This brief examines the corequisite remediation model as it was implemented in Tennessee community colleges in fall 2015 and finds that it is more cost-effective than the prerequisite remediation model the colleges formerly used.
This practitioner packet summarizes CCRC’s research on remedial placement at community colleges, and considers how including students’ high school transcript information in the assignment process could improve placement accuracy.
Based on research at six colleges, this guide provides lessons for colleges that want to use increasingly common technology tools to reform advising practices.
In this book, CCRC researchers argue that to substantially increase student completion, community colleges must engage in fundamental redesign, and they outline research-based strategies to help colleges achieve this goal.
This practitioner packet summarizes evidence supporting the guided pathways reform model, describes how Miami-Dade College implemented guided pathways, and offers tips for getting started on guided pathways reforms.
This research overview reviews findings on transfer from community colleges to four-year institutions, including student outcomes, barriers to transfer, the economic benefits of transfer, and potential benefits to four-year colleges.
This report reviews research evidence on college policies designed to facilitate on-time degree completion among students by encouraging them to enroll in at least 15 credits per semester.
This self-assessment tool provides rubrics to help colleges identify issues that may need to be addressed to maximize the impacts of online planning and advising systems.
This practitioner packet aims to help colleges identify areas where students struggle due to complexity in the academic decision-making process, and to devise low-cost solutions that can improve the student experience.
This report presents a framework that identifies characteristics associated with colleges’ readiness to adopt technology-based reforms, emphasizing the need for both technological and cultural readiness.
This brief examines changes in entry-level college math enrollment and completion rates in Virginia's community colleges after the introduction of a new math placement test and placement policy.
This webinar looks at what college resources are required to implement a statewide redesign of developmental mathematics, drawing on interviews with faculty, administrators, and staff in Virginia community colleges.
This brief describes four different models of accelerated developmental education, and summarizes findings on student outcomes for each one.
This issue of Inside Out identifies and explores the implications of three faculty orientations toward reform that consistently manifest when an innovation is introduced: ready to act, ambivalent, and reluctant to change.
This paper describes efforts by a growing number of colleges and universities to create “guided pathways” designed to increase the rate at which students enter and complete a program of study.
This report describes and compares how California, New York, Tennessee, and West Virginia have developed initiatives related to early college readiness assessments and transition curricula. A two-page policy brief is also available.
Based on survey and focus group data from four community colleges, this research brief discusses why many students who go on to enroll in developmental math are unlikely to prepare for the math placement exam.
This practitioner packet summarizes research on nonacademic student supports and makes recommendations on how to design student supports to maximize their impact on student achievement.
This issue of Inside Out describes how community college faculty are working to increase rigor within reformed developmental education classrooms.
This practitioner packet summarizes CCRC findings on online course outcomes, and presents insights and recommendations for administrators and instructors seeking to improve online student performance.
This publication presents eight core ideas to help colleges address the fundamental challenges to student success.
This practitioner packet on dual enrollment presents CCRC's findings on dual enrollment outcomes, presents a case study, and lays out guiding questions to consider when implementing a dual enrollment program.
This report describes how Washington State's 34 community and technical colleges are implementing the Integrated Basic Education and Skills Training (I-BEST) model, which integrates instruction of basic and career-technical skills in a highly structured pathway. The report is geared toward college administrators and state higher education officials interested in implementing similar programs.
This publication presents findings on the costs of remedial placement testing at three colleges, and it provides guidance on how other colleges could undertake similar analyses.
This publication examines characteristics and course-taking patterns of students who accumulate a substantial number of college credits but do not earn an award by their fifth year of enrollment.
This publication examines the diversity of enrollment patterns among community college students and demonstrates a novel graphical technique for displaying large numbers of enrollment patterns.
This publication compares how long it takes students to reach important progression milestones based on their level of academic readiness upon entry.
This publication, the second in CCRC’s Analytics series, examines the progression of community college students in transfer-oriented programs through the general education core curriculum.
This publication examines the hidden complexity of completion outcome data and offers an approach to teasing out the complex factors that affect student completion in order to boost student success.
The first in CCRC's analytics series, this publication examines characteristics of students who drop out of college after only one semester.
This paper offers methods for identifying which and to what extent introductory courses beyond "gatekeeper" math and English pose obstacles to college completion.
This study examines the phenomenon of excess credits in one community college system and presents methodologies that colleges and college systems can employ to determine the extent and distribution of excess credits for their students, with an eye to creating more efficient pathways to a degree.
In this paper, the authors apply a clustering algorithm to the problem of understanding college transcripts. Institutional researchers can apply this clustering method to understand the course-taking patterns of students in their college or college system in order to understand what programs of study students are pursuing.
This brief describes a process by which state workforce agencies can link education and workforce data to monitor how well their education and workforce development investments are meeting labor market needs.
Noncredit programs are an important part of community colleges' offerings, but there is no standard national measurement of their educational and economic benefits. This paper makes the case for the training hour as the basic unit of measurement for noncredit workforce education programs and proposes a taxonomy of community college noncredit activities.
This guide is designed for community colleges and state agencies that are interested in analyzing the labor market outcomes of their programs and identifying opportunities for improving employment outcomes of their students.
This guide is intended to help researchers in colleges and state agencies to use longitudinal student unit record data to create simple and meaningful statistics on student achievement.
This brief describes the methodology that CCRC researchers used to estimate the socioeconomic status of individual students in the Washington State community and technical college system.
This report uses five metrics to measure the effectiveness of two- and four-year institutions in enabling community college students to transfer to four-year institutions and earn bachelor’s degrees.
This brief reviews what states can do to support public colleges and universities so they can effectively respond to the new demands placed on them by performance funding policies.
This policy brief summarizes the research evidence on the impacts of performance funding and suggests ways that policymakers implementing performance funding programs can address obstacles and avoid unexpected outcomes.
This paper argues that policymaking has been impaired by an underappreciation of the high economic returns to community college credentials, and a misperception that community college costs are driven by wasteful spending. Enhancing quality at colleges will increase spending but can increase efficiency as well.
This two-page policy brief summarizes research on early assessment and college readiness "transition courses," and makes recommendations for states considering the approach.
This short paper identifies states in which local and statewide efforts have been made to implement early college readiness assessments and transition curricula.
Based on findings from a three-year study of Washington State’s Student Achievement Initiative, this policy brief offers lessons for state leaders seeking to design effective higher education performance funding systems.
This literature review of postsecondary online learning suggests that online coursework may hinder progression for low-income and underprepared students, explores why students might struggle in these courses, and offers suggestions on how policy and practice could be changed so that online learning can better meet its potential.
In this issue brief, prepared for the 2010 White House Summit on Community Colleges, the authors review evidence on the effectiveness of developmental education and provide information about student progression through remediation. The authors discuss problems associated with entry assessments, review costs, and describe three initiatives designed to improve developmental education services.
This paper demonstrates that findings from a 2009 U.S. Department of Education meta-analysis concluding that student learning outcomes in online college courses are superior to those in face-to-face courses do not hold for fully online, semester-length college courses. Partly in response to this CCRC analysis, the U.S. Department of Education released a revised edition of their report in 2010.