Tag: John Fink

Last week, the U.S. Department of Education released new data that, for the first time ever, provide college-level counts of the number of high school dual enrollment students, disaggregated by race/ethnicity and gender. John Fink details a first look at this new information, which represents years of effort among dozens of organizations pushing for better dual enrollment data.

Ohio waived testing-based eligibility requirements for some dual enrollment students by introducing the Innovative Program (IP) policy in 2017. A new CCRC working paper examines how the state policy was implemented and whether it resulted in expanded access and improved outcomes for Black and Hispanic students.

In a recent webinar, CCRC researchers explained a new approach to dual enrollment called Dual Enrollment Equity Pathways, or DEEP. Educators from college and school-district partnerships shared their insights about how it works on the ground.

By John Fink, Tatiana Velasco, and Davis Jenkins Last week, the U.S. Department of Education (ED) released—for the first time ever—public transfer community college student outcomes data for colleges and universities across the country. ED’s analysis examined federal financial aid recipients who started higher education at a community college

While commentary on the dire state of the humanities in higher education continues, the role that community colleges might play in helping put students on the humanities track has been largely overlooked. How might community colleges strengthen their humanities offerings, and working with their four-year partners, better propel more of their students to successful transfer in the humanities?