Teachers College, Columbia University

All Publications


Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19

This brief discusses how community college systems in four states—Indiana, Virginia, Texas, and Washington—supported large-scale changes to student placement practices in reaction to challenges associated with the COVID pandemic.


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.


Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy

This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.


Major Decision: The Impact of Major Switching on Academic Outcomes in Community Colleges

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

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.

MAY 2020

Redesigning Community College Student Onboarding Through Guided Pathways

This practitioner packet provides guidance to colleges seeking to redesign their new student onboarding practices to better help students explore, choose, and plan a program of study best suited to their interests and aspirations.


Expanding Access to College-Level Courses

There is no single, correct way to design and implement multiple measures assessments (MMA) to improve course placements. Colleges must decide what measures to include, and how to combine them. This study was developed to add to the field's understanding about the implementation, cost, and efficacy of an MMA system using locally determined rules. As part of a randomized controlled trial, the study team evaluated MMA programs and interviewed and observed staff at five colleges in Minnesota and Wisconsin; it also wrote a short case study about one Wisconsin college.


Multiple Measures Placement Using Data Analytics: An Implementation and Early Impacts Report

This report from the Center for the Analysis for Postsecondary Readiness (CAPR) examines implementation of a multiple measures placement system at seven State University of New York community colleges and presents results on first-term impacts.

MARCH 2018

Why Do Some Community College Students Use Institutional Resources Differently Than Others in Program Selection and Planning?

This paper describes how degree-seeking students at the City Colleges of Chicago make choices about their programs in their first year of enrollment, focusing especially on how they interact with advisors and how they use college-based resources in program selection and program planning.


Using Data Mining to Explore Why Community College Transfer Students Earn Bachelor’s Degrees With Excess Credits

This CCRC working paper uses data-mining techniques to analyze student transcripts from two states and identify variables associated with excess credits among bachelor’s degree completers who started at a community college.


Matching Talents to Careers: From Self-Directed to Guided Pathways

This chapter in the book Matching Students to Opportunity examines the matching process between students and college programs or majors, primarily in community colleges.


Should Community College Students Earn an Associate Degree Before Transferring to a Four-Year Institution?

Using data on students who entered community college and then transferred, this paper examines the impact on bachelor’s degree attainment of earning an associate degree before transferring to a four-year college.

MAY 2013

Timing of Concentration, Completion, and Exit in Community Colleges

This publication compares how long it takes students to reach important progression milestones based on their level of academic readiness upon entry.


New Evidence of Success for Community College Remedial English Students: Tracking the Outcomes of Students in the Accelerated Learning Program (ALP)

This paper presents the findings from a follow-up quantitative analysis of the Community College of Baltimore County’s Accelerated Learning Program (ALP).