Michelle Van Noy

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 CAPSEE working paper examines student outcomes at six community colleges in North Carolina that had co-located American Job Centers on their campuses.

This report seeks to understand those aspects of the Integrated Basic Education and Skills Training (I-BEST) program that best support student learning, progression, and completion.

This study examines the structure of community college career-technical programs and its association with program completion.

Based on fieldwork in two distinct labor markets, this paper compares how associate and bachelor's degrees are perceived by employers seeking to hire IT technicians.

The I-BEST program at Washington State's community and technical colleges integrates basic skills education with vocational training and has increased completion rates for participating students.

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.

Drawing on a national review of state policies and case studies of 20 community colleges, this article examines trends in noncredit courses connected with workforce instruction and contract training.

This article elaborates on the increased importance of community colleges in training, retraining, and providing higher education in the recent economic downturn.

This report provides detailed findings on state policies and community college practice from CCRC's study of community college noncredit workforce education.