Publications
How Colleges Use Integrated Planning and Advising for Student Success (iPASS) to Transform Student Support
This paper examines technology-mediated advising reform in order to contribute to the understanding of how colleges engage in transformative change to improve student outcomes.
Early Labor Market and Debt Outcomes for Bachelor’s Degree Recipients: Heterogeneity by Institution Type and Major, and Trends Over Time
Using national data on baccalaureate recipients in 1993 and 2008, this CAPSEE working paper examines labor market and debt outcomes four years after students graduate, with a focus on exploring heterogeneity by institution type and major, as well as trends over time.
Momentum: The Academic and Economic Value of a 15-Credit First-Semester Course Load for College Students in Tennessee
Using student-level data from the Tennessee Board of Regents, this paper explores the academic and economic consequences of taking higher or lower credit loads in the first semester and first year of college.
Classifying STEM Programs in Community Colleges to Develop a State-Level Middle-Skill STEM Workforce Strategy
This CAPSEE working paper provides a classification scheme for sub-baccalaureate STEM programs and, using data from Virginia, analyzes short-term earnings returns to community college STEM credentials.
Postsecondary Partnerships in Collective Impact
Using data from a study of the Ford Corridors of College Success initiative, this brief examines how postsecondary institutions have attempted to develop multi-sector partnerships within a collective impact context.
Guided Pathways to Careers: Four Dimensions of Structure in Community College Career-Technical Programs
This study documents the specific ways that community college career-technical programs are structured to support student success, and it provides a framework for examining structure to inform practice and guide future research efforts.
Does Developmental Education Improve Labor Market Outcomes? Evidence From Two States
Using longitudinal student-unit record data linked to wage record data, this paper estimates the labor market returns to developmental credits versus college-level credits in two states.
When College Students Start Behind
This report for The Century Foundation's College Completion Series lays out the open questions on how to reform developmental education.
Do Students Benefit From Going Backward? The Academic and Labor Market Consequences of Four- to Two-Year College Transfer
This CAPSEE working paper examines the effects of four-year to two-year college transfer on “struggling” students, or those who earned less than a 3.0 grade point average in the first term.
Improving Student Services for Military Veterans
Based largely on an examination of college proposals for the Kisco Foundation’s Kohlberg Prize, this review (summary available) presents key insights and policy recommendations about services for military veterans attending community colleges.
The Transfer Playbook: Essential Practices for Two- and Four-Year Colleges
This playbook is a practical guide to designing and implementing a key set of practices that will help community colleges and their four-year college partners improve bachelor’s completion rates for students who start at community colleges.
Tax Benefits for College Attendance
This NBER working paper outlines tax-based student aid programs and assesses their impact on student behavior.
Modularization in Developmental Mathematics in Two States: Implementation and Early Outcomes
This paper discusses the implementation of modularized developmental mathematics reforms in North Carolina and Virginia, presents student outcomes for two distinct course structures, and considers the opportunities and challenges they present.
How and Why Does Two-Year College Entry Influence Baccalaureate Aspirants’ Academic and Labor Market Outcomes?
Using detailed administrative data from Virginia, this CAPSEE working paper examines how and why the community college pathway to a baccalaureate influences students’ degree attainment and short-term labor market performance.
CCRC Currents 2016
In CCRC's 2016 newsletter, CCRC Director Thomas Bailey writes about the growth and influence of the guided pathways model.
Looking Inside the Black Box of Performance Funding for Higher Education: Policy Instruments, Organizational Obstacles, and Intended and Unintended Impacts
In addition to drawing on the existing body of research on performance funding, this journal article reports data from a study of the implementation of performance funding in three leading states (Indiana, Ohio, and Tennessee) and its impacts on three universities and three community colleges in each state.
Is Corequisite Remediation Cost-Effective? Early Findings From Tennessee
This brief examines the corequisite remediation model as it was implemented in Tennessee community colleges in fall 2015 and finds that it is more cost-effective than the prerequisite remediation model the colleges formerly used.
Redesigning a Student Success Course for Sustained Impact: Early Outcomes Findings
Based on a qualitative and quantitative study at Bronx Community College, this paper provides findings on students who take First Year Seminar, a recently redesigned student success course.
Improving the Transition to College: Estimating the Impact of High School Transition Courses on Short-Term College Outcomes
This study uses a regression discontinuity design to estimate the effect of participation in a mathematics transition course on college-level math outcomes in West Virginia for the 2011–12 and 2012–13 high school senior cohorts.
Building Student Momentum From High School Into College
This Jobs for the Future publication proposes research-based milestones of student momentum from twelfth grade through the first year of college, and suggests ways that local high school and college partners can collaborate to support student success.