Publications by Lauren Schudde
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
