In a new CCRC working paper, Di Xu, John Fink, and Sabrina Solanki look at participation in Advanced Placement and dual enrollment courses across the country and how they differ by race and ethnicity. Here, John Fink presents two interactive tools for exploring their findings by district and metro area.
Students in developmental and gateway courses taught by adjunct faculty have negative longer-term outcomes but positive or neutral short-term outcomes. In this blog post, CCRC's Florence Ran and Susan Bickerstaff outline explanations for why.
CCRC Director Thomas Brock highlights community college reform initiatives and research projects at the core of the center's work and describes two new studies that aim to inform the development of solutions in the field moving forward.
The Lesson Study model of professional development allows instructors to improve their practice by working together and building a supportive community, writes Carrie Kyser, who teaches at Clackamas Community College.
In the first installment of our practitioner blog series, Wallace State's Wes Rakestraw describes unexpected opportunities and lessons from his experience implementing guided pathways.
