Publications

This brief discusses findings and implications from two recent large studies of guided pathways that examined the scale at which colleges have implemented reforms and the association between adopted practices and early student outcomes.

Using institutional survey and administrative data, this paper examines the association between statewide adoption of guided pathways practices by community colleges in Tennessee, Ohio, and Washington and improvements in first-year student outcomes.

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 describes the rationale, goals, and activities of the Strengthening Michigan Humanities project, and it provides statewide statistics and trends on community college enrollment, transfer, and bachelor’s degree completion in humanities fields.

This report and accompanying case studies describe how three small colleges have made large-scale changes in practice based on the guided pathways model and how they funded and are sustaining these changes to improve rates of student progression and completion.

Using nine years of data from one state, this paper tracks completion and transfer outcomes to examine when gaps between Black, Hispanic, and White community college students occur, and it estimates the benefits of reaching early academic milestones for such students.

This paper presents a methodology for assessing the scale of adoption and estimating the causal effects of guided pathways within states and across colleges that have adopted the approach.

Using data from the Education Longitudinal Study and a propensity score matching approach, this paper compares outcomes of four-year college students who earned either 1–10 credits or no credits at a community college.

This brief describes the motivation, research evidence, and equity implications that underlie the Ask-Connect-Inspire-Plan framework as a useful strategy for community colleges.

Based on fieldwork at four guided pathways colleges, this report introduces a cross-sector pathways model and highlights emerging practices and strategies that community colleges are using to build stronger connections with employers, universities, and K-12 schools.

This report describes how CCRC’s thinking about guided pathways has evolved since the publication of Redesigning America’s Community Colleges in 2015.

This report examines how Ohio community colleges—which have been engaged in guided pathways reform for several years—are innovating within the model to provide scaled, personalized support to help students gain early academic momentum.

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.

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.

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.

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.

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

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.