This paper examines the impact of one transition course model, the At Home in College program, offered to selected high school students in New York City by the City University of New York (CUNY).
This study documents the specific ways that community college career-technical programs are structured to support student success, and it provides a framework for examining structure to inform practice and guide future research efforts.
This paper discusses the implementation of modularized developmental mathematics reforms in North Carolina and Virginia, presents student outcomes for two distinct course structures, and considers the opportunities and challenges they present.
This study uses a regression discontinuity design to estimate the effect of participation in a mathematics transition course on college-level math outcomes in West Virginia for the 2011–12 and 2012–13 high school senior cohorts.
Based on research as well as discussion among researchers, practitioners, and policymakers from seven states, this overview summarizes the state of knowledge on transition courses.
Based on administrative data from two state community college systems, this paper explores the relationship between earning a certificate and students’ post-college earnings and employment status.
In this study, the authors examine medium-term returns to diplomas, certificates, and degrees for first-time college students who enrolled in the North Carolina Community College System in 2002–03.
Based on interviews with stakeholders in California, New York, Tennessee, and West Virginia, this report compares initiatives in these states related to early college readiness assessments and transition curricula.
This short paper identifies states in which local and statewide efforts have been made to implement early college readiness assessments and transition curricula.
This NCPR report presents findings from an experimental study of eight developmental summer bridge programs offered in Texas during the summer of 2009.
Administrative data from Washington State is used to chart the educational pathways of first-time community college students, with a focus on young, socioeconomically disadvantaged students.
This paper uses administrative data from Washington State to compare the outcomes of young career-technical students across both technical colleges and comprehensive community colleges
Using data on students in Washington State who pursued IT coursework at community colleges and then entered the labor market, this paper presents findings on the employment outcomes of IT students by the type of preparation they completed, and on the types of employers that hired these students.
