This report examines how Ohio community colleges—which have been engaged in guided pathways reform for several years—are innovating within the model to provide scaled, personalized support to help students gain early academic momentum.
Strategies for Improving Postsecondary Credential Attainment Among Black, Hispanic, and Native American Adults
This set of three studies examines what states and community colleges can do to address the needs of racially minoritized adult learners who are pursuing postsecondary education and training as a path to re-employment, better jobs, and higher incomes.
This brief describes the substantial role community colleges play in workforce education, what innovative colleges are doing to improve programming and labor market outcomes for participants, and how the federal government can support these efforts.
Using administrative data from a large state community college system, this paper examines whether being exposed to a higher percentage of dual enrollment peers influences non-dual enrollment enrollees’ performance in college courses.
This brief discusses the experiences, achievements, and challenges of 26 broad-access two- and four-year colleges that, in 2015, began steps to adopt or enhance technology-mediated advising practices to improve the way they support students.
This brief discusses why whole-college, guided pathways reforms hold promise for improving student success on a large scale, what they cost, and how the federal government can support their adoption.
This brief describes the importance of nonacademic staff to the student experience and presents initial findings related to the Caring Campus initiative’s capacity to affect college culture and ground further change efforts.
College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation
This paper estimates the patterns and sources of White–Black and White–Hispanic enrollment gaps in Advancement Placement (AP) and dual enrollment programs across several thousand school districts and metropolitan areas in the United States.
Using descriptive methods as well as a quasi-experimental approach, this report examines the early college outcomes of Florida high school students who enrolled in a dual enrollment college algebra course.
This brief discusses how community college systems in four states—Indiana, Virginia, Texas, and Washington—supported large-scale changes to student placement practices in reaction to challenges associated with the COVID pandemic.
How Guided Pathways Reforms Can Improve Support for Adult Students: Lessons From Three Tennessee Community Colleges
Drawing on interview data, this report discusses strategies that three guided pathways colleges use to help adult students enter programs of study, stay on path, and enhance learning.
Using Technology to Redesign College Advising and Student Support: Findings and Lessons From Three Colleges' Efforts to Build on the iPASS Initiative
This report summarizes enhancements to technology-based advising at three institutions and their effects on students' academic outcomes for four semesters after study entry.
Scaling ASAP: How Expanding a Successful Program Supported Broader Institutional Change at Bronx Community College
This brief examines the relationship between BCC’s ASAP expansion and institutional change to illuminate how scaling a discrete reform can impact other areas of the college and change the way an institution serves all students.
This paper examines challenges embedded within the prevailing high school mathematics course sequence, which prioritizes algebra, and explores innovations that aim to provide curricula and pedagogy more aligned with students’ academic and career goals.
Improving Developmental and College-Level Mathematics: Prominent Reforms and the Need to Address Equity
This paper examines the equity implications of existing reforms to developmental math and explores the potential of more targeted reforms to address factors such as stereotype threat, math anxiety, instructor bias, and tracking.
Drawing on research at six institutions, this guide is intended to help community college leaders understand the costs involved in implementing guided pathways reforms and develop plans for funding and sustaining them.
Drawing on data from 12 community colleges, this paper analyzes the resources required to implement guided pathways reforms and examines their feasibility and affordability, as well as their value for students.
Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy
This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.
This report presents findings on the implementation of technology-mediated advising reforms at California State University at Fresno, Montgomery County Community College, and the University of North Carolina at Charlotte.
High School Dual Enrollment in Florida: Effects on College Outcomes by Race/Ethnicity and Course Modality
Using data on two cohorts of Florida students who started public high school in 2007 and 2012, this report analyzes dual enrollment course-taking and outcomes by racial/ethnic group (Black, Hispanic, White) and course modality (face-to-face on-college-campus, face-to-face off-campus, and online).