Publications

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.

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.

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.

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.

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.

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.

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.

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.

Based on interview data, this report examines a set of seven strategies that presidents of community colleges implementing Caring Campus are using to develop a more positive college culture and to support this culture-focused reform.

This policy fact sheet discusses revenue streams for community colleges, disparity in resources relative to public four-year colleges, and federal spending, including COVID-19 relief funding.

Using data from Texas, this paper describes dual enrollment course characteristics such as instructor affiliation, location, and modality and examines how these characteristics predict students’ course completion, course grades, and subsequent college enrollment.

This brief examines research on five programs—AP, IB, dual enrollment, ECHSs and P-TECHs, and high school CTE with articulated credit—and assesses their potential as large-scale on-ramps to high-quality postsecondary programs for underrepresented students.