Teachers College, Columbia University
Community College Research Center
  • Research
    • Focus Areas
    • High School to College
    • Developmental Education
    • Guided Pathways
    • Advising & Student Supports
    • Teaching & Learning
    • College to Career
    • Publications Library

      Browse our entire collection of publications

    • Presentations
    • Find out where we'll be presenting and access recordings or PowerPoint slides

    • Guided Pathways Workshops
    • Download materials from our do-it-yourself workshop series

    • ccrc policy resources page

  • About Us
    • CCRC Staff
    • Research Affiliates
    • Advisory Board
    • Employment
    • Biennial Report
    • Contact
  • News
    • CCRC in the News
    • Opinion
    • Press Releases
  • Community College FAQs
  • Blog
  • Pandemic Recovery
Category
  • All publications
  • High school to college
  • Dual enrollment
  • Developmental education
  • Assessment and placement
  • Guided pathways
  • Transfer
  • Advising and student supports
  • Financial aid
  • Teaching and learning
  • College to career
  • Returns to degrees
  • Community college policy and finance
  • Performance funding
  • For-profit colleges

Filter by

Clear all
Author
  • Ahidiana, Zawadi Rucks (1)
  • Allen, Drew (1)
  • Bailey, Thomas (8)
  • Barnett, Elisabeth A. (23)
  • Belfield, Clive (2)
  • Bork, Rachel Hare (5)
  • Bragg, Debra (4)
  • Brathwaite, Jessica (1)
  • Bunting, David (1)
  • Calcagno, Juan Carlos (1)
  • Chavarín, Octaviano (2)
  • Constantine, J. (1)
  • Cormier, Maria S. (2)
  • Corrin, William (1)
  • Dadgar, Mina (1)
  • Edwards, Linsey (4)
  • Fay, Maggie P. (10)
  • Fermin, Baranda (3)
  • Fink, John (3)
  • Finkelstein, Neil (1)
  • Friedel, Janice (1)
  • Golann, Joanne Wang (2)
  • Griffin, Sarah (2)
  • Grubb, W. Norton (2)
  • Harris, Julie C. (1)
  • Hodara, Michelle (1)
  • Hughes, Katherine L. (18)
  • Hurd, N. F. (1)
  • Jenkins, Davis (2)
  • Jeong, Dong Wook (3)
  • Karp, Melinda Mechur (15)
  • Kerrigan, Monica Reid (1)
  • Kienzl, Gregory S. (1)
  • Kopko, Elizabeth M. (1)
  • Leeds, Daniel M. (1)
  • Liston, Cynthia (1)
  • Liu, Vivian Yuen Ting (3)
  • Maclutsky, Evelyn (1)
  • Mayer, Alexander K. (1)
  • Mehl, Gelsey (1)
  • Minaya, Veronica (3)
  • Mitchell, Claire (2)
  • Mokher, Christine (1)
  • Morest, Vanessa Smith (1)
  • Moussa, Adnan (1)
  • Nakanishi, Aki (2)
  • Orr, Terry (5)
  • Papikyan, Tatev (1)
  • Pheatt, Lara (5)
  • Pope, Myron L. (1)
  • Pretlow, Josh (3)
  • Reyna, Ryan (1)
  • Rodríguez, Olga (2)
  • Rosenbaum, J. E. (1)
  • Sepanik, Susan (1)
  • Slater, Doug (1)
  • Solanki, Sabrina (1)
  • Speroni, Cecilia (2)
  • Teres, Jed (1)
  • Tierney, W. G. (1)
  • Trimble, Madeline Joy (6)
  • Wagonlander, Chery (1)
  • Wathington, Heather (3)
  • Weisberg, Alan (1)
  • Weissman, Evan (1)
  • Wyner, Joshua (1)
  • Xu, Di (4)
  • Yanagiura, Takeshi (1)
  • Zhang, Qing (1)
  • Zinth, Jennifer (1)
Publication type
  • Annual newsletter (0)
  • Book/chapter (8)
  • Brief/summary (24)
  • Journal article (20)
  • Paper/report (45)
  • Practitioner packet (3)
State
  • Alabama (1)
  • Alaska (0)
  • Arizona (0)
  • Arkansas (0)
  • California (14)
  • Colorado (0)
  • Connecticut (0)
  • Delaware (0)
  • Florida (13)
  • Georgia (1)
  • Hawaii (0)
  • Idaho (0)
  • Illinois (1)
  • Indiana (0)
  • Iowa (1)
  • Kansas (0)
  • Kentucky (3)
  • Louisiana (0)
  • Maine (0)
  • Maryland (0)
  • Massachusetts (1)
  • Michigan (1)
  • Minnesota (1)
  • Mississippi (0)
  • Missouri (0)
  • Montana (0)
  • Nebraska (0)
  • Nevada (0)
  • New Hampshire (0)
  • New Jersey (2)
  • New Mexico (0)
  • New York (10)
  • North Carolina (3)
  • North Dakota (0)
  • Ohio (1)
  • Oklahoma (0)
  • Oregon (0)
  • Pennsylvania (1)
  • Rhode Island (0)
  • South Carolina (0)
  • South Dakota (0)
  • Tennessee (7)
  • Texas (6)
  • Utah (0)
  • Vermont (0)
  • Virginia (2)
  • Washington (2)
  • West Virginia (5)
  • Wisconsin (0)
  • Wyoming (0)
Year
From
To

