Elisabeth A. Barnett

Senior Research Scholar Emeritus • Research Affiliate, CCRC

Elisabeth Barnett has led a great deal of research on the high-school-to-college transition, college readiness, dual enrollment, developmental education, early college high schools, the Common Core State Standards, and career and technical education practices. Her publications include Caring Campus: Faculty Leadership in Student Success; The Role of Higher Education in High School Math Reform; Reshaping the College Transition: Early College Readiness Assessments and Transition Curricula in Four States; Bridging the Gap: An Impact Study of Eight Developmental Summer Bridge Programs in Texas; Dual Enrollment: A Strategy for Educational Advancement of All Students; and a co-edited volume of New Directions in Community Colleges entitled Academic Pathways to and from the Community College (with Debra Bragg; Jossey-Bass Publishers).

Barnett has also served as associate director of the National Center for Restructuring Education, Schools and Teaching (NCREST) at Teachers College and is affiliated with the Center for the Analysis of Postsecondary Readiness.

Barnett received her PhD from the University of Illinois at Urbana–Champaign in educational organization and leadership–higher education.

November 2024

Creating Caring Campuses: A Faculty-Led Approach
This journal article describes the design of the Caring Campus–Faculty program, presents findings from four years of research on important practices and outcomes, and describes implementation experiences at one college that adopted the program.
January 2023

Caring Campus: Faculty Leadership in Student Success
Caring Campus/Faculty is a program aimed at increasing students’ connection to college; this report shares findings from a study on how it is being adopted at several colleges, including insights into effective faculty engagement and implementation.
February 2022

The Role of Higher Education in High School Math Reform
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.
November 2020

A Changing Paradigm in High School Mathematics
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.
October 2020

Lessons Learned From Advising Redesigns at Three Colleges
This report presents findings on the implementation of technology-mediated advising reforms at California State University at Fresno, Montgomery County Community College, and the University of North Carolina at Charlotte.
June 2020

What Really Works in Student Success?
Based on a forthcoming book chapter, this paper discusses how the development of an overall framing vision for student success, the implementation of evidence-based practices, and the establishment of a culture that is conducive to innovation can help colleges improve student outcomes.
January 2020

A Framework for Advising Reform
This book chapter describes key principles of CCRC's evidence-based framework for advising redesign, which emphasizes a sustained, strategic, integrated, proactive, and personalized (SSIPP) approach to advising.
December 2019

Expanding Access to College-Level Courses
This study uses a randomized controlled trial to evaluate the efficacy of multiple measures assessment programs at five colleges in Minnesota and Wisconsin and also examines the implementation and cost of the programs.
August 2019

iPASS in Practice: Four Case Studies
This report shares the stories of four community colleges that participated in the Integrated Planning and Advising for Student Success (iPASS) initiative, which provided support for institutions as they redesigned their advising processes and adopted and implemented new technologies.
March 2019

Re-Envisioning College Readiness Reforms
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.
July 2018

Rethinking Dual Enrollment to Reach More Students
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.
September 2017

College Placement Strategies: Evolving Considerations and Practices
This CAPR working paper provides an overview of the history of college placement testing, with a focus on nonselective colleges. The authors discuss the limitations of placement tests, the consequences of placement errors, and the movement toward changing systems of placement; a typology of approaches to assessment and placement is also described.
February 2016

Building Student Momentum From High School Into College
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.
January 2016

What We Know About Transition Courses
Based on research as well as discussion among researchers, practitioners, and policymakers from seven states, this overview summarizes the state of knowledge on transition courses.
October 2010

Community College and High School Partnerships
Prepared for the 2010 White House Summit on Community College, this brief discusses partnerships that promote college enrollment, college readiness, and postsecondary persistence.

Recent Publications

Recent Presentations

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

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