With the goal of informing federal higher education policy decisions, this brief for the Urban Institute suggests federal student aid reform that simplifies the eligibility and application process.
This report describes how Ohio’s two-year colleges are approaching guided pathways reforms, focusing on innovations they have implemented in recent years that can serve as building blocks as they seek to transform their policies, practices, and culture following the guided pathways model.
This set of tools aims to help community colleges and broad-access four-year colleges assess their work on technology-mediated advising and student support, sometimes referred to as Integrated Planning and Advising for Student Success (iPASS).
This CAPR working paper provides an overview of the history of college placement testing, with a focus on nonselective colleges. The authors discuss the limitations of placement tests, the consequences of placement errors, and the movement toward changing systems of placement; a typology of approaches to assessment and placement is also described.
From “Additive” to “Integrative”: Experiences of Faculty Teaching Developmental Integrated Reading and Writing Courses
Using interview, focus group, and case study data, this paper documents the perceptions and experiences of faculty members in the midst of statewide reform efforts in Virginia and North Carolina to integrate developmental reading and writing courses.
Understanding American Honors: Student Selection, Key Program Components, and Stakeholder Impressions
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.
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.
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
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.
This Brookings report discusses what role the Federal Work-Study program might have in a modern “college completion and career readiness” agenda.
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
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.
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.
This report examines the consequences of ending free college in England, and considers what lessons may be drawn for the U.S. policy conversation.
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.
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.
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?
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.
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.
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.