Teachers College, Columbia University

All Publications


Stratified Trajectories: Charting Equity Gaps in Program Pathways Among Community College Students

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 milestones for such students.


A Changing Paradigm in High School Mathematics

This paper examines challenges embedded within the prevailing high school mathematics course sequence, which prioritizes algebra, and explores innovations that aim to provide curricula and pedagogy more aligned with students’ academic and career goals.


Improving Developmental and College-Level Mathematics: Prominent Reforms and the Need to Address Equity

This paper examines the equity implications of existing reforms to developmental math and explores the potential of more targeted reforms to address factors such as stereotype threat, math anxiety, instructor bias, and tracking.


Funding Guided Pathways: A Guide for Community College Leaders

Drawing on research at six institutions, this guide is intended to help community college leaders understand the costs involved in implementing guided pathways reforms and develop plans for funding and sustaining them.

JULY 2020

Does Taking a Few Courses at a Community College Improve the Baccalaureate, STEM, and Labor Market Outcomes of Four-Year College Students?

Using data from the Education Longitudinal Study and a propensity score matching approach, this paper compares outcomes of four-year college students who earned either 1–10 credits or no credits at a community college.


Public-Private Partnership: How and Why Six Community Colleges Loved and Left a For-Profit Partner

In this Innovative Higher Education article, the authors examine the development and dissolution of a partnership between a privately held firm and six community colleges, which had established honors programs with the goal of facilitating students' transfer to selective institutions.

MAY 2019

American Honors: The Life and Death of a Public-Private Partnership

In 2012, Quad Learning partnered with two community colleges to pilot American Honors, a program designed to help academically talented community college students overcome the challenges of transferring to more selective four-year destinations. This paper traces the components of the program's socially conscious theory of change and its for-profit business model, and the tensions between the two. 


How States Are Implementing Transition Curricula: Results From a National Scan

This brief describes the availability of transition courses across the country and offers insights into curricular design and goals, subject-area focus, how students are selected to participate, and whether completion of transition curricula guarantees placement into college-level courses.

JULY 2017

Understanding American Honors: Student Selection, Key Program Components, and Stakeholder Impressions

Based on a mixed-methods study at six colleges, this brief examines the domestic population served by American Honors; its key programmatic features; and community college student, faculty, and staff perspectives on the program.


Computer-Mediated Developmental Math Courses in Tennessee High Schools and Community Colleges: An Exploration of the Consequences of Institutional Context

This paper uses site visit data collected at three community colleges and four high schools in Tennessee in 2015 to explore how institutional contexts may have affected the implementation and efficacy of computer-mediated mathematics.

MAY 2016

Modularization in Developmental Mathematics in Two States: Implementation and Early Outcomes

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.


What We Know About Transition Courses

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.


Implementation of High School-to-College Transition Courses in Four States

Based on a qualitative study, this report describes the implementation of transition courses in English and math in California, New York City, Tennessee, and West Virginia.


Reshaping the College Transition: Early College Readiness Assessments and Transition Curricula in Four States

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.


Why Students Do Not Prepare for Math Placement Exams: Student Perspectives

Based on survey and focus group data from four community colleges, this research brief discusses why many students who go on to enroll in developmental math are unlikely to prepare for the math placement exam.

MAY 2013

Reshaping the College Transition: States That Offer 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.


The Common Core State Standards: Implications for Community Colleges and Student Preparedness for College

This NCPR working paper outlines the development of the Common Core State Standards (CCSS) and the CCSS-aligned assessments and argues that they can be used to support the mission of community colleges.


Preparing Students for College Learning and Work: Investigating the Capstone Course Component of Virginia's College and Career Readiness Initiative

This NCPR working paper documents the implementation of capstone courses in English and mathematics at more than 20 high schools across Virginia.