Dual Enrollment Student Advisory Panel member Erika Rayo writes about her dual enrollment experience and how it helped alleviate some anxiety about her future by preparing her for college coursework.
Though it can be challenging to implement collaborative and relationship-building approaches in math, Hartnell College in California has succeeded in creating a department-wide environment where collaboration and support is the norm. Learn more about what Hartnell is doing in this blog post.
Using new data from the Texas Higher Education Coordinating Board, this blog post offers insights on which dual enrollment courses apply to degree programs when former dual enrollment students transfer from community colleges to public universities.
This blog post introduces an updated version of the Community College Program Mapper—a practical data tool designed to help colleges see which students are on a path to success and which are not, and to guide colleges to strengthen supports for students to explore and plan a program of study aligned with their education and career aspirations.
Is noncredit developmental education really helping students? English professor Malkiel Choseed explores what happened when Onondaga Community College did away with developmental English courses and implemented corequisite courses, which allowed all incoming students to earn college credit for their first-year composition courses.
In this blog post, the first in a series written by dual enrollment students, Sebastian Sarmiento of Texas A&M International University discusses how his dual enrollment experience influenced his decision to attend college locally rather than away from home.
Introductory science courses too often function as bottlenecks rather than gateways to high-demand STEM and health careers. Ohio Strong Start in Science seeks to transform introductory science courses to help more students succeed on their first attempt.
Tom Brock reflects on the sudden cancellation of federal research grants to CCRC earlier this year and the challenges it created. While the situation remains unchanged, CCRC closes out 2025 with gratitude for the foundations that recognize the value of CCRC’s work and have stepped in with vital support.
Three students enrolled in courses that piloted the Postsecondary Teaching with Technology Collaborative's Instructional Model share their experiences using evidence-backed strategies to foster and reinforce learning skills.
Studies show that first-generation college students are even more likely to stop out of college than students generally. What motivates first-generation students to stop out before completing a credential? New findings from a CCRC study examining the support networks of first generation students shed light on the question.
