Research Projects

June 2013–December 2016

This project examined, documented, and assessed the coherence of existing place-based collaborations seeking to facilitate pathways for postsecondary education and workforce preparedness for immigrants, veterans, and formerly incarcerated individuals.

January 2002–December 2003

CCRC reviewed the literature on college credit programs for high school students: dual enrollment, Advanced Placement, International Baccalaureate, Tech Prep, and middle college high schools.

May 2012–November 2012

CCRC partnered with Mathematica Policy Research to provide evaluation-related technical assistance to Trade Adjustment Assistance Community College and Career Training (TAACCCT) grantees.

February 2012–February 2013

CCRC studied dual enrollment in Tennessee and several peer states to generate a set of policy recommendations for consideration by Tennessee policymakers during the 2013 legislative session.

March 2012–August 2016

CCRC examined placement exam costs in an urban community college system with centralized assessment and placement policies and a statewide system with variation across institutions.

March 2012–October 2018

CCRC is examining early assessment and transition curricula in four states and conducting a rigorous evaluation of the outcomes of students who participate in selected transition curricula in two states.

March 2012–January 2021

CCRC is assessing the effectiveness of technology-based advising to assist students in choosing careers, programs, and course sequences and helping to develop guidelines for their use.

March 2012–August 2016

CCRC partnered with community college agencies to extend analyses of student progression, course-taking patterns, transfer, and completion at the college level to the state or system level.

March 2012–May 2015

This project extended CCRC’s previous research on remedial placement accuracy to examine the distribution of placement errors across demographic categories and by high school.

March 2012–August 2016

CCRC developed analytics and prototyped tools that colleges could use to improve student progress tracking, advising, and program design as part of learner-relationship management systems.

March 2012–August 2016

CCRC researchers examined multiple aspects of the developmental education reforms in the community college systems in North Carolina in Virginia.

May 2009–December 2012

CCRC examined the outcomes of students who participate in student success courses, along with the policies, practices, and implementation challenges at three Virginia colleges.

May 2009–July 2013

This study examined the organization and practices of community and technical college occupational programs that enable low-income young adults to complete credentials and obtain employment.

May 2009–December 2012

CCRC explored factors that affect teaching and learning in online courses, including faculty development, faculty and student perceptions, students’ online readiness, and instructional activities.

May 2009–July 2013

This study explored factors affecting students’ patterns of progression from developmental education through introductory college-level or “gatekeeper” math and English courses.

May 2009–February 2013

CCRC partnered with MDRC in its evaluation of the Developmental Education Initiative, part of Achieving the Dream.

May 2009–July 2013

Using student record data from City University of New York (CUNY) community colleges, CCRC examined developmental assessment and placement policies and programmatic interventions.

July 2011–June 2017

A federal center that operated from 2011 to 2017, CAPSEE conducted research on the employment and earnings benefits associated with a broad range of postsecondary education pathways.

May 2009–May 2013

Each paper in this series synthesizes evidence from the research literature to draw conclusions on a particular topic and provide recommendations to practitioners, policymakers, and researchers.

May 2009–July 2013

CCRC conducted several studies on the entry assessments used by community colleges to assign students to remedial or college-level courses.

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