If treatment patterns observed in this study are representative, the public health impact of ADHD may be underestimated.

The definition and description of student success programs in the literature (e.g., orientation, firstyear seminars, learning communities, etc.) suggest underlying programmatic similarities. Yet researchers to date typically depend on ambiguous labels to delimit studies, resulting in loosely related but separate research lines and few generalizable findings. To demonstrate whether or how certain programs are effective there is need for more coherent conceptualizations to identify and describe programs. This is particularly problematic for community colleges where success programs are uniquely tailored relative to other sectors. The study's purpose is to derive an empirical typology of community college student success programs based on their curricular and programmatic features. Data come from 1047 success programs at 336 U.S.-based respondents to the Community College Institutional Survey. Because programs might be characterized by their focus in different curricular areas and combinations of foci, we used factor mixture modeling, a hybrid of factor analysis and latent class analysis, which provides a model-based classification method that simultaneously accounts for dimensional and categorical data structures. Descriptive findings revealed extensive commonalities among nominal program types. Inferential analysis revealed five factors (types) of program elements, combined in unique ways among four latent program types: success skills programs, comprehensive programs, collaborative academic programs, and minimalist programs. We illustrate how the typology deconstructs nominal categories, may help unify different bodies of research, and affords a common framework and language for researchers and practitioners to identify and conceptualize programs based on what they do rather than by their names. 72

This study explores through descriptive analysis the similarities of structured group learning experiences such as first-year seminars, learning communities, orientation, success courses, and accelerated developmental education programs, in terms of their design features and implementation at community colleges. The study takes as its conceptual starting point the hypothesis put forth by Hatch and Bohlig (2013) that such cohort-or group-structured programs designed to equip students with skills, knowledge, and support networks for successful college-going, and which often go by different names, may be in fact better characterized as variations or instances of a more general type of program due to the similarities of their programmatic and curricular structure. This article explores program features beyond curricular design to consider target audience, mandatory status, reported participation rates, program duration, credit-bearing status, and the roles of involved personnel, among other features. Using data from the 2012 national administration of the Community College Institutional Survey (CCIS) and the Community College Survey of Student Engagement ([CCSSE], Center for Community College Student Engagement, 2013), we provide evidence that all five programs are indeed similar in important ways, even while revealing important dissimilarities that corroborate the need for more detailed accounting of program features noted in the literature. The findings provide baseline data for practitioners and researchers alike in their efforts to further understand why these high-impact practices work, for whom, and under what circumstances, so as to know how to deploy scarce resources.Community colleges are experiencing an unprecedented degree of attention in light of their potential role in increasing the portion of adults with postsecondary credentials. Policy makers, researchers, private foundations, professional organizations and others are calling on community colleges to improve outcomes while also maintaining their traditional open access missionespecially for individuals from traditionally underserved segments of the population who enroll in two-year colleges at disproportionate rates (Goldrick-Rab, 2010;Humphreys, 2012;Lee et al., 2011;Mullin, 2010). These heightened expectations come at the same time as ongoing and