In this blog post, CCRC's Maria Cormier describes a new project aimed at facilitating and improving colleges' efforts to better align their credit and noncredit offerings.
The Mixed Methods Blog
Perspectives from our researchers, highlights from recent studies, and other news about CCRC
In the second installment of our practitioner blog series, the president of Community College of Philadelphia describes how thoughtfully engaging the entire campus community in guided pathways work bolstered the impact of the reform.
In this Q&A, Michele Marden, who teaches developmental mathematics at Portland Community College, describes her experience with Lesson Study. She enjoyed the opportunity to work with colleagues but questioned the longevity of the intervention in the wake of limited resources.
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.
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