During the pandemic, Congress appropriated more than $25 billion in Higher Education Emergency Relief (HEER) Funds to help community colleges and their students. How did colleges use these funds? What were the results of their spending and associated efforts? What remaining needs do they have, if any? The ARCC Network’s Survey of Pandemic Relief Spending and Recovery Strategies seeks to answer these questions.
Maria S. Cormier, Ariel Deutsch, and Betsy L. Tessler explore two Virginia Community College System programs for helping adults earn credentials that improve their labor market prospects and provide on-ramps to further education: FastForward and Get a Skill, Get a Job, Get Ahead (G3).
As the pandemic wanes and community colleges begin to find their new normal, the latest numbers from the National Student Clearinghouse Research Center indicate that enrollment is stabilizing. This is welcome news, but are some parts of the country, student groups, and types of community college programs doing better than others?
Jennifer Hogg, Dr. Johanna Lacoe, and Dr. Jesse Rothstein from the California Policy Lab discuss their project to develop a better understanding of SNAP participation among California community college students and improve students’ access to safety-net programs.
The ARCC Network is led by the Community College Research Center, the National Student Clearinghouse Research Center, and Wheelhouse: The Center for Community College Leadership and Research.
The ARCC Network lead team is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305X220022 to Teachers College, Columbia University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
2025. All rights reserved.
The ARCC Network is led by the Community College Research Center, the National Student Clearinghouse Research Center, and Wheelhouse: The Center for Community College Leadership and Research.
The ARCC Network lead team is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305X220022 to Teachers College, Columbia University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
2023. All rights reserved.