tc columbia

December 2018

Drawing from interviews and prior CCRC research, this short publication offers an overview of transition course design options for educators thinking about implementing transition courses. It includes information on course purpose, content, delivery, organization, structure, and context.

April 2018

This practitioner packet describes the guided pathways reform model; presents case studies of how colleges are approaching key pathways practices, with promising evidence on student success from early adopters; and outlines steps and a timeline for implementing guided pathways reforms.

September 2017

This set of tools aims to help colleges assess their work on technology-mediated advising and student support, sometimes referred to as Integrated Planning and Advising for Student Success (iPASS).

April 2017

This report provides insight into how colleges are planning and implementing “guided pathways” reforms based on the early work of 30 colleges participating in the American Association of Community Colleges’ (AACC) Pathways Project.

February 2017

What We Know About Technology-Mediated Advising Reform summarizes CCRC’s research on this topic and discusses how institutions are attempting to transform advising systems so that they can support a more intensive and personalized case-management model.

June 2016

Using student-level data from the Tennessee Board of Regents, this paper explores the academic and economic consequences of taking higher or lower credit loads in the first semester and first year of college.

May 2016

This playbook is a practical guide to designing and implementing a key set of practices that will help community colleges and their four-year college partners improve bachelor’s completion rates for students who start at community colleges.

April 2015

In this book, CCRC researchers argue that to substantially increase student completion, community colleges must engage in fundamental redesign, and they outline research-based strategies to help colleges achieve this goal.

April 2015

This practitioner packet summarizes evidence supporting the guided pathways reform model, describes how Miami-Dade College implemented guided pathways, and offers tips for getting started on guided pathways reforms. A self-assessment tool for colleges is also available.

March 2014

This practitioner packet provides tools for practitioners implementing developmental reforms. It includes research briefs on traditional and accelerated developmental education outcomes, and on implementing reforms to developmental education.

April 2013

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.

February 2018

This paper uses data-mining techniques to analyze student transcripts from two states and identify variables associated with excess credits among bachelor’s degree completers who started at a community college.

December 2017

This guide provides instructions for community colleges that want to use National Student Clearinghouse data to assess their own effectiveness and that of particular transfer partnerships in helping students to transfer and complete bachelor’s degrees.

February 2017

This brief proposes three measures of “early momentum” that colleges can use to gauge whether institutional reforms are improving student outcomes.

January 2017

This CAPSEE working paper uses data from the National Longitudinal Survey of Youth 1997 to provide new, nationally representative, non-experimental estimates of the returns to degrees, as well as to assess the possible limitations of single-state, administrative-data-based estimates.

July 2015

This practitioner packet summarizes CCRC’s research on remedial placement at community colleges, and considers how including students’ high school transcript information in the assignment process could improve placement accuracy.

May 2015

This publication presents findings on the costs of remedial placement testing at three colleges, and it provides guidance on how other colleges could undertake similar analyses.

November 2013

This brief examines characteristics and course-taking patterns of students who accumulate a substantial number of college credits but do not earn an award by their fifth year of enrollment.

July 2013

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.

November 2012

This paper offers methods for identifying which and to what extent introductory courses beyond "gatekeeper" math and English pose obstacles to college completion.

October 2018

This brief, written in collaboration with the Education Commission of the States, describes three math pathways models, lays out the evidence for their effectiveness, and gives recommendations for the effective implementation of math pathways.

February 2018

This ECS/CAPR brief discusses the importance of and challenges surrounding developmental education and suggests ways in which policymakers can address these challenges.

December 2017

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.

March 2017

This CAPSEE working paper reviews evidence from eight states on the labor market returns to credit accumulation, certificates, and associate degrees from community colleges using large-scale, statewide administrative datasets.

March 2017

This brief discusses current research, including CAPSEE analysis, regarding both the effectiveness of the Federal Work-Study (FWS) program and its equity in terms of the distribution of funds.

January 2017

Based on three sets of analyses, this report to the Greater Texas Foundation recommends ways that state policy could help to improve outcomes for community college transfer students in Texas.

November 2016

This report investigates the national landscape of computer science students at community colleges in order to better understand student behaviors and institutional characteristics that support or hinder community college students’ efforts to attain a computer science bachelor’s degree.

November 2016

This review describes the early experiences of five colleges that received the Kisco Foundation’s Kohlberg Prize, a grant aimed at making community colleges more welcoming and better able to meet the needs of veteran students.

October 2016

This book 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.

April 2016

This brief examines the corequisite remediation model as it was implemented in Tennessee community colleges in fall 2015 and finds that it is more cost-effective than the prerequisite remediation model the colleges formerly used.

January 2016

This report uses five metrics to measure the effectiveness of two- and four-year institutions in enabling community college students to transfer to four-year institutions and earn bachelor’s degrees.

January 2014

This two-page policy brief summarizes research on early assessment and college readiness "transition courses" and makes recommendations for states considering the approach.