Publications by John Fink

Using NSC data, this report presents national and state-by-state findings on the postsecondary enrollment and completion outcomes of high school students who began taking dual enrollment college courses in fall 2015, tracked for four years after high school.

This article introduces “dual enrollment equity pathways” (DEEP)—a research-based framework for rethinking à la carte dual enrollment as a more equitable on-ramp to college programs of study that lead to high-opportunity career paths for students historically underserved in dual enrollment.

Using financial data from IPEDS, this ARCC Network brief examines what happened to community college revenue and student aid during the pandemic and assesses the importance of Higher Education Emergency Relief (HEER) funding for community colleges and their students.

These two reports use student data disaggregated by race/ethnicity, neighborhood income, and age to measure the performance of two- and four-year institutions in enabling students who start college at a community college to transfer and complete bachelor’s programs. State-by-state breakdowns of transfer metrics designed for use by college and state system leaders are included in the reports and in an online data dashboard.

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.

Informed by findings from The Dual Enrollment Playbook and site visits to Title I high schools and their community college partners in Texas and Florida, this report offers guidance for state leaders on how to support practitioner efforts to broaden the benefits of dual enrollment.

This brief, published by The Campaign for College Opportunity, explores ways transfer reform can close equity gaps in bachelor’s degree attainment by providing vital degree pathways for students from minoritized backgrounds.

The brief, published by The Campaign for College Opportunity, summarizes the research on dual enrollment programs and offers policymakers a strategy to increase college enrollment and attainment via such efforts.

This report presents the dual enrollment equity pathways (DEEP) framework, which aims to expand access to dual enrollment and redesign practices so that underserved students can use it to pursue a high-value postsecondary degree program directly after high school.

This report describes dual enrollment equity pathways (DEEP) reforms implemented by six community college–K-12 partnerships in Florida and Texas, and it provides insights and guidance for other colleges and schools interested in undertaking DEEP reforms.

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 brief examines research on five programs—AP, IB, dual enrollment, ECHSs and P-TECHs, and high school CTE with articulated credit—and assesses their potential as large-scale on-ramps to high-quality postsecondary programs for underrepresented students.

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 three case studies, this paper examines the conditions under which dual enrollment programming could be made sustainable through efficiency gains, even for colleges that charge discounted tuition (or none at all).

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.

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.

This paper estimates the patterns and sources of White–Black and White–Hispanic enrollment gaps in Advancement Placement (AP) and dual enrollment programs across several thousand school districts and metropolitan areas in the United States.

Based on research conducted in three states, this report identifies five principles that undergird the strategies and practices of equitable dual enrollment partnerships between high schools and colleges.

This guide presents a set of example data analyses colleges can replicate to examine whether underserved groups of students are equitably represented in programs that lead to higher opportunity outcomes for employment and/or baccalaureate transfer.

In this brief, the authors examine how well nine measures of students’ progress in their first year predict student completion in subsequent years, and thus how suitable these early momentum metrics are as leading indicators of the effectiveness of institutional reforms.

This report describes the guided pathways reforms taking place at the 13 community colleges in the Tennessee Board of Regents, along with promising trends in first-year momentum among entering students.

Using National Student Clearinghouse data, this paper introduces a two-stage, input-adjusted, value-added analytic framework for identifying partnerships of two- and four-year institutions that are particularly effective in enabling students to transfer and earn bachelor’s degrees.

This practitioner packet describes the guided pathways reform model; presents case studies of how colleges are approaching key pathways practices, with promising evidence on student success from early adopters; and outlines steps and a timeline for implementing guided pathways reforms.

Using detailed administrative data from Virginia, this journal article examines whether community college “vertical transfer” students who resemble “native four-year” students in their accumulated college-level credits and performance at their point of entry into the four-year sector perform equally well in terms of both academic and labor market outcomes.

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.

This guide aims to help state entities organize workshops for two- and four-year institutions to improve transfer and graduation outcomes for their students through data analysis and self-reflection of institutional practices and the development of action plans.

This guide provides instructions for community colleges that want to use National Student Clearinghouse data to assess their own effectiveness and that of particular transfer partnerships in helping students to transfer and complete bachelor’s degrees.

This journal article offers a set of essential transfer practices culled from national fieldwork to two- and four-year institutional transfer partnerships identified using NSC data as highly effective in supporting transfer student success.

This report uses student enrollment and degree records from the National Student Clearinghouse to examine who enrolls in community college dual enrollment courses and what happens to them after high school.

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.

Using interview data from first-year students at City Colleges of Chicago (CCC), this brief describes students’ reactions to important components of CCC’s recent guided pathways reform efforts.

Using data from two state systems, this paper examines whether it is more efficient for bachelor’s degree seekers to start at a two-year college.

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.

Based on three sets of analyses, this report to the Greater Texas Foundation recommends ways that state policy could help to improve outcomes for community college transfer students in Texas.

This report investigates the national landscape of computer science students at community colleges in order to better understand student behaviors and institutional characteristics that support or hinder community college students’ efforts to attain a computer science bachelor’s degree.

This playbook is a practical guide to designing and implementing a key set of practices that will help community colleges and their four-year college partners improve bachelor’s completion rates for students who start at community colleges.

This report uses five metrics to measure the effectiveness of two- and four-year institutions in enabling community college students to transfer to four-year institutions and earn bachelor’s degrees.

This research overview reviews findings on transfer from community colleges to four-year colleges, including student outcomes, barriers to transfer, the economic benefits of transfer, and potential benefits to four-year colleges.