Publications

1–20 of 75 results
Results per page 10 20 50 All
The Impact of Dual Enrollment on College Application Choice and Admission Success
December 2022

The Impact of Dual Enrollment on College Application Choice and Admission Success

Vivian Yuen Ting Liu • Veronica Minaya • Di Xu

Using a regression discontinuity approach and data from two cohorts of students in one state, this paper examines the effect of taking dual enrollment credits on the number of in-state public colleges students apply and are admitted to and the selectivity of those colleges.

The Role of Higher Education in High School Math Reform
February 2022

The Role of Higher Education in High School Math Reform

Elisabeth A. Barnett • Maggie P. Fay • Cynthia Liston • Ryan Reyna

Based on interviews with educators who are rethinking and revising secondary math coursework, this report describes the role of higher education in influencing high school math reform nationally and in three particular states.

Happy Together? The Peer Effects of Dual Enrollment Students on Community College Student Outcomes
April 2021

Happy Together? The Peer Effects of Dual Enrollment Students on Community College Student Outcomes

Vivian Yuen Ting Liu • Di Xu

Using administrative data from a large state community college system, this paper examines whether being exposed to a higher percentage of dual enrollment peers influences non-dual enrollment enrollees’ performance in college courses.

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.

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.

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.

How Relationships Support and Inform the Transition to Community College
June 2020

How Relationships Support and Inform the Transition to Community College

Zawadi Rucks-Ahidiana • Rachel Hare Bork

Drawing on interviews with 96 first-year community college students, this journal article compares the roles of students' on- and off-campus relationships in providing information and support.

Re-Envisioning College Readiness Reforms
March 2019

Re-Envisioning College Readiness Reforms

Christine Mokher • Elisabeth A. Barnett • Daniel M. Leeds • Julie C. Harris

Using Florida as a case study, this Change Magazine article describes the complexities of implementing effective college readiness reforms and offers insights for policymakers looking to improve student success.

Math Transition Courses in Context: Preparing Students for College Success
December 2018

Math Transition Courses in Context: Preparing Students for College Success

Elisabeth A. Barnett • Octaviano Chavarín • Sarah Griffin

Based on interviews with stakeholders in 11 states and other data, this brief describes the design, implementation, and effectiveness of math transition courses and identifies major trends in course development.

