Based on CCRC’s Readiness for Technology Adoption framework, this self-assessment tool provides rubrics to help colleges identify issues that may need to be addressed to facilitate successful reform.
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 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.
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 study reviews the theories of action that advocates of performance funding have espoused for higher education in three states that are leaders in performance funding: Indiana, Ohio, and Tennessee.
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 publication introduces an approach to examining students’ own experiences at community colleges, identifying factors that catalyze and impede student progress and using these insights to address opportunities to improve student outcomes.
This issue of Inside Out explores how developmental education reforms can create opportunities for faculty to engage in professional learning related to instruction.
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 policy brief examines key issues raised by Washington State's experience with the Student Achievement Initiative, a system-wide policy to reward colleges for improvements in student achievement.
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.
Student transcripts at any one college or college system are very diverse, and programs of study can be difficult to determine. 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.
Told from the point of view of the Miami Dade College's Office of Institutional Effectiveness, this paper describes how the college is using a variety of data to make better-informed choices about the operation of student programs and services.
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 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 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.
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.