Publications by Elisabeth A. Barnett
Based on interview data, this report examines a set of seven strategies that presidents of community colleges implementing Caring Campus are using to develop a more positive college culture and to support this culture-focused reform.
This report shares results of research undertaken to understand what five iPASS institutions were doing before and during the iPASS grant period to advise and support Black, Latinx, and low-income students both in and outside the classroom.
Caring Campus/Faculty is a program aimed at increasing students’ connection to college; this report shares findings from a study on how it is being adopted at several colleges, including insights into effective faculty engagement and implementation.
Based on fieldwork at six institutions, this report describes how colleges are implementing Caring Campus/Staff, a program designed to engage nonacademic staff in improving interactions with students and fostering a culture of caring at community colleges.
Based on interviews with educators who are rethinking and revising secondary math coursework, this report describes the role of higher education in influencing high school math reform nationally and in three particular states.
This brief describes the importance of nonacademic staff to the student experience and presents initial findings related to the Caring Campus initiative’s capacity to affect college culture and ground further change efforts.
This paper examines challenges embedded within the prevailing high school mathematics course sequence, which prioritizes algebra, and explores innovations that aim to provide curricula and pedagogy more aligned with students’ academic and career goals.
This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.
This report presents findings on the implementation of technology-mediated advising reforms at California State University at Fresno, Montgomery County Community College, and the University of North Carolina at Charlotte.
Based on research conducted in three states, this report identifies five principles that undergird the strategies and practices of equitable dual enrollment partnerships between high schools and colleges.
Based on a forthcoming book chapter, this paper discusses how the development of an overall framing vision for student success, the implementation of evidence-based practices, and the establishment of a culture that is conducive to innovation can help colleges improve student outcomes.
This book chapter describes key principles of CCRC's evidence-based framework for advising redesign, which emphasizes a sustained, strategic, integrated, proactive, and personalized (SSIPP) approach to advising.
This report describes trends in key performance indicators among the 26 two- and four-year institutions that participated in the Integrated Planning and Advising for Student Success (iPASS) grant initiative from 2011 to 2017.
This study uses a randomized controlled trial to evaluate the efficacy of multiple measures assessment programs at five colleges in Minnesota and Wisconsin and also examines the implementation and cost of the programs.
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.
Using Florida as a case study, this Change Magazine article describes the complexities of implementing effective college readiness reforms and offers insights for policymakers looking to improve student success.
Based on interviews with stakeholders in 11 states and other data, this brief describes the design, implementation, and effectiveness of math transition courses and identifies major trends in course development.
High schools across the country are implementing transition curricula to boost college readiness. This short publication offers an overview of course design options for educators thinking about implementing transition courses.
This report from the Center for the Analysis for Postsecondary Readiness (CAPR) examines implementation of a multiple measures placement system at seven State University of New York community colleges and presents results on first-term impacts.
Drawing on lessons from 10 Minnesota and Wisconsin colleges that piloted multiple measures systems for placing students into developmental and college-level courses, this guide provides recommendations for other colleges interested in implementing or testing their own multiple measures systems.
This brief published by Education Commission of the States discusses state approaches that systematically broaden dual enrollment access and provide pre-collegiate experiences to middle- and lower-achieving students.
This brief describes the availability of transition courses across the country and offers insights into curricular design and goals, subject-area focus, how students are selected to participate, and whether completion of transition curricula guarantees placement into college-level courses.
This paper examines the impact of one transition course model, the At Home in College program, offered to selected high school students in New York City by the City University of New York (CUNY).
This CAPR working paper provides an overview of the history of college placement testing, with a focus on nonselective colleges. The authors discuss the limitations of placement tests, the consequences of placement errors, and the movement toward changing systems of placement; a typology of approaches to assessment and placement is also described.
This study documents the specific ways that community college career-technical programs are structured to support student success, and it provides a framework for examining structure to inform practice and guide future research efforts.
This study uses a regression discontinuity design to estimate the effect of participation in a mathematics transition course on college-level math outcomes in West Virginia for the 2011–12 and 2012–13 high school senior cohorts.
This Jobs for the Future publication proposes research-based milestones of student momentum from twelfth grade through the first year of college, and suggests ways that local high school and college partners can collaborate to support student success.
Based on research as well as discussion among researchers, practitioners, and policymakers from seven states, this overview summarizes the state of knowledge on transition courses.
Based on a qualitative study, this report describes the implementation of transition courses in English and math in California, New York City, Tennessee, and West Virginia.
This article features early college models and describes the variety of programmatic designs and student experiences.
Based on interview data, this discussion paper explores whether faculty and college leaders are considering or undertaking reforms of developmental education informed by the Common Core State Standards.
Based on interviews with stakeholders in California, New York, Tennessee, and West Virginia, this report compares initiatives in these states related to early college readiness assessments and transition curricula.
This short paper identifies states in which local and statewide efforts have been made to implement early college readiness assessments and transition curricula.
This NCPR working paper outlines the development of the Common Core State Standards (CCSS) and the CCSS-aligned assessments and argues that they can be used to support the mission of community colleges.
This NCPR working paper documents the implementation of capstone courses in English and mathematics at more than 20 high schools across Virginia.
This study examines the structure of community college career-technical programs and its association with program completion.
This NCPR report presents findings from an experimental study of eight developmental summer bridge programs offered in Texas during the summer of 2009.
This study examines 37 college readiness partnership programs in Texas and the partnerships that created them, identifying their key characteristics as well as benefits and challenges related to their implementation.
This NCPR report presents the early findings of an evaluation of eight developmental summer bridge programs in Texas (seven at community colleges and one at an open-admissions four-year university).
This paper examines the influence of validation by faculty on students' sense of integration in college and intent to persist.
Prepared for the 2010 White House Summit on Community College, this brief discusses partnerships that promote college enrollment, college readiness, and postsecondary persistence.