Drawing on interviews with 96 first-year community college students, this journal article compares the roles of students' on- and off-campus relationships in providing information and support.
Drawing on interviews with students, faculty, and staff at three community colleges, this paper aims to clarify the role of community college student and the behaviors that must be enacted for students to succeed.
Using data from a qualitative investigation of online courses at two community colleges, this paper examines how expectations about the roles of online student and online instructor differ among these two groups.
This journal article describes two experiments conducted with developmental students that investigated the impact of a contextualized intervention focused on written summarization and other reading and writing skills.
This short paper identifies states in which local and statewide efforts have been made to implement early college readiness assessments and transition curricula.
This article discusses political forces that shaped performance funding policies in eight states: Florida, Illinois, Missouri, South Carolina, Tennessee, Washington, California, and Nevada.
A study of College 101 courses at three community colleges in Virginia suggests that these courses could have long-term impacts if they focused more on the application and practice of learned skills.
This NCPR report presents findings from an experimental study of eight developmental summer bridge programs offered in Texas during the summer of 2009.
This study examines 37 college readiness partnership programs in Texas and the partnerships that created them, identifying their key characteristics as well as benefits and challenges related to their implementation.
This report discusses political forces that shaped performance funding policies in eight states: Florida, Illinois, Missouri, South Carolina, Tennessee, Washington, California, and Nevada.
This paper provides evidence on the potential efficacy of a contextualized approach in helping students develop an important academic skill, written summarization.
This report discusses findings and implications of a study commissioned by the College Board to inform the development of the Voluntary Framework of Accountability for Community Colleges.
