James Jacobs discusses how strengthening the relationship between guided pathways reforms and career-technical education can improve both, as colleges refocus their programs on skills that are valued in the current job market.
The Mixed Methods Blog
Perspectives from our researchers, highlights from recent studies, and other news about CCRC
Elisabeth Barnett describes the Faculty Persistence Project at Oakton Community College in Illinois, the goal of which is to improve student persistence through the use of a faculty/student engagement protocol.
Guided pathways reforms are now far enough along in a growing number of colleges that researchers can begin to examine more deeply their effects on student outcomes, as well as the institutional practices that best support these reforms. Davis Jenkins lays out the next set of questions for researchers as they seek to build the evidence base around guided pathways.
In the director's column for CCRC's 2018 newsletter, Thomas Bailey discusses issues colleges should attend to as they implement guided pathways in order to ensure that these reforms help close equity gaps.
In this essay, James Jacobs outlines a view of apprenticeships where work-based learning promotes and reinforces student success more broadly.
