Publications by Katherine L. Hughes

This report describes trends in key performance indicators among the 26 two- and four-year institutions that participated in the Integrated Planning and Advising for Student Success (iPASS) grant initiative from 2011 to 2017.

This report evaluates the implementation and impacts of Enhancing Programs for IT Certification (EPIC), a program that aims to expand access to computer and medical information technology credentials at six Kentucky community colleges.

The three-year study examined the outcomes of almost 3,000 students participating in eight dual enrollment programs across California.

This NCPR working paper compares outcomes of students who participated in dual enrollment courses through the Concurrent Courses Initiative with those of similar students who did not participate.

Using qualitative data from California's Concurrent Courses Initiative, this article explores how teaching in a dual enrollment program can foster new approaches to classroom pedagogy.

Commissioned by the Nashville Chamber of Commerce, this report reviews dual enrollment policies in Tennessee and five peer states—Florida, Texas, Georgia, North Carolina, and Kentucky.

This paper examines the role of entry assessment and its implementation, the validity of common assessments, and emerging directions in assessment policy and practice.

This report discusses eight secondary-postsecondary partnerships in California that sought to integrate dual enrollment with a career-focused strategy for engaging struggling students.

This how-to guide provides information for practitioners, schools, and districts on how to incorporate college coursework into high school academies and pathways.

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

This article describes some of the ways in which dual enrollment requires the engagement of college faculty with high school personnel and their students, and it reviews the challenges and potential benefits of these relationships.

This paper examines whether Tinto's integration framework—commonly used to examine student persistence in the four-year sector—is applicable to two-year institutions.

This report provides detailed findings on state policies and community college practice from CCRC's study of community college noncredit workforce education.

In this journal article, the authors examine how student success courses help students develop relationships that provide support and useful information long after the class is over.

This article explores the ways that information networks are related to student persistence in the community college and how institutional structures can encourage such networks.

This study uses rigorous quantitative methods to examine the impact of dual enrollment participation on students in Florida and New York City.

This report is intended to inform educators, policymakers, administrators, and researchers about current policies and practices that shape dual enrollment in California.

This article provides a theoretical rationale for policymakers' support for programs that allow high school students to take college-level classes for credit.

This report discusses findings and recommendations from a study of the New York City Virtual Enterprises International program, in which students create and run virtual businesses.

This study examines the ways that student support services in community colleges inadvertently perpetuate and legitimate disadvantage.

This chapter examines the extent to which career academies deliver on their promises.

This report identifies ways in which state policies can support students’ academic and labor market success by creating coherent systems of preparation for students entering technical fields.

This report reviews findings from a study of five programs that allow high school students to take classes for college credit, or "credit-based transition programs."

This chapter in Career Pathways: Education With a Purpose explains the differences between articulation (which is predominant in typical Tech Prep consortia) and dual enrollment.

This report analyzes dual enrollment legislation in all 50 states and examines whether these policies promote or inhibit the spread of dual enrollment programs.

This report examines the ability of the ATE projects and centers to have a significant and permanent influence on the host colleges and on the system of STEM education in general.

This literature review examines research on the effectiveness of school-based career guidance and development programs.

This book explores the potential for using work-based learning as part of a broad education reform strategy.

This article provides an overview of preexisting relationships between high school and colleges and discusses the promising initiative of dual enrollment.

This book chapter examines the rise of the school-to-work movement in the late 1980s and continued throughout the 1990s, and discusses work-based learning pedagogies.