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Five Years Later: Technology and Advising Redesign at Early Adopter Colleges
April 2021

Five Years Later: Technology and Advising Redesign at Early Adopter Colleges

Lauren Pellegrino • Andrea Lopez Salazar • Hoori Santikian Kalamkarian

This brief discusses the experiences, achievements, and challenges of 26 broad-access two- and four-year colleges that, in 2015, began steps to adopt or enhance technology-mediated advising practices to improve the way they support students.

Investing in Student Success at Community Colleges: Lessons From Research on Guided Pathways
April 2021

Investing in Student Success at Community Colleges: Lessons From Research on Guided Pathways

CCRC

This brief discusses why whole-college, guided pathways reforms hold promise for improving student success on a large scale, what they cost, and how the federal government can support their adoption.

Caring Campus: An Initiative to Involve Community College Staff in Increasing Student Success
March 2021

Caring Campus: An Initiative to Involve Community College Staff in Increasing Student Success

Susan Bickerstaff • Elisabeth A. Barnett • Andrea Lopez Salazar

This brief describes the importance of nonacademic staff to the student experience and presents initial findings related to the Caring Campus initiative’s capacity to affect college culture and ground further change efforts.

College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation
March 2021

College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation

Di Xu • John Fink • Sabrina Solanki

This paper estimates the patterns and sources of White–Black and White–Hispanic enrollment gaps in Advancement Placement (AP) and dual enrollment programs across several thousand school districts and metropolitan areas in the United States.

Can Dual Enrollment Algebra Reduce Racial/Ethnic Gaps in Early STEM Outcomes? Evidence From Florida
February 2021

Can Dual Enrollment Algebra Reduce Racial/Ethnic Gaps in Early STEM Outcomes? Evidence From Florida

Veronica Minaya

Using descriptive methods as well as a quasi-experimental approach, this report examines the early college outcomes of Florida high school students who enrolled in a dual enrollment college algebra course.

Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19
January 2021

Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19

Susan Bickerstaff • Elizabeth M. Kopko • Erika B. Lewy • Julia Raufman • Elizabeth Zachry Rutschow

This brief discusses how community college systems in four states—Indiana, Virginia, Texas, and Washington—supported large-scale changes to student placement practices in reaction to challenges associated with the COVID pandemic.

How Guided Pathways Reforms Can Improve Support for Adult Students: Lessons From Three Tennessee Community Colleges
January 2021

How Guided Pathways Reforms Can Improve Support for Adult Students: Lessons From Three Tennessee Community Colleges

Serena C. Klempin • Hana Lahr

Drawing on interview data, this report discusses strategies that three guided pathways colleges use to help adult students enter programs of study, stay on path, and enhance learning.

Using Technology to Redesign College Advising and Student Support: Findings and Lessons From Three Colleges' Efforts to Build on the iPASS Initiative
December 2020

Using Technology to Redesign College Advising and Student Support: Findings and Lessons From Three Colleges' Efforts to Build on the iPASS Initiative

Cynthia Miller • Benjamin Cohen • Edith Yang • Lauren Pellegrino

This report summarizes enhancements to technology-based advising at three institutions and their effects on students' academic outcomes for four semesters after study entry.

Scaling ASAP: How Expanding a Successful Program Supported Broader Institutional Change at Bronx Community College
December 2020

Scaling ASAP: How Expanding a Successful Program Supported Broader Institutional Change at Bronx Community College

Maria S. Cormier • Julia Raufman • Diana Strumbos

This brief examines the relationship between BCC’s ASAP expansion and institutional change to illuminate how scaling a discrete reform can impact other areas of the college and change the way an institution serves all students.

A Changing Paradigm in High School Mathematics
November 2020

A Changing Paradigm in High School Mathematics

Adnan Moussa • Elisabeth A. Barnett • Jessica Brathwaite • Maggie P. Fay • Elizabeth M. Kopko

This paper examines challenges embedded within the prevailing high school mathematics course sequence, which prioritizes algebra, and explores innovations that aim to provide curricula and pedagogy more aligned with students’ academic and career goals.

