Publications by Maggie P. Fay

This CAPR report draws on interview data with faculty and staff to examine how seven City University of New York colleges transitioned to fully scaled corequisite courses in English and math and the implications of their choices for early implementation.

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 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 academic milestones for such students.

This journal article examines how students at six community colleges identified and weighed possible transfer destination colleges, and how dedicated and personalized advisement shaped students’ transfer plans and contributed to their transfer outcomes.

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.

Based on interviews with educators who are rethinking and revising secondary math coursework, this report describes the role of higher education in influencing high school math reform nationally and in three particular states.

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.

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.

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.

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.

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, its for-profit business model, and the tensions between the two. 

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.

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.

Using site visit data from three community colleges and four high schools, this paper explores how the institutional context of the high schools compared with that of the colleges in ways that may have affected the implementation and efficacy of computer-mediated mathematics.

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.

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

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.

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.

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 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.

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