Publications by Sung-Woo Cho
This study examines three developmental acceleration programs—two in English and one in math—and finds that accelerated students were more likely to complete the relevant college-level course within 3 years.
This publication describes efforts by a growing number of colleges and universities to create “guided pathways” designed to increase the rate at which students enter and complete a program of study.
This brief examines characteristics and course-taking patterns of students who accumulate a substantial number of college credits but do not earn an award by their fifth year of enrollment.
Findings from this paper suggest that while Pell recipients at community colleges have a stronger academic focus than non-Pell recipients, they may be taking more time to complete a credential than is prudent.
This publication compares how long it takes students to reach important progression milestones based on their level of academic readiness upon entry.
Using administrative data from the Virginia Community College System, this paper examines the associations between student success course enrollment and short-term student outcomes.
This paper presents the findings from a follow-up quantitative analysis of the Community College of Baltimore County’s Accelerated Learning Program (ALP).
This paper argues that to improve completion rates, colleges must help students enter programs as soon as possible; it presents a method for measuring program entry and completion rates using transcript data.
Prepared for the 2010 White House Summit on Community College, this brief discusses developmental education challenges and describes initiatives designed to improve remedial services.
CCRC examined educational and labor market outcomes of participants in I-BEST, which aims to help adult basic skills students succeed in postsecondary occupational education and training.
This paper analyzes patterns of student progression through sequences of developmental education starting from initial referral.
CCRC examined student characteristics, course-taking patterns, and other factors associated with higher probabilities that students who require remediation will take and pass gatekeeper courses.
This report describes the progress made by the 13 Pennsylvania and Washington State community colleges that comprise Round 3 of the Achieving the Dream initiative after planning and one year of implementation.
