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Understanding American Honors: Student Selection, Key Program Components, and Stakeholder Impressions
July 2017

Understanding American Honors: Student Selection, Key Program Components, and Stakeholder Impressions

Shanna Smith Jaggars • Markeisha Grant • Maggie P. Fay • Negar Farakish

Based on a mixed-methods study at six colleges, this brief examines the domestic population served by American Honors; its key programmatic features; and community college student, faculty, and staff perspectives on the program.

Colleges’ Experiences Integrating Support Services for Military Veterans
July 2017

Colleges’ Experiences Integrating Support Services for Military Veterans

Melinda Mechur Karp • Serena C. Klempin

This review draws from the experiences of colleges awarded the Kisco Foundation’s Kohlberg Prize to highlight the practical and philosophical challenges involved in creating integrated services for student veterans.

July 2017

"I Came in Unsure of Everything": Community College Students' Shifts in Confidence

Susan Bickerstaff • Melissa Barragan • Zawadi Rucks-Ahidiana

Using interview data from students at three community colleges, this paper examines shifts in confidence that students experience early in their college careers.

Leadership for Transformative Change: Lessons From Technology-Mediated Reform in Broad-Access Colleges
July 2017

Leadership for Transformative Change: Lessons From Technology-Mediated Reform in Broad-Access Colleges

Serena C. Klempin • Melinda Mechur Karp

This study explores the influence of different types of leadership approaches on the implementation of a technology-mediated advising reform at six colleges, and assesses which types of leadership are associated with transformative organizational change.

Federal Work-Study: Past Its Prime, or Ripe for Renewal?
June 2017

Federal Work-Study: Past Its Prime, or Ripe for Renewal?

Judith Scott-Clayton

This Brookings report discusses what role the Federal Work-Study program might have in a modern “college completion and career readiness” agenda.

What Do Students Think of Guided Pathways?
June 2017

What Do Students Think of Guided Pathways?

John Fink

Using interview data from first-year students at City Colleges of Chicago (CCC), this brief describes students’ reactions to important components of CCC’s recent guided pathways reform efforts.

Is It Really Cheaper to Start at a Community College?  The Consequences of Inefficient Transfer for Community College Students Seeking Bachelor’s Degrees
May 2017

Is It Really Cheaper to Start at a Community College? The Consequences of Inefficient Transfer for Community College Students Seeking Bachelor’s Degrees

Clive Belfield • John Fink • Davis Jenkins

Using data from two state systems, this paper examines whether it is more efficient for bachelor’s degree seekers to start at a two-year college.

The Need for Comprehensive Reform: From Access to Completion
May 2017

The Need for Comprehensive Reform: From Access to Completion

Thomas Bailey

This chapter argues that substantially increasing college completion rates requires comprehensive institutional reform with a focus on measurable student success, an intentional and cohesive package of programmatic components, and a culture of evidence.

Lessons From the End of Free College in England
April 2017

Lessons From the End of Free College in England

Richard Murphy • Judith Scott-Clayton • Gillian Wyness

This report examines the consequences of ending free college in England, and considers what lessons may be drawn for the U.S. policy conversation.

Undergraduate Financial Aid in the United States
April 2017

Undergraduate Financial Aid in the United States

Judith Scott-Clayton

This paper provides an overview of undergraduate financial aid to inform discussions of the future of undergraduate education in the United States and the role of financial aid within it.

Stackable Credentials: Awards for the Future?
April 2017

Stackable Credentials: Awards for the Future?

Thomas Bailey • Clive Belfield

This paper addresses empirical challenges in identifying stackable credentials, distinguishes three types of stackable awards, and estimates the number of persons who earn such awards. It then discusses the utility of these awards in meeting labor market demands and needs of students.

Implementing Guided Pathways: Early Insights From the AACC Pathways Colleges
April 2017

Implementing Guided Pathways: Early Insights From the AACC Pathways Colleges

Davis Jenkins • Hana Lahr • John Fink

This report provides insight into how colleges are planning and implementing “guided pathways” reforms based on the early work of 30 colleges participating in the American Association of Community Colleges’ (AACC) Pathways Project.

Model Specifications for Estimating Labor Market Returns to Associate Degrees: How Robust Are Fixed Effects Estimates?
April 2017

Model Specifications for Estimating Labor Market Returns to Associate Degrees: How Robust Are Fixed Effects Estimates?

Clive Belfield • Thomas Bailey

This CAPSEE working paper reviews results from fixed effects models of the earnings gains from completing an associate degree and compares them with ordinary least squares model estimates.

CCRC Currents 2017
April 2017

CCRC Currents 2017

Thomas Bailey • CCRC

In CCRC's 2017 newsletter, Director Thomas Bailey discusses how CAPSEE research has contributed to the understanding of the value of investing in a college education.

Performance Requirements in Need-Based Aid: What Roles Do They Serve, and Do They Work?
March 2017

Performance Requirements in Need-Based Aid: What Roles Do They Serve, and Do They Work?

Judith Scott-Clayton • Lauren Schudde

Based on recent CAPSEE studies in two states, this brief discusses the motivations for satisfactory academic progress requirements for federal aid, examines how community college students are affected, and assesses the implications for program efficiency and equity.

The Labor Market Returns to Sub-Baccalaureate College: A Review
March 2017

The Labor Market Returns to Sub-Baccalaureate College: A Review

Clive Belfield • Thomas Bailey

This CAPSEE working paper and accompanying brief review recent evidence from eight states on the labor market returns to credit accumulation, certificates, and associate degrees from community colleges using large-scale, statewide administrative datasets.

Does the Federal Work-Study Program Really Work—and for Whom?
March 2017

Does the Federal Work-Study Program Really Work—and for Whom?

Judith Scott-Clayton • Yang "Rachel" Zhou

This brief discusses current research, including CAPSEE analysis, regarding both the effectiveness of the Federal Work-Study (FWS) program and its equity in terms of the distribution of funds.

The Impact of Pell Grant Eligibility on Community College Students’ Financial Aid Packages, Labor Supply, and Academic Outcomes
March 2017

The Impact of Pell Grant Eligibility on Community College Students’ Financial Aid Packages, Labor Supply, and Academic Outcomes

Seung Eun "Rina" Park • Judith Scott-Clayton

Using an administrative data set from one state, this paper examines the effects of receiving a modest Pell Grant on financial aid packages, labor supply while in school, and academic outcomes for community college students.

What We Know About Technology-Mediated Advising Reform
February 2017

What We Know About Technology-Mediated Advising Reform

Hoori Santikian Kalamkarian • Melinda Mechur Karp • Elizabeth Ganga

This practitioner packet summarizes CCRC’s research on technology-mediated advising reform and discusses how institutions are attempting to transform advising systems so that they can support a more intensive and personalized case-management model.

Computer-Mediated Developmental Math Courses in Tennessee High Schools and Community Colleges: An Exploration of the Consequences of Institutional Context
February 2017

Computer-Mediated Developmental Math Courses in Tennessee High Schools and Community Colleges: An Exploration of the Consequences of Institutional Context

Maggie P. Fay

Using site visit data from three community colleges and four high schools, this paper explores how the institutional context of the high schools compared with that of the colleges in ways that may have affected the implementation and efficacy of computer-mediated mathematics.

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