Introductory science courses too often function as bottlenecks rather than gateways to high-demand STEM and health careers. Ohio Strong Start in Science seeks to transform introductory science courses to help more students succeed on their first attempt.
A December webinar shared findings from three projects on developmental education reform in Arkansas, Louisiana, and the City University of New York system. A panel of representatives from each system shared their perspectives on scaling corequisite implementation in their colleges.
As CCRC's research on corequisites continues, researchers find that students are voicing similar experiences across colleges. In this blog post, CCRC researchers share common student perspectives and suggestions on how to better support corequisite students.
After more than fifteen years at CCRC, Nikki Edgecombe will be joining ECMC Foundation. Elizabeth Ganga had the opportunity to talk with her about her time at CCRC and where she’s headed next.
In order to close equity gaps in developmental math, colleges must address the specific challenges that less privileged students face, including stereotype threat and instructor bias.
On August 12, 2014, CCRC Director Thomas Bailey, White House officials, and college leaders convened to discuss best practices in remediation and formally launch the Center for the Analysis of Postsecondary Readiness.
CCRC researchers attended the first-ever White House Summit on Community Colleges to present issue briefs on high school and college partnerships and on developmental education.
Search the CCRC blog
Explore trends in community college outcomes with our interactive data visualizations.