Improving Developmental and College-Level Mathematics: Prominent Reforms and the Need to Address Equity
November 2020

Improving Developmental and College-Level Mathematics: Prominent Reforms and the Need to Address Equity

Jessica Brathwaite • Maggie P. Fay • Adnan Moussa

This paper examines the equity implications of existing reforms to developmental math and explores the potential of more targeted reforms to address factors such as stereotype threat, math anxiety, instructor bias, and tracking.

Funding Guided Pathways: A Guide for Community College Leaders
October 2020

Funding Guided Pathways: A Guide for Community College Leaders

Davis Jenkins • Amy E. Brown • Maggie P. Fay • Hana Lahr

Drawing on research at six institutions, this guide is intended to help community college leaders understand the costs involved in implementing guided pathways reforms and develop plans for funding and sustaining them.

The Economics of Guided Pathways: Cost, Funding, and Value
October 2020

The Economics of Guided Pathways: Cost, Funding, and Value

Clive Belfield

Drawing on data from 12 community colleges, this paper analyzes the resources required to implement guided pathways reforms and examines their feasibility and affordability, as well as their value for students.

Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy
October 2020

Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy

Elisabeth A. Barnett • Elizabeth M. Kopko • Dan Cullinan • Clive Belfield

This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.

Lessons Learned From Advising Redesigns at Three Colleges
October 2020

Lessons Learned From Advising Redesigns at Three Colleges

Hoori Santikian Kalamkarian • Lauren Pellegrino • Andrea Lopez Salazar • Elisabeth A. Barnett

This report presents findings on the implementation of technology-mediated advising reforms at California State University at Fresno, Montgomery County Community College, and the University of North Carolina at Charlotte.

High School Dual Enrollment in Florida: Effects on College Outcomes by Race/Ethnicity and Course Modality
October 2020

High School Dual Enrollment in Florida: Effects on College Outcomes by Race/Ethnicity and Course Modality

Vivian Yuen Ting Liu • Veronica Minaya • Qing Zhang • Di Xu

Using data on two cohorts of Florida students who started public high school in 2007 and 2012, this report analyzes dual enrollment course-taking and outcomes by racial/ethnic group (Black, Hispanic, White) and course modality (face-to-face on-college-campus, face-to-face off-campus, and online).

The Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students
September 2020

The Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students

Gelsey Mehl • Joshua Wyner • Elisabeth A. Barnett • John Fink • Davis Jenkins

Based on research conducted in three states, this report identifies five principles that undergird the strategies and practices of equitable dual enrollment partnerships between high schools and colleges.

Major Decision: The Impact of Major Switching on Academic Outcomes in Community Colleges
September 2020

Major Decision: The Impact of Major Switching on Academic Outcomes in Community Colleges

Vivian Yuen Ting Liu • Soumya Mishra • Elizabeth M. Kopko

Using state administrative data and propensity score matching, this study examines the characteristics and academic outcomes of community college students who switch majors.

Labor Market Trajectories for Community College Graduates: New Evidence Spanning the Great Recession
August 2020

Labor Market Trajectories for Community College Graduates: New Evidence Spanning the Great Recession

Veronica Minaya • Judith Scott-Clayton

This paper examines returns to terminal associate degrees and certificates up to 11 years after students initially entered a community college in Ohio. The authors use an individual fixed-effects approach that controls for students’ pre-enrollment earnings and allows the returns to credential completion to vary over time.

Do Differential Grading Standards Across Fields Matter for Major Choice? Evidence From a Policy Change in Florida
August 2020

Do Differential Grading Standards Across Fields Matter for Major Choice? Evidence From a Policy Change in Florida

Veronica Minaya

Using administrative data from Florida, this article examines the effect of changing the grading scale from whole-letter grades to plus/minus grades on STEM major choice.

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