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Should Colleges Invest in Machine Learning? Comparing the Predictive Powers of Early Momentum Metrics and Machine Learning for Community College Credential Completion
April 2020

Should Colleges Invest in Machine Learning? Comparing the Predictive Powers of Early Momentum Metrics and Machine Learning for Community College Credential Completion

Takeshi Yanagiura

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.

Comparing and Learning From English and American Higher Education Access and Completion Policies
March 2020

Comparing and Learning From English and American Higher Education Access and Completion Policies

Kevin Dougherty • Claire Callender

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.

A Top-Down/Bottom-Up Approach to Statewide Change: Mathematics Pathways to Completion
February 2020

A Top-Down/Bottom-Up Approach to Statewide Change: Mathematics Pathways to Completion

Susan Bickerstaff • Adnan Moussa

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.

Public-Private Partnership: How and Why Six Community Colleges Loved and Left a For-Profit Partner
February 2020

Public-Private Partnership: How and Why Six Community Colleges Loved and Left a For-Profit Partner

Negar Farakish • Shanna Smith Jaggars • Maggie P. Fay

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
January 2020

A Complex Ecosystem: A Qualitative Investigation Into Dynamics Affecting the Implementation of College Advising Redesigns

Serena C. Klempin • Lauren Pellegrino

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.

A Framework for Advising Reform
January 2020

A Framework for Advising Reform

Serena C. Klempin • Hoori Santikian Kalamkarian • Lauren Pellegrino • Elisabeth A. Barnett

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
January 2020

Trends in Key Performance Indicators Among Colleges Participating in a Technology-Mediated Advising Reform Initiative

Tatiana Velasco • Katherine L. Hughes • Elisabeth A. Barnett

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?
January 2020

Early Academic Outcomes for Students of Part-Time Faculty at Community Colleges: How and Why Does Instructors' Employment Status Influence Student Success?

Florence Xiaotao Ran • Jasmine Sanders

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.

Expanding Access to College-Level Courses
December 2019

Expanding Access to College-Level Courses

Dan Cullinan • Elisabeth A. Barnett • Elizabeth M. Kopko • Andrea Lopez Salazar • Tiffany Morton

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?
December 2019

Performance-Based Funding for Higher Education: How Well Does Neoliberal Theory Capture Neoliberal Practice?

Kevin Dougherty • Rebecca Natow

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. 

Gaining Ground: Findings From the Dana Center Mathematics Pathways Impact Study
November 2019

Gaining Ground: Findings From the Dana Center Mathematics Pathways Impact Study

Elizabeth Zachry Rutschow • Susan Sepanik • Victoria Deitch • Julia Raufman • Dominique Dukes • Adnan Moussa

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.

The Labor Market Returns to For-Profit Higher Education: Evidence for Transfer Students
November 2019

The Labor Market Returns to For-Profit Higher Education: Evidence for Transfer Students

Vivian Yuen Ting Liu • Clive Belfield

This paper examines the labor market gains for students who enrolled at for-profit colleges after beginning their postsecondary education in community college.

The Changing Landscape of Developmental Education Practices: Findings From a National Survey and Interviews with Postsecondary Institutions
November 2019

The Changing Landscape of Developmental Education Practices: Findings From a National Survey and Interviews with Postsecondary Institutions

Elizabeth Zachry Rutschow • Maria S. Cormier • Dominique Dukes • Diana E. Cruz Zamora

This CAPR report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders.

The Wiley Handbook of Adult Literacy
November 2019

The Wiley Handbook of Adult Literacy

Dolores Perin

This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills.

The Role of Librarians in Guided Pathways Reforms
October 2019

The Role of Librarians in Guided Pathways Reforms

Amanda L. Folk • Shanna Smith Jaggars

In this short essay, Shanna Jaggars (coauthor of Redesigning America's Community Colleges) and Amanda Folk (head of teaching and learning at the Ohio State Libraries) discuss how librarians' expertise could be harnessed to support guided pathways reforms.

Creating Accelerated Pathways for Student Success in Mathematics: A Snapshot of Courses Offered at the Launch of the Mathematics Pathways to Completion Project
October 2019

Creating Accelerated Pathways for Student Success in Mathematics: A Snapshot of Courses Offered at the Launch of the Mathematics Pathways to Completion Project

Adnan Moussa • Susan Bickerstaff

This research brief describes findings from a survey about mathematics course offerings at institutions in six states implementing mathematics pathways.

The False Dichotomy Between Academic Learning and Occupational Skills
September 2019

The False Dichotomy Between Academic Learning and Occupational Skills

Thomas Bailey • Clive Belfield

This essay compares broad academic and vocational program goals, embodied skills, tasks, and jobs, with a focus primarily on community college students.

Adapting Lesson Study for Community College Mathematics Instruction: Early Observations
September 2019

Adapting Lesson Study for Community College Mathematics Instruction: Early Observations

Susan Bickerstaff • Jacqueline Raphael • Diana E. Cruz Zamora • Melinda Leong

This short report provides a rationale for implementing Lesson Study, a collaborative and structured professional development approach, in the community college context. 

Redesigning Your College Through Guided Pathways: Lessons on Managing Whole-College Reform From the AACC Pathways Project
September 2019

Redesigning Your College Through Guided Pathways: Lessons on Managing Whole-College Reform From the AACC Pathways Project

Davis Jenkins • Hana Lahr • Amy E. Brown • Amy Mazzariello

This report and the five case studies that accompany it describe how institutions are managing the broad-based transformation of programs, student services, and related support systems using the guided pathways model.

iPASS in Practice: Four Case Studies
August 2019

iPASS in Practice: Four Case Studies

Serena C. Klempin • Lauren Pellegrino • Andrea Lopez Salazar • Elisabeth A. Barnett • Julia Lawton

This report shares the stories of four community colleges that participated in the Integrated Planning and Advising for Student Success (iPASS) initiative, which provided support for institutions as they redesigned their advising processes and adopted and implemented new technologies.

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