This article features early college models and describes the variety of programmatic designs and student experiences.

This report looks at the role of two-year Minority Serving Institutions (MSIs) in improving postsecondary access and degree completion for disadvantaged students in the United States.

Using a novel method for linking non-completers with completers, this paper calculates the labor market returns to programs of study, accounting both for those who obtain an award and those who do not.

This research overview reviews findings on transfer from community colleges to four-year colleges, including student outcomes, barriers to transfer, the economic benefits of transfer, and potential benefits to four-year colleges.

This brief reviews what states can do to support public colleges and universities so they can effectively respond to the new demands placed on them by performance funding policies.

This CAPSEE working paper examines the prevalence and consequences of Pell Grant recipients’ failure to meet the standards for satisfactory academic progress required for grant renewal.

In this study, the authors examine medium-term returns to diplomas, certificates, and degrees for first-time college students who enrolled in the North Carolina Community College System in 2002–03.

This paper summarizes findings from a large study on the implementation and impacts of performance funding in three states that are regarded as leaders in that movement: Indiana, Ohio, and Tennessee.

This study examines the primary policy instruments through which state performance funding systems influence higher education institutions in Indiana, Ohio, and Tennessee.

This paper examines the ways that universities and community colleges in Indiana, Ohio, and Tennessee have altered their policies, practices, and programs to respond to the demands of performance funding programs.

This paper examines the major obstacles that hinder higher education institutions from responding effectively to the demands of performance funding programs in three states: Indiana, Ohio, and Tennessee.

This paper identifies and analyzes the types and numbers of unintended impacts—actual or potential—of state performance funding policies on higher education institutions in three states: Indiana, Ohio, and Tennessee.

This study provides one of the first estimates of the returns to different types of community college credentials across different fields of study.

This article provides an overview of sociology’s approach to understanding community colleges. It describes sociological theories and their contributions to the field and discusses recent debates on community colleges.

This study examines three developmental acceleration programs—two in English and one in math—and finds that accelerated students were more likely to complete the relevant college-level course within 3 years.

This chapter describes a promising approach to teaching developmental arithmetic and prealgebra and presents findings on a faculty support network that helped instructors adopt new teaching strategies.

This chapter reports on a major college-wide effort to smooth students’ paths as they enter the college, choose a program, and progress to a credential.

This study examines how well students adapt to the online environment in terms of their ability to persist and earn strong grades in online courses relative to their ability to do so in face-to-face courses.

This article reviews the forms, extent, origins, implementation, impacts (intended and unintended), and policy prospects of performance funding.

This paper introduces a model that uses transcript data matched to credit-level cost data and funding formulae to calculate the implications for efficiency of reforms intended to improve completion rates.