How Did Six Community Colleges Design Supports for Part-Time Faculty? A Report on Achieving the Dream's Engaging Adjuncts Project
This report describes findings from a study of a two-year initiative led by Achieving the Dream to develop and implement strategies to support adjunct faculty in improving student outcomes.
This guide presents a set of example data analyses colleges can replicate to examine whether underserved groups of students are equitably represented in programs that lead to higher opportunity outcomes for employment and/or baccalaureate transfer.
Based on a forthcoming book chapter, this paper discusses how the development of an overall framing vision for student success, the implementation of evidence-based practices, and the establishment of a culture that is conducive to innovation can help colleges improve student outcomes.
Drawing on interviews with 96 first-year community college students, this journal article compares the roles of students' on- and off-campus relationships in providing information and support.
This paper describes the professional development model used in CUNY Start, a program developed at the City University of New York to support entering students identified as academically underprepared in literacy and mathematics.
This paper discusses what is known about humanities coursework in community colleges, outlines key challenges facing humanities education in this sector, and considers approaches to addressing these challenges.
This practitioner packet provides guidance to colleges seeking to redesign their new student onboarding practices to better help students explore, choose, and plan a program of study best suited to their interests and aspirations.
This report builds off previous research on American Honors to look at the unintended consequences of college promise programs for the economic mobility of high-achieving, low-income students.
Should Colleges Invest in Machine Learning? Comparing the Predictive Powers of Early Momentum Metrics and Machine Learning for Community College Credential Completion
This study compares the out-of-sample predictive power of early momentum metrics—13 near-term success measures suggested by the literature—with that of metrics from machine-learning-based models that employ approximately 500 predictors for community college credential completion.
This journal article explores similarities and dissimilarities of higher education policies in England and the United States with an eye to what each country can learn from the other regarding the reduction of social class and racial/ethnic differences in higher education access and success.
This report examines the efforts of six state higher education systems to improve student outcomes and close opportunity gaps in mathematics as part of a three-year project led by the Charles A. Dana Center at The University of Texas at Austin.
In this Innovative Higher Education article, the authors examine the development and dissolution of a partnership between a privately held firm and six community colleges, which had established honors programs with the goal of facilitating students' transfer to selective institutions.
A Complex Ecosystem: A Qualitative Investigation Into Dynamics Affecting the Implementation of College Advising Redesigns
This paper explores the dynamics in and around an institution that influence how advisors and students experience technology-mediated advising reforms, along with the opportunities and challenges these dynamics create for colleges.
This book chapter describes key principles of CCRC's evidence-based framework for advising redesign, which emphasizes a sustained, strategic, integrated, proactive, and personalized (SSIPP) approach to advising.
Trends in Key Performance Indicators Among Colleges Participating in a Technology-Mediated Advising Reform Initiative
This report describes trends in key performance indicators among the 26 two- and four-year institutions that participated in the Integrated Planning and Advising for Student Success (iPASS) grant initiative from 2011 to 2017.
Early Academic Outcomes for Students of Part-Time Faculty at Community Colleges: How and Why Does Instructors' Employment Status Influence Student Success?
Drawing on data from six community colleges, this paper estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses and explores potential explanations for these effects.
This study uses a randomized controlled trial to evaluate the efficacy of multiple measures assessment programs at five colleges in Minnesota and Wisconsin and also examines the implementation and cost of the programs.
Performance-Based Funding for Higher Education: How Well Does Neoliberal Theory Capture Neoliberal Practice?
This article discusses the origins, implementation, and impacts of neoliberal policies by examining the case of performance-based funding for higher education in the United States, Europe, Canada, Australia, and elsewhere. It provides recommendations for how to improve performance funding and how to construct policy models that go behind the narrow imaginings of neoliberal theory.
This CAPR report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed.
This paper examines the labor market gains for students who enrolled at for-profit colleges after beginning their postsecondary education in community college.