This ARCC Network report examines how Higher Education Emergency Relief (HEER) funds were distributed to community colleges and the extent to which the colleges spent those funds. It also explores how HEER funding and spending patterns differed by institutional and student characteristics.
Tracking Transfer: Community College and Four-Year Institutional Effectiveness in Broadening Bachelor’s Degree Attainment
These two reports use student data disaggregated by race/ethnicity, neighborhood income, and age to measure the performance of two- and four-year institutions in enabling students who start college at a community college to transfer and complete bachelor’s programs. State-by-state breakdowns of transfer metrics designed for use by college and state system leaders are included in the reports and in an online data dashboard.
“Waiving” Goodbye to Placement Testing: Broadening the Benefits of Dual Enrollment Through Statewide Policy
Using interview data from program leaders and statewide student data, this paper examines the implementation and estimates the effects of Ohio’s Innovative Programs, a policy aimed at expanding access to dual enrollment for underserved high school students.
Informed by findings from The Dual Enrollment Playbook and site visits to Title I high schools and their community college partners in Texas and Florida, this report offers guidance for state leaders on how to support practitioner efforts to broaden the benefits of dual enrollment.
This brief, published by The Campaign for College Opportunity, explores ways transfer reform can close equity gaps in bachelor’s degree attainment by providing vital degree pathways for students from minoritized backgrounds.
Using administrative data from CUNY, this brief explores the role that community colleges play in contributing to degrees awarded in education, and it considers how the transfer experience for students interested in pursuing careers as teachers can be improved.
This report argues that a more inclusive definition of STEM that accounts for STEM-oriented technical training programs would better represent the contribution community colleges make to STEM education and the STEM workforce.
The Long-Term Effectiveness of Multiple Measures Assessment: Evidence From a Randomized Controlled Trial
Using nine terms of outcomes data, this CAPR working paper presents findings from an impact study on multiple measures assessment at seven State University of New York (SUNY) community colleges.
This CAPR brief describes findings and implications of an evaluation study of multiple measures assessment (MMA); it focuses on results among students whose placements changed (or would have changed) under MMA.
The brief, published by The Campaign for College Opportunity, summarizes the research on dual enrollment programs and offers policymakers a strategy to increase college enrollment and attainment via such efforts.
Drawing on quantitative and qualitative data, this report presents findings from research on humanities coursetaking at Michigan community colleges conducted as part of the Strengthening Michigan Humanities project.
Rethinking Dual Enrollment as an Equitable On-Ramp to a Career-Path College Degree Program After High School
This report presents the dual enrollment equity pathways (DEEP) framework, which aims to expand access to dual enrollment and redesign practices so that underserved students can use it to pursue a high-value postsecondary degree program directly after high school.
DEEP Insights: Redesigning Dual Enrollment as a Purposeful Pathway to College and Career Opportunity
This report describes dual enrollment equity pathways (DEEP) reforms implemented by six community college–K-12 partnerships in Florida and Texas, and it provides insights and guidance for other colleges and schools interested in undertaking DEEP reforms.
Drawing on administrative records from transfer-intending community college starters across three states, this paper develops a set of early STEM momentum metrics that are useful indicators of subsequent STEM transfer and bachelor’s degree attainment.
Based on interview, focus group, observational, and student survey data, this CAPR brief presents findings on the design and implementation of corequisite developmental courses at four colleges, and it highlights lessons for other colleges.
Engaging the College Community in Guided Pathways Reforms: Advice From Project Leaders at AACC Pathways Colleges
This brief details advice from leaders—including college presidents, senior administrators, faculty, and staff֫— who were involved in planning, overseeing, or coordinating guided pathways reforms at the 30 colleges that participated in the AACC Pathways Project.
Innovating at Scale: Guided Pathways Adoption and Early Student Momentum Among the AACC Pathways Colleges
Drawing on interviews as well as self-assessment and performance data, this report discusses what the AACC Pathways colleges have accomplished in their guided pathways reforms over the past seven years and what they have learned about institutional transformation.
Whole-College Guided Pathways Reform Practices: Scale of Adoption by Community Colleges in Three States
Based on institutional survey data, this report presents findings from a study on the scale of adoption of guided pathways practices at community and technical colleges in Ohio, Tennessee, and Washington State.
Healthcare Training Programs in Community Colleges: A Landscape Analysis of Program Availability and Student Completions
This report uses IPEDS data to better understand healthcare training programs and the current role that community colleges play in training healthcare workers, including public health workers.
This ARCC Network brief describes Higher Education Emergency Relief funding the federal government provided to community colleges, and it provides a first look at how much funding was awarded to and spent by the colleges through February 2023.