tc columbia

All Publications

This paper discusses the organization, roles, and contributions of community colleges, and it analyzes reforms that have been proposed and enacted to meet ongoing challenges.

This report describes how Ohio’s two-year colleges are approaching guided pathways reforms, focusing on innovations they have implemented in recent years that can serve as building blocks as they seek to transform their policies, practices, and culture following the guided pathways model.

This report provides insight into how colleges are planning and implementing “guided pathways” reforms based on the early work of 30 colleges participating in the American Association of Community Colleges’ (AACC) Pathways Project.

This book is the culmination of a three-year study of performance funding in Indiana, Ohio, and Tennessee. Based on interviews with state officials and staff at 18 public institutions, the book delves into the policy implications of performance funding, which ties state financial support of colleges and universities to institutional performance.

Using student-level data from the Tennessee Board of Regents, this paper explores the academic and economic consequences of taking higher or lower credit loads in the first semester and first year of college.

In addition to drawing on the existing body of research on performance funding, this journal article reports data from a study of the implementation of performance funding in three leading states (Indiana, Ohio, and Tennessee) and its impacts on three universities and three community colleges in each state.

This brief examines the corequisite remediation model as it was implemented in Tennessee community colleges in fall 2015 and finds that it is more cost-effective than the prerequisite remediation model the colleges formerly used.

Based on interviews with over 200 college personnel in Indiana, Ohio, and Tennessee, this paper identifies and analyzes the deliberative structures used by colleges and universities to respond to performance funding demands.

This paper summarizes findings from a large study on the implementation and impacts of performance funding in three states that are regarded as leaders in that movement: Indiana, Ohio, and Tennessee.

This study examines the primary policy instruments through which state performance funding systems influence higher education institutions in Indiana, Ohio, and Tennessee.

This paper examines the ways that universities and community colleges in Indiana, Ohio, and Tennessee have altered their policies, practices, and programs to respond to the demands of performance funding programs.

This paper examines the major obstacles that hinder higher education institutions from responding effectively to the demands of performance funding programs in three states: Indiana, Ohio, and Tennessee.

This paper identifies and analyzes the types and numbers of unintended impacts—actual or potential—of state performance funding policies on higher education institutions in three states: Indiana, Ohio, and Tennessee.

This article reviews the forms, extent, origins, implementation, impacts (intended and unintended), and policy prospects of performance funding.

This paper examines the political forces supporting the enactment of performance funding 2.0 programs—in which performance funding is embedded into base state funding for higher education—in three leading states.

This study reviews the theories of action that advocates of performance funding have espoused for higher education in three states that are leaders in performance funding: Indiana, Ohio, and Tennessee.