Using data on students who entered community college and then transferred, this paper examines the impact on bachelor’s degree attainment of earning an associate degree before transferring to a four-year college.

This CAPSEE working paper examines the returns to math courses relative to the returns to other courses for students who started their postsecondary education at community college.

This brief, the first in CCRC’s Corridors of College Success Series, provides an overview of the Ford Foundation’s Corridors of College Success initiative and the collective impact model of educational and social intervention.

Using data on students at nine community colleges, this paper examines enrollment patterns and outcomes of students who take noncredit courses, including those who intend to transition to the for-credit sector.

This CAPSEE working paper examines student outcomes at six community colleges in North Carolina that had co-located American Job Centers on their campuses.

This article uses qualitative data from a multi-campus study of instructional reform in developmental education to present a typology of questions raised by community college faculty teaching in reformed contexts.

Using focus group data from students at six colleges, this paper examines student preferences concerning technology-based advising tools and in-person advising sessions for different kinds of advising tasks.

Using two waves of the Beginning Postsecondary Student survey, this paper provides the first national estimates of the effect of the Federal Work-Study program on students' academic and labor market outcomes.

This practitioner packet summarizes CCRC’s research on remedial placement at community colleges and considers how including students’ high school transcript information in the assignment process could improve placement accuracy.

Based on research at six colleges, this guide provides lessons for colleges that want to use increasingly common technology tools to reform advising practices.

This paper reviews how an increase in contingent faculty and an increase in class size might affect efficiency at community colleges.

This report provides an overview of the developmental education redesigns in Virginia and North Carolina, presents preliminary findings, and discusses lessons for states, districts, and colleges pursuing developmental education reforms.

This publication presents findings on the costs of remedial placement testing at three colleges, and it provides guidance on how other colleges could undertake similar analyses.

The authors of this book argue that to substantially increase student completion, community colleges must engage in fundamental redesign and outline research-based strategies to help colleges achieve this goal.

In this book, the authors explore the various forces, actors, and motivations behind the adoption, discontinuation, and transformation of performance funding systems.

This practitioner packet summarizes evidence supporting the guided pathways reform model, describes how one college implemented guided pathways, and offers tips for getting started on guided pathways reforms.

In CCRC's 2015 newsletter, Director Thomas Bailey argues for comprehensive reform using a guided pathways approach.

Based on interviews with over 200 college personnel in Indiana, Ohio, and Tennessee, this paper identifies and analyzes the deliberative structures used by colleges and universities to respond to performance funding demands.

Using matched college transcript and earnings data on over 80,000 students entering community college during the 2000s, this CAPSEE working paper examines the returns to math courses.

This chapter addresses structural systems reform and college completion, as well as the role of dual enrollment in ensuring equitable postsecondary outcomes.