This paper, published in Social Sciences, examines the idealizations and illusions of student choice and marketization in higher education policy in England.

This brief, written in collaboration with the Education Commission of the States, describes three math pathways models, lays out the evidence for their effectiveness, and gives recommendations for the effective implementation of math pathways.

This CAPSEE working paper compares credential production patterns of minority-serving institutions (MSIs) and non-MSIs by field of study and examines the extent to which they correspond to employment industry clusters in Alabama and California.

This report evaluates the implementation and impacts of Enhancing Programs for IT Certification (EPIC), a program that aims to expand access to computer and medical information technology credentials at six Kentucky community colleges.

This report from the Center for the Analysis for Postsecondary Readiness (CAPR) examines implementation of a multiple measures placement system at seven State University of New York community colleges and presents results on first-term impacts.

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.

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.

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.

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.

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.