High School-to-College Transition Courses: A Typology of Design Choices
December 2018

High School-to-College Transition Courses: A Typology of Design Choices

Elisabeth A. Barnett

High schools across the country are implementing transition curricula to boost college readiness. This short publication offers an overview of course design options for educators thinking about implementing transition courses.

English Transition Courses in Context: Preparing Students for College Success
November 2018

English Transition Courses in Context: Preparing Students for College Success

Sarah Griffin

Based on interviews and other data, this brief describes key elements of English transition curricula in seven states and highlights ways this type of intervention may help prepare students for college.

Rethinking Dual Enrollment to Reach More Students
July 2018

Rethinking Dual Enrollment to Reach More Students

Jennifer Zinth • Elisabeth A. Barnett

This brief published by Education Commission of the States discusses state approaches that systematically broaden dual enrollment access and provide pre-collegiate experiences to middle- and lower-achieving students.

How States Are Implementing Transition Curricula: Results From a National Scan
December 2017

How States Are Implementing Transition Curricula: Results From a National Scan

Maggie P. Fay • Elisabeth A. Barnett • Octaviano Chavarín

This brief describes the availability of transition courses across the country and offers insights into curricular design and goals, subject-area focus, how students are selected to participate, and whether completion of transition curricula guarantees placement into college-level courses.

Can High School Transition Courses Help Students Avoid College Remediation? Estimating the Impact of a Transition Program in a Large Urban District
December 2017

Can High School Transition Courses Help Students Avoid College Remediation? Estimating the Impact of a Transition Program in a Large Urban District

Madeline Joy Trimble • Lara Pheatt • Tatev Papikyan • Elisabeth A. Barnett

This paper examines the impact of one transition course model, the At Home in College program, offered to selected high school students in New York City by the City University of New York (CUNY).

What Happens to Students Who Take Community College
September 2017

What Happens to Students Who Take Community College "Dual Enrollment" Courses in High School?

John Fink • Davis Jenkins • Takeshi Yanagiura

This report uses student enrollment and degree records from the National Student Clearinghouse to examine who enrolls in community college dual enrollment courses and what happens to them after high school.

Computer-Mediated Developmental Math Courses in Tennessee High Schools and Community Colleges: An Exploration of the Consequences of Institutional Context
February 2017

Computer-Mediated Developmental Math Courses in Tennessee High Schools and Community Colleges: An Exploration of the Consequences of Institutional Context

Maggie P. Fay

Using site visit data from three community colleges and four high schools, this paper explores how the institutional context of the high schools compared with that of the colleges in ways that may have affected the implementation and efficacy of computer-mediated mathematics.

Improving the Transition to College: Estimating the Impact of High School Transition Courses on Short-Term College Outcomes
March 2016

Improving the Transition to College: Estimating the Impact of High School Transition Courses on Short-Term College Outcomes

Lara Pheatt • Madeline Joy Trimble • Elisabeth A. Barnett

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
February 2016

Building Student Momentum From High School Into College

Elisabeth A. Barnett

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.

PreviousNext1234
Ajax Loader
CCRC
  • Research
  • About Us
  • News
  • Community College FAQs
  • Blog
  • Pandemic Recovery

Community College Research Center, Teachers College, Columbia University
Box 174 | 525 West 120th Street, New York, NY 10027

  212.678.3091     ccrc@tc.columbia.edu

2023. All rights reserved.

Join our mailing list

  • Research
    • Focus Areas
    • Publications Library
    • Presentations
    • Guided Pathways Workshops
    • Policy Resources
  • About Us
    • CCRC Staff
    • Research Affiliates
    • Advisory Board
    • Employment
    • Biennial Report
    • Contact
  • News
  • Community College FAQs
  • Blog
  • Pandemic Recovery

This website uses cookies as well as similar tools and technologies to understand visitors’ experiences. By continuing to use this website, you consent to Teachers College, Columbia University’s usage of cookies and similar technologies, in accordance with the Teachers College, Columbia University Website Cookie Notice.

I agree