Carl Lewandowski explores innovative practices happening in corequisite courses at Arkansas State University Mid-South that are aimed at keeping students engaged and feeling like they belong in the classroom and on campus.
A well-designed schedule is a powerful tool to support students’ timely completion. But how do colleges build them? And what are the opportunities for improvement and innovation? CCRC is launching a national survey to learn how community colleges navigate these complexities—and we want to hear from your institution.
In the second part of a series on how Onondaga Community College transformed their developmental education course structures, English professor Malkiel Choseed describes how the college integrated corequisite support for first-year composition into one credit-bearing course that contributed to improvements in overall course outcomes for all students.
A new report introduces a set of dual enrollment momentum metrics that capture participation and academic progress of high school dual enrollment students, and assesses how reliably these metrics predict postsecondary success. In this blog post, the report authors outline their findings.
In 2025, CCRC's dual enrollment research team recruited 11 current and former dual enrollment students to establish a student advisory panel. As the students on the first panel end their tenure, this blog post highlights some of their contributions.
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