Two CCRC studies on commonly used entry assessments call into question whether these tests should be used as the sole determinant of access to college-level courses.
The committee suggested alternative measures and changes in data collection to yield a more nuanced depiction of how well two-year colleges are achieving their mission.
Two new studies from the National Center for Postsecondary Research offer important insights into how dual enrollment can best be structured to deliver maximum benefits for students.
Community colleges are pulled between several competing goals as they design policies for their underprepared students. The result is a remediation system that serves neither students nor institutions well.
A study of developmental summer bridge programs in Texas found that students who attend the summer programs are more likely to pass college-level classes in math and writing than those who do not.
Community colleges should focus more attention on helping students choose and enter college-level programs of study, new CCRC research suggests.
Established through a grant from the Institute of Education Sciences of the U.S. Department of Education, the center will advance knowledge regarding the link between postsecondary education and the labor market.
CCRC released the first three working papers in its Assessment of Evidence Series, which will gather and evaluate the best research available in eight major topic areas.
On September 23–24, 2010, the National Center for Postsecondary Research (NCPR) hosted a conference titled Developmental Education: What Policies and Practices Work for Students? at Teachers College.
Created under the Higher Education Opportunity Act, the committee will make recommendations for two-year degree-granting institutions to comply with the law's graduation and completion rate disclosure requirements.