Achieving the Dream  is a national initiative to help more community college students succeed. The initiative is particularly concerned about student groups that traditionally have faced significant barriers to success, including students of color and low-income students.


ATD Web Page


Annual Conference
Disney's Coronado Springs Resort
Lake Buena Vista, Florida
February 24-27, 2014

ATD Coaches Visit
January 29-30, 2014





Caution, this is a very large document so do not print it. It is best to review it and print the parts of the document you want. The five sections of the document are listed below for easy access.

 Strategic Plan 2014-19                        Strategic Plan Logic Model                      Narrative  (40 pages)
                              (one page)                                                (one page)                                                                                              

 Strategic Goals/Work Table                                                       Appendix
                    (Measured twice annually and progress documented)                                                                                      


Academic Update 2014

            Academic Update 2013                            Fact Sheet 2013                                Aligning Initiatives
Successful course completion Advancement from remedial to credit-bearing courses  Enrollment  in and successful completion of  gatekeeper courses
Enrollment  from one semester to the next Increase in the number of students enrolled who  earn  degrees and/or certificates


Meeting Dates

Meeting Facilitators

Chapters Covered

Discussion Questions
Discussion Responses in Red Print

Thurs., Sept. 26, 2013
12:00-1:00 pm


Part 1:  In the Land of Our Forefather
(pgs 1-15)

Part 2:  Beginnings (pgs 17-72)

What do you hope to learn as you read about this rarely discussed chapter in American history?

How is the following statement important in our understanding the book? “The actions of the people in this book were both universal and distinctly American.”

“What few people seemed to realize or perhaps dared admit was that the thick walls of the caste system kept everyone in prison” (33). How so? Compare the examples in the book with your own observations today.

In what ways are Ida Mae Gladney and George Starling representative of the millions of other migrants who journeyed from South to North?

DeWitt           Helena         Stuttgart

Wed., Oct. 23, 2013
7:30-8:30 am


Part 2:  Beginnings (pgs 72-179)


Discuss the different ways in which the “seeds” for the Great Migration were planted (89-122).

·         How does wartime impact all of our characters? Discuss each person’s individual reasons for leaving the South for good.

·         The single largest factor that set off the Great Migration was the WWI Labor Crisis. What was the South’s initial response to the flood of workers leaving? After the panic sets in, what tactics were created to intercept departing black workers? Did they work? Why or why not?

·         Discuss the statement, “Still it made no sense to Pershing that one set of people could be in a cage, and the people outside couldn’t see the bars” (174). How does privilege operate in this way? Examine your own perspectives from either side of the cage, depending on various circumstances such as class, race, religion, ethnicity, and sexuality.

DeWitt            Helena              Stuttgart

Fri., Nov. 22, 2013
9:00-10:00 am


Part 3:  Exodus (pgs 180-221)
Part 4:  The Kinder Mistress (pgs 222-301)

Questions for the Common Reader this week: 

This book contains many hard facts surrounding the Great Migration. Which ones stand out to you? Why? How are these facts significant to our understanding the Great Migration and our characters?

What challenges did the actual “exodus” present to our characters? What difficulties were routinely encountered by those leaving?

 Discuss the new experiences and unexpected challenges migrants from the South faced as they looked for work in their new homes of Chicago, New York, and Los Angeles. How did the reality of these cities compare with the hopes of the migrants fleeing to them?

Discuss Robert’s longing for white Cadillac cars and vacations to Las Vegas. Analyze what role materialism plays in your own understanding of the “American Dream” and/or moving up in terms of social status. Analyze the extra barriers in place concerning upward mobility when considering race--then and now.

DeWitt           Helena          Stuttgart

Tues., Jan. 21, 2014
12:00-1:00 pm


Part 4:  The Kinder Mistress (pgs 302-431)

How did you feel while reading about Robert’s party? What was he seeking? Did he find it? Will he ever find it?

Despite the fact that there were no colored or white signs in New York and other Northern cities, what were the many ways that segregation was still enforced?

 Describe the relationship between the migrants and their former homes in the South. Who returned to visit? Who refused? Why?

 Why were black migrants at a distinct disadvantage compared to the European immigrants? What tactics of assimilation were available to European immigrants that gave them an advantage? How did black migrants compensate for the disadvantages?

 Discuss how “hypersegregation” took place in different neighborhoods across Chicago? Why was Hyde Park a rare island of integration? Discuss your own experiences with racial segregation. What other aspects of our lives are segregated today?

DeWitt             Helena         Stuttgart

Fri., Mar. 7, 2014
9:00-10:00 am


Part 5:  Aftermath (pgs 432-525)
Epilogue (526-538)


    Stuttgart Facilitators

   Dewitt Facilitators

        Helena Facilitators

Kim Kirby
Susan Luebke
Rosary Jones (spring)
Sonya Ward
Gracie Jemerson (fall)                                                      

Theresa Dupuy
Carolyn Turner
Nia Reeves
Matt Forester


George White
Dr. King
Andrew Bagley
Dr. Murray
Carol Birth

Action Plan (Prioritized)
1) Establish college strategic plan (review every three to four years)
2) Continue faculty development
3) Deepen understanding of collaborative learning
4) Set consistent ( applied the same way) and uniforms (the same) norms for college Practices
5) Provide more opportunities and sharing for adjunct faculty
6) Ensure that data provided for discussion and application is "real" and "useable" for faculty and staff.
7) Make college data accessible to all.
8) Use more focus groups and other one to one approaches  to gather information.






Please e-mail Dr. Deborah King for information regarding this site.