Publications
Performance-Based Funding for Higher Education: How Well Does Neoliberal Theory Capture Neoliberal Practice?
This article discusses the origins, implementation, and impacts of neoliberal policies by examining the case of performance-based funding for higher education in the United States, Europe, Canada, Australia, and elsewhere. It provides recommendations for how to improve performance funding and how to construct policy models that go behind the narrow imaginings of neoliberal theory.
Gaining Ground: Findings From the Dana Center Mathematics Pathways Impact Study
This CAPR report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed.
The Labor Market Returns to For-Profit Higher Education: Evidence for Transfer Students
This paper examines the labor market gains for students who enrolled at for-profit colleges after beginning their postsecondary education in community college.
The Changing Landscape of Developmental Education Practices: Findings From a National Survey and Interviews with Postsecondary Institutions
This CAPR report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders.
The Wiley Handbook of Adult Literacy
This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills.
The Role of Librarians in Guided Pathways Reforms
In this short essay, Shanna Jaggars (coauthor of Redesigning America's Community Colleges) and Amanda Folk (head of teaching and learning at the Ohio State Libraries) discuss how librarians' expertise could be harnessed to support guided pathways reforms.
Creating Accelerated Pathways for Student Success in Mathematics: A Snapshot of Courses Offered at the Launch of the Mathematics Pathways to Completion Project
This research brief describes findings from a survey about mathematics course offerings at institutions in six states implementing mathematics pathways.
The False Dichotomy Between Academic Learning and Occupational Skills
This essay compares broad academic and vocational program goals, embodied skills, tasks, and jobs, with a focus primarily on community college students.
Adapting Lesson Study for Community College Mathematics Instruction: Early Observations
This short report provides a rationale for implementing Lesson Study, a collaborative and structured professional development approach, in the community college context.
Redesigning Your College Through Guided Pathways: Lessons on Managing Whole-College Reform From the AACC Pathways Project
This report and the five case studies that accompany it describe how institutions are managing the broad-based transformation of programs, student services, and related support systems using the guided pathways model.
iPASS in Practice: Four Case Studies
This report shares the stories of four community colleges that participated in the Integrated Planning and Advising for Student Success (iPASS) initiative, which provided support for institutions as they redesigned their advising processes and adopted and implemented new technologies.
Early Outcomes of Texas Community College Students Enrolled in Dana Center Mathematics Pathways Prerequisite Developmental Courses
This study examines if students participating in Dana Center Mathematics Pathways (DCMP) developmental courses enroll in and pass college-level math courses at higher rates than students who take traditional developmental math courses.
Integrating Technology and Advising: Studying Enhancements to Colleges’ iPASS Practices
This study, conducted in partnership with MDRC, examines the effects of three institutions’ efforts to expand the use of advising technologies and to use administrative and communication strategies to increase student contact with advisors.
How and Why Higher Education Institutions Use Technology in Developmental Education Programming
This paper explores how technology is integrated into developmental education programming and considerations for institutional leaders when deciding whether and how to integrate technology in developmental education.
Early Momentum Metrics: Leading Indicators for Community College Improvement
In this brief, the authors examine how well nine measures of students’ progress in their first year predict student completion in subsequent years, and thus how suitable these early momentum metrics are as leading indicators of the effectiveness of institutional reforms.
Humanities and Liberal Arts Education at Community College: How It Affects Transfer and Four-Year College Outcomes
Using transcript-level data from two community college state systems and a nationally representative survey, this short report examines how course-taking in humanities and liberal arts at community colleges affects transfer and outcomes at four-year colleges.
Humanities and Liberal Arts Education Across America's Colleges: How Much Is There?
This short report provides a systematic accounting of the provision of humanities and liberal arts education at public colleges in the United States, including community colleges.
Teaching Matters and So Does Curriculum: How CUNY Start Reshaped Instruction for Students Referred to Developmental Mathematics
This paper describes key features of CUNY Start mathematics and how it differs from traditional developmental education.
Scaling Success: Lessons From the ASAP Expansion at Bronx Community College
This brief examines the expansion and adaptation of the City University of New York’s Accelerated Study in Associate Programs (ASAP), using Bronx Community College as an illustrative case study.
English Learners and ESL Programs in the Community College: A Review of the Literature
This paper examines factors within the community college context that affect the experiences and academic outcomes of the English learner population broadly and students who enroll in ESL courses in particular.