Publications by Daniel Sparks
This journal article reviews evidence on adult learners taking online courses, describes online teaching practices that draw on a self-directed learning skills framework, and outlines an evidence-based embedded coaching program that improves student outcomes.
Using administrative data, this paper analyzes Get a Skill, Get a Job, Get Ahead (G3)—a free community college initiative that Virginia implemented in 2021—and shows that both institutions and students responded to the tuition-free messaging and eligibility criteria.
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.
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.
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.
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.
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.
Using data on students enrolled in two- and four-year colleges of the City University of New York, this essay assesses the distribution of benefits of the scholarship program in terms of who qualifies for, receives, and renews awards.
Drawing on findings from a study of postsecondary college transcript and degree records, this brief describes metrics that may be useful in assessing efforts to improve STEM transfer outcomes.
