The Net Benefits of Raising Bachelor’s Degree Completion Through CUNY’s ACE Program
This Center on Poverty and Social Policy working paper estimates the incremental long-run benefits and costs of participation in CUNY’s Accelerate, Complete, and Engage program, aimed at increasing bachelor’s completion rates.
Lessons on Scaling Corequisites: The City University of New York’s Transition From Prerequisite to Corequisite Academic Support
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.
Pandemic Relief Spending and Recovery Strategies: Findings From a Survey of Community Colleges in Six States
This book chapter explores the personal support networks and help-seeking preferences of immigrant-origin, first-generation-in-college students (FGCS) as part of a three-year longitudinal mixed-methods study with FGCSs at four public Hispanic-serving institutions in California.
The Long-Term Effectiveness of Multiple Measures Assessment: Evidence From a Randomized Controlled Trial
Using nine terms of outcomes data, this CAPR working paper presents findings from an impact study on multiple measures assessment at seven State University of New York (SUNY) community colleges.
The Long-Term Effects of Multiple Measures Assessment at SUNY Community Colleges
This CAPR brief describes findings and implications of an evaluation study of multiple measures assessment (MMA); it focuses on results among students whose placements changed (or would have changed) under MMA.
