Building Guided Pathways to Community College Student Success: Promising Practices and Early Evidence From Tennessee
This report describes the guided pathways reforms taking place at the 13 community colleges in the Tennessee Board of Regents, along with promising trends in first-year momentum among entering students.
This report describes the early findings of a random assignment evaluation and implementation study of CUNY Start by CCRC, MDRC, and the City University of New York.
Drawing on lessons from 10 Minnesota and Wisconsin colleges that piloted multiple measures systems for placing students into developmental and college-level courses, this guide provides recommendations for other colleges interested in implementing or testing their own multiple measures systems.
This brief published by Education Commission of the States discusses state approaches that systematically broaden dual enrollment access and provide pre-collegiate experiences to middle- and lower-achieving students.
This report describes how three institutions—the University of North Carolina, Charlotte; California State University, Fresno; and Montgomery County Community College in Pennsylvania—are approaching comprehensive, technology-based advising reforms.
Strengthening Transfer Paths to a Bachelor’s Degree: Identifying Effective Two-Year to Four-Year College Partnerships
Using National Student Clearinghouse data, this paper introduces a two-stage, input-adjusted, value-added analytic framework for identifying partnerships of two- and four-year institutions that are particularly effective in enabling students to transfer and earn bachelor’s degrees.
This paper identifies the effects of licenses on a set of labor market outcomes for the college-educated workforce using newly available national Current Population Survey data merged with data from the U.S. Department of Labor on state-level, occupation-specific licensing requirements.
This Brookings Institution report uses data from the U.S. Department of Education to examine whether disparities in student loan default rates by race/ethnicity and institution sector can be explained by other factors, along with what happens after a default and whether this also varies across student subgroups.
Baseline Trends in Key Performance Indicators Among Colleges Participating in a Technology-Mediated Advising Reform Initiative
This paper looks at baseline key performance indicators (KPIs) for 26 two- and four-year institutions that received grants to implement technology-mediated advising reforms.
Practitioner Perspectives on the Use of Predictive Analytics in Targeted Advising for College Students
This CCRC working paper examines the perspectives of college personnel engaged in the consideration, launch, and use of predictive analytics tools for targeted advising.
This paper released by the Centre for Global Higher Education at the University of London examines how the process of making higher education choices in the United States—whether to enter higher education, attend a particular college, or follow a particular route—reproduces and legitimates social inequality.
How and Why Do Adjunct Instructors Affect Students’ Academic Outcomes? Evidence From Two-Year and Four-Year Colleges
Using student transcript records and detailed college instructor employment information from one state, this CAPSEE working paper examines whether adjunct faculty have different impacts on student academic outcomes than tenure-track and tenured faculty.
In this article for Change: The Magazine for Higher Learning, CCRC Founding Director and Teachers College President Thomas Bailey outlines the tradeoff between degrees and short-term credentials offered to community college students and describes how the colleges themselves may be able to help resolve this conflict.
This chapter discusses the importance of scrutinizing the outcomes of developmental education reforms across race/ethnicity, socioeconomic status, gender, and level of developmental need.
In this article, the authors posit that a reframing of academic preparedness is warranted, and they outline three potential strategies for addressing academic underpreparedness beyond the structural and curricular reforms to developmental education taking place in many colleges.
This practitioner packet describes the guided pathways reform model; presents case studies of how colleges are approaching key pathways practices, with promising evidence on student success from early adopters; and outlines steps and a timeline for implementing guided pathways reforms.
This chapter in Higher Education: Handbook of Theory and Research reviews the structure and effectiveness of traditional developmental education and provides a history of first-, second-, and third-wave reforms and research on those approaches.
This paper assesses the degree to which community college websites present challenges for students looking for information on how to transfer to a four-year institution.
In CCRC's 2018 newsletter, Thomas Bailey discusses issues colleges should attend to as they implement guided pathways in order to ensure that these reforms help close equity gaps.
Why Do Some Community College Students Use Institutional Resources Differently Than Others in Program Selection and Planning?
This paper describes how degree-seeking students at the City Colleges of Chicago make choices about their programs in their first year of enrollment, focusing especially on how they interact with advisors and how they use college-based resources in program selection and program planning.