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Lauren Schudde

Associate Professor of Educational Leadership and Policy, The University of Texas at Austin • Research Affiliate, CCRC

Lauren Schudde is an associate professor in educational administration and sociology at The University of Texas at Austin. Prior to her position at UT Austin, she served as a postdoctoral research associate with CCRC through the Center for Analysis of Postsecondary Education and Employment (CAPSEE). She holds a PhD in sociology from the University of Wisconsin-Madison.

Schudde studies processes that contribute to inequality in postsecondary degree attainment and labor market outcomes, with a particular interest in barriers that students from low-income families face as they navigate college. Her projects with CCRC have included Strengthening Two- to Four-Year College Transfer Pathways in Texas and CAPSEE research focused on financial aid policy and the labor market returns associated with different college pathways.

October 2023

DEEP Insights: Redesigning Dual Enrollment as a Purposeful Pathway to College and Career Opportunity

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.
May 2023

Dually Noted: Understanding the Link Between Dual Enrollment Course Characteristics and Students’ Course and College Enrollment Outcomes

Using data from Texas, this paper describes dual enrollment course characteristics such as instructor affiliation, location, and modality and examines how these characteristics predict students’ course completion, course grades, and subsequent college enrollment.
September 2019

Nonpecuniary Returns to Postsecondary Education: Examining Early Non-Wage Labor Market Outcomes Among College-Goers in the United States

Using data from the National Longitudinal Survey of Youth 1997, this CAPSEE working paper examines nonpecuniary labor market outcomes associated with different levels of postsecondary educational attainment.
August 2019

Early Outcomes of Texas Community College Students Enrolled in Dana Center Mathematics Pathways Prerequisite Developmental Courses

This study examines if students participating in Dana Center Mathematics Pathways (DCMP) developmental courses enroll in and pass college-level math courses at higher rates than students who take traditional developmental math courses.
March 2019

Performance Standards in Need-Based Student Aid

This paper illustrates student responses to Satisfactory Academic Progress (SAP) requirements as well as the tradeoffs faced by a social planner weighing whether to set performance standards in the context of need-based aid.
April 2018

Ease of Access and Usefulness of Transfer Information on Community College Websites in Texas

This paper assesses the degree to which community college websites present challenges for students looking for information on how to transfer to a four-year institution.
March 2017

Performance Requirements in Need-Based Aid: What Roles Do They Serve, and Do They Work?

Based on recent CAPSEE studies in two states, this brief discusses the motivations for satisfactory academic progress requirements for federal aid, examines how community college students are affected, and assesses the implications for program efficiency and equity.
January 2017

Policy Levers to Strengthen Community College Transfer Student Success in Texas

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.
December 2016

Pell Grants as Performance-Based Aid? An Examination of Satisfactory Academic Progress Requirements in the Nation’s Largest Need-Based Aid Program

This CAPSEE working paper examines the prevalence and consequences of Pell Grant recipients’ failure to meet the standards for satisfactory academic progress required for grant renewal.
October 2014

On Second Chances and Stratification: How Sociologists Think About Community Colleges

This article provides an overview of sociology’s approach to understanding community colleges. It describes sociological theories and their contributions to the field and discusses recent debates on community colleges.

Recent Publications

October 2023

DEEP Insights: Redesigning Dual Enrollment as a Purposeful Pathway to College and Career Opportunity

May 2023

Dually Noted: Understanding the Link Between Dual Enrollment Course Characteristics and Students’ Course and College Enrollment Outcomes

September 2019

Nonpecuniary Returns to Postsecondary Education: Examining Early Non-Wage Labor Market Outcomes Among College-Goers in the United States

August 2019

Early Outcomes of Texas Community College Students Enrolled in Dana Center Mathematics Pathways Prerequisite Developmental Courses

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