Tag: high school-to-college

How Do States Fund Community College Dual Enrollment?

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To facilitate comparisons across states, this blog post shows how community colleges fund dual enrollment by state, including how much funding is set aside for dual enrollment, whether a state uses formula funding or grants, and how funding flows through K-12 systems.

Video: Students Share Their Perspectives on Redesigning Dual Enrollment Supports in Webinar

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Dual enrollment is growing across the nation, yet students rarely get the chance to share their perspectives on program design. An October webinar featured former and current dual enrollment students who discussed ways colleges can support their dual enrollees.

High School Dual Enrollment Grows to 2.8 Million

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New data show dual enrollment has expanded across the country. CCRC's John Fink shares key takeaways from updated 2023-24 IPEDS data in this blog post.

A Mission-Driven Vision for Expanding College Access Using Dual Credit

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By putting research into practice, The Alamo Colleges District in Texas made dual credit both accessible and meaningful for more students. Learn how college and high school leaders worked together to make it happen in this blog post.

Lost in Transfer: What Happens to Dual Enrollment Students’ Credits After High School?

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Dual enrollment provides an opportunity to potentially reduce the time and cost of earning a bachelor’s degree. But what happens when the path after high school isn’t so clear? CCRC's Aurely Garcia Tulloch and Akilah H. Thompson share their experiences as former dual enrollment students and discuss ways to support dual enrollment students attempting to transfer their credits.
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Addressing Postsecondary Math Obstacles Faced by Underserved Students

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.

Why Are Community Colleges Investing in Guided Pathways Reforms in the Face of Frightening Fiscal Uncertainty?

Based on research presented in CCRC's new guide, this blog breaks down how much guided pathways reforms cost to implement, why colleges are choosing to undertake the reforms despite those costs, and what these efforts mean for funding amid the pandemic.

Social Disruption as an Opportunity to Address Our Carbon Footprint: CCRC’s Commitment to Reducing Climate Change

CCRC is concerned about the future of the planet, we know our practices have negatively affected the environment, and we will do better moving forward.

Advising Redesign at The University of North Carolina at Charlotte: A Conversation With Fred Bowen

In a video interview, CCRC's Lauren Pellegrino and UNCC's LeeFredrick Bowen discuss effective advising and how advisors have responded to the COVID-19 pandemic.

Fixing FAFSA Matters Because College Access Matters

This essay is adapted from CCRC Senior Research Scholar Judith Scott-Clayton's testimony before the Senate HELP Committee on the need to simplify the FAFSA form as a matter of equity and college access.

How Colleges Adapted Advising and Other Supports During COVID-19 Shutdowns

Though remote experiences cannot replace the relationships students and advisors build when they're together on campus, colleges across the country adapted to provide support to their most vulnerable learners when the COVID-19 pandemic hit. Here, researchers describe some of the strategies they implemented.

Community Colleges and the Future of Work: Exploring Skill Demands Amid the Pandemic

Technology and the COVID-19 pandemic have disrupted employment and accelerated changes to the workplace. Here, CCRC's Sarah Griffin and Maria Scott Cormier describe three key skills employers expect community college graduates to possess amid the evolving economic environment. 

Letter From the Director: COVID Funding for Community Colleges

The next COVID-19 federal relief bill should more fairly distribute aid to community colleges, which educate a significant number of students belonging to communities disproportionately affected by the coronavirus pandemic.

CCRC Awarded Major Federal Grants to Train Researchers and Evaluate the Federal Work-Study Program

The Institute of Education Sciences at the U.S. Department of Education awarded CCRC two major grants to train doctoral students in applied postsecondary research and to evaluate the impact of the Federal Work-Study program on student outcomes. 

Does It Hurt or Help Four-Year College Students to Take Community College Courses?

A new CCRC study finds that students who are primarily enrolled in four-year colleges but take some courses at two-year institutions benefit from doing so. Here, Maggie Fay and Vivian Yuen Ting Liu explain and contextualize the results of the study.

What Does It Mean to Be a Caring Campus During the COVID-19 Pandemic?

It's important to connect with students and staff in ordinary times, but during the pandemic, fostering a sense of campus community is all the more crucial. In this blog post, experts offer ideas for keeping staff and students engaged and feeling supported while everyone is remote.

What CUNY Start Can Teach Us About Improving Teaching in Higher Ed

In the latest installment of our teaching and learning blog series, Susan Bickerstaff and Maria Cormier describe how three design principles from CUNY Start, a pre-college developmental education program, could be adapted to support broader improvements to instruction.

Want Anti-Racist Policy to Work on Today? Adequately and Equitably Fund Community Colleges

Budgets signal who and what a society values. To that end, anti-racist higher education policies should begin with allocating greater financial resources to community colleges.

CCRC Stands in Solidarity With the Black Lives Matter Movement

To Black communities everywhere: We see your suffering. We stand with you.

Congratulations to Four Graduating CCRC Staff Members

We are so proud of Heidi Booth, Maggie Fay, Lindsay Leasor, and Selene Sandoval for earning graduate degrees this year. Booth, Leasor, and Sandoval completed master's degrees at Teachers College, and Fay finished her PhD at the City University of New York Graduate Center.

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