ensure these students academic success and promise of graduation.  I graduated from MCC in 1993 and was one of those "adult" students over the age of 22 and I had a three-year-old child that I was raising on my own.  I was extremely active in the school community because I had the drive and opportunity to do so.  That does not hold true for all people in similar circumstances.  Having said that, I think more resources and personal connection needs to be put in place to keep these students on track for graduation.  Some strategies and interventions documented include accelerated learning, dual enrollment and early college high schools.  I feel that these types of interventions serve more the needs of students with high academic standing.  These strategies require strong academic skills and time management.  Often, these students are fortunate to have strong support systems at home and/or in the community.  What about your "average" students?  Students that find school somewhat challenging and have to work really hard for the "C's" they receive, might be at a disadvantage.  Because they expend so much mental and physical energy to get by, they may not be capable of handling the rigorous demands that dual enrollment or accelerated learning require all at once.  Add to that the competiveness that college entrance invokes in terms of accepting the "well-rounded" student complete with above average g.p.a., community service, work history, extra-curricular activities, sports involvement and any other "notable achievement" and there is little left for the "average" or even learning disabled student.  Far more advantageous, in my opinion, is the need for interagency integration of community colleges and P-12 schools.  There is a need for mentoring through personal commitment where successful past graduates or stakeholders give testimony and share their stories and experiences.  Finacial advisoring must also be a component of the interagency integration.  That three-year-old previously mentioned is now attending MCC and the cost effectiveness of attending a community college for the first two to three years is extremely beneficial.  He understands how far ahead of the game he will be in terms of the debt incurred to secure a higher educational degree.  Even though the costs are rising for attendance at community colleges, they still are so much more affordable than that of public and private four year colleges or universities.  Access to financial aid has to be a priority if we are to raise the graduation rates of community college students.  And finally, private sector and community college partnerships could go a long way to support students in terms of job skills and workforce preparation.  Notre Dame High School in Lawrence, MA has a program where students go out into corporations and work one day per week.  In exchange, the corporations agree to cover a portion of their tuition.  Why not institute something similar?  A program such as this is mutually beneficial.  Students would receive job skills while reducing costs for higher education and corporations could also reduce their own overhead by initially gaining a "potential employee" not requiring benefits (i.e. health, retirement, vacation, etc).  This opportunity might also encourage a sense of loyalty and gratitude in where a host of possibilities might follow.  More later.