The book, authored by Thomas Bailey, Shanna Smith Jaggars, and Davis Jenkins, has become a guiding text for the movement among community colleges to redesign student pathways to improve graduation and transfer rates.
Using detailed administrative data from Virginia, this paper examines how and why the community college pathway to a baccalaureate influences students’ degree attainment and short-term labor market performance.
This book, to be released in October 2016, is the culmination of a three-year study of performance funding in Indiana, Ohio and Tennessee. Based on interviews with state officials and staff at 18 public institutions, the book delves into the policy implications of performance funding, which ties state financial support of colleges and universities to institutional performance.
Participants in this session at the College Board's Prepárate conference will review the goals for first-year seminars, examine how different course components may support different goals, and learn how to evaluate short- and longer term student outcomes.
Judith Scott-Clayton, a senior research associate with CCRC and an associate professor at Teachers College, Columbia University, was recognized by the American Educational Research Association at its annual meeting in April with the Division L Early Career Award.
At this AACC session, community college presidents will discuss how CCRC has influenced the development of community college research, how that research has affected their own practice and that of other community college leaders, and important directions for future research.
This AACC presentation features new, cutting-edge research on practices of two- and four-year institutions that have strong transfer student bachelor’s completion rates..
This AACC panel focuses on why assessment needs to change and how to improve student placement using “big data,” noncognitive assessments, decision bands, and other emerging approaches.
In addition to drawing on the existing body of research on performance funding, this journal article reports data from a study of the implementation of performance funding in three leading states (Indiana, Ohio, and Tennessee) and its impacts on three universities and three community colleges in each state.