Student Success Manager

Community College Preparatory Academy; Washington (District of Columbia); On-site; USD 65,000 - 95,000; Full time

Job summary

Community College Preparatory Academy in Washington, DC is seeking a Student Success Manager to lead a barrier-responsive student-success model that helps adult learners attend, persist, complete, and transition to their next goal. This role centers on removing academic, personal, and institutional barriers and ensuring timely outreach.

You will supervise Student Success Specialists, collaborate with Academics, Admissions, Registrar, and Data teams, develop individualized success plans, maintain

Qualifications

• Bachelor’s degree in a relevant field or an equivalent combination of education and directly related experience.
• At least five years of progressively responsible experience, including project, program, or staff leadership.
• Demonstrated skill with data, documentation, cross-functional communication, and service-oriented problem solving.

Responsibilities

• Supervise or coordinate advising, case-management, referral, re-engagement, and persistence practices.
• Create early-alert protocols using attendance, participation, academic progress, and student-reported needs.
• Develop individualized success plans and ensure warm referrals to internal and community resources.
• Monitor persistence, stop-out, re-entry, completion, and transition indicators; identify inequities.
• Partner with Academics, Admissions, Registrar, and Data teams to create a consistent student journey.
• Maintain confidential case notes, service documentation, and follow-up standards.
• Establish and monitor case-management standards in EAB Navigate or the designated successor system, including alerts, success plans, interaction notes, referrals, service follow-up, mass communication, confidentiality, and reporting needed to coordinate learner support.

Skills

Data analysis

Documentation

Cross-functional communication

Customer service mindset

Education

Bachelor’s degree in a relevant field

Tools

EAB Navigate

Job description

If you are unable to complete this application due to a disability, contact this employer to ask for an accommodation or an alternative application process.

Student Success Manager

A & T FullTime Washington, DC, US

3 days ago Requisition ID: 1042

Salary Range: $65,000.00 To $95,000.00 Annually

Community College Preparatory Academy

Student Success Manager

Department:Student Support Services

Reports to:Director of Student Support Services

Status:Full-time; exempt

Location:Washington, DC / campus based

Salary band:$65,000–$95,000 annually

Supervisory responsibilities:Directly supervises the Student Success Specialists and coordinates performance, caseload practices, documentation, referrals, and student-persistence interventions.

Our mission

Community College Preparatory Academy (CCPrep) creates an innovative and rigorous learning environment for adults who are under-credited or have aged out of traditional K–12 pathways. We respond to each learner’s strengths and barriers while preparing students for employment, postsecondary education, industry credentials, and lifelong learning.

The opportunity

Lead a coordinated, barrier-responsive student-success model that helps adult learners attend, persist, complete, and transition to their next goal.

Why this role matters for students

You will ensure students do not have to navigate academic, personal, and institutional barriers alone—and that outreach becomes timely action rather than a list of attempted contacts.

Cognia connections Culture of Learning, Leadership for Learning, Engagement of Learning, and Growth in Learning | Standards 1–5, 7, 9, 11, 15, 17, 19–20, 24, 26–29. These responsibilities apply within this position’s assigned authority.

• Supervise or coordinate advising, case-management, referral, re-engagement, and persistence practices.
• Create early-alert protocols using attendance, participation, academic progress, and student-reported needs.
• Develop individualized success plans and ensure warm referrals to internal and community resources.
• Monitor persistence, stop-out, re-entry, completion, and transition indicators; identify inequities.
• Partner with Academics, Admissions, Registrar, and Data teams to create a consistent student journey.
• Maintain confidential case notes, service documentation, and follow-up standards.
• Co-create individual success plans with learners that connect academic progress, confidence, personal strengths, and career or further-education goals; review goals with the learner regularly.
• Use learner feedback and academic and service information to identify barriers, coordinate appropriate interventions and warm referrals, and verify that support was received.
• Promote learner voice in service design and decision-making; provide choices and clear next steps that strengthen ownership and confidence.
• Review intervention effectiveness with academic staff using service follow-through, learner feedback, and learning progress; recommend changes to support practices and staff learning.
• Maintain a respectful, inclusive support structure centered on learner well-being and positive relationships; coordinate staff, family or community partners when authorized, and learners around shared success priorities.
• Develop learner and staff leadership in support planning and use documented needs to recommend equitable allocation of services and resources.
• Establish and monitor case-management standards in EAB Navigate or the designated successor system, including alerts, success plans, interaction notes, referrals, service follow-up, mass communication, confidentiality, and reporting needed to coordinate learner support.

What strong performance looks like

• Students identified through early alerts receive documented, timely outreach and resolution planning.
• Persistence and re-engagement improve against annual targets.
• Referral partners, escalation paths, and service standards are current and understood.
• Case records are accurate, confidential, and useful for coordinated support.
• Specific annual targets and milestones will be established in the employee’s performance plan and aligned with the approved school operating plan.
• Success plans document learner-selected goals, agreed actions, follow-up, and evidence of progress toward the next educational or career step.
• Referral and intervention reviews show whether identified needs were addressed and what changed when support was ineffective.
• Learner feedback, service coordination, and case reviews show belonging, trusted adult connections, responsive supports, and learner-informed improvement.
• Case-management records are timely, complete, appropriately confidential, and useful for identifying open needs, missed follow-up, engagement patterns, and intervention results.
• Bachelor’s degree in a relevant field or an equivalent combination of education and directly related experience.
• At least five years of progressively responsible experience, including project, program, or staff leadership.
• Demonstrated skill with data, documentation, cross-functional communication, and service-oriented problem solving.

Preferred qualifications

• Experience with EAB Navigate or a comparable student-success, advising, case-management, CRM, or early-alert platform.
• Graduate degree or recognized professional certification related to the function.
• Experience in adult education, workforce development, public charter education, or a nonprofit setting.
• Experience establishing practical controls, dashboards, and continuous-improvement routines.

Core ways of working

• Centers adult learners, values their backgrounds and abilities, and respects their voice and choices.
• Communicates clearly, follows through, and raises risks early.
• Uses evidence, protects confidentiality, and documents work so others can rely on it.
• Collaborates across units and uses resources responsibly.
• Uses feedback and role-appropriate evidence to test improvements, apply professional learning, and review results.

Work environment and essential capabilities

Primarily campus and office based, with sustained computer use and frequent interaction with staff, students, vendors, or partners. Some evening, weekend, or off-site work may be required. Essential duties must be performed with or without reasonable accommodation.

Application and employment conditions

CCPrep provides equal employment opportunity without regard to any characteristic protected by federal or District of Columbia law. Qualified applicants and employees may request reasonable accommodation for the application process or to perform essential job functions. Any required background, credential, driving-record, or employment-history review will occur in accordance with applicable law and at the appropriate stage of the hiring process. Employment may be contingent on satisfactory completion of job-related screening.

This description identifies the role’s principal responsibilities and essential functions. It does not create an employment contract and may be revised to reflect lawful, mission‑related organizational needs. Related duties may be assigned when consistent with the role’s purpose and qualifications.