In this Q&A, communications intern Claribeth Gutierrez reflects on her transition to college, her experience as a transfer student, and her interest in improving higher education for first-generation and transfer students.
In this Q&A, communications intern Samson Jue discusses his academic interests and the challenges he faced navigating higher education during the aftermath of the COVID-19 pandemic.
A recent CCRC paper outlines how high schools and colleges define and navigate their roles and responsibilities within dual enrollment partnerships. In this blog post, the authors share four takeaways for supporting successful dual enrollment partnerships.
In this Q&A, Research Intern Narju Nawar discusses her summer work at CCRC, the experiences that led to her interest in higher education, and her career goals.
In this Q&A, Research Intern Naomi Long discusses her summer work at CCRC and how her experiences as a transfer student inform her interest in higher education policy and research.
At Volunteer State Community College in Tennessee, a professional development program designed to help faculty understand the needs and strengths of students taking corequisite courses is central to the college's approach to developmental education reform.
Each summer, interns join CCRC to learn about higher education research, communications, and related career and graduate school opportunities. Meet this year's interns!
How can states invest in forms of dual enrollment that produce the greatest returns for students, employers, and taxpayers? A new policy brief addresses how states can help more colleges and school districts adopt and sustain purposeful dual enrollment practices.
CCRC's dual enrollment team put together a student advisory group to keep their research grounded in students' perspectives. Meet the second cohort of the advisory panel, dubbed the dual enrollment squad!
In a new video podcast, CCRC’s Susan Bickerstaff and Amy E. Brown discuss the growing need for improvements to online learning post pandemic, a set of instructional strategies designed to bolster students' self-directed learning skills in online courses, and unanswered questions about how colleges can improve online learning.
At California State University, Fresno, an online bachelor's degree completion program supports stopped-out students' return to college. English professor and program coordinator Alison Mandaville writes about the program's design, goals, and ways it supports and engages students.
Carl Lewandowski explores innovative practices happening in corequisite courses at Arkansas State University Mid-South that are aimed at keeping students engaged and feeling like they belong in the classroom and on campus.
A well-designed schedule is a powerful tool to support students’ timely completion. But how do colleges build them? And what are the opportunities for improvement and innovation? CCRC is launching a national survey to learn how community colleges navigate these complexities—and we want to hear from your institution.
In the second part of a series on how Onondaga Community College transformed their developmental education course structures, English professor Malkiel Choseed describes how the college integrated corequisite support for first-year composition into one credit-bearing course that contributed to improvements in overall course outcomes for all students.
A new report introduces a set of dual enrollment momentum metrics that capture participation and academic progress of high school dual enrollment students, and assesses how reliably these metrics predict postsecondary success. In this blog post, the report authors outline their findings.
Search the CCRC blog
Explore trends in community college outcomes with our interactive data visualizations.
