Can Dual Enrollment Algebra Reduce Racial/Ethnic Gaps in Early STEM Outcomes? Evidence From Florida
Using descriptive methods as well as a quasi-experimental approach, this report examines the early college outcomes of Florida high school students who enrolled in a dual enrollment college algebra course.
Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19
This brief discusses how community college systems in four states—Indiana, Virginia, Texas, and Washington—supported large-scale changes to student placement practices in reaction to challenges associated with the COVID pandemic.
Scaling ASAP: How Expanding a Successful Program Supported Broader Institutional Change at Bronx Community College
This brief examines the relationship between BCC’s ASAP expansion and institutional change to illuminate how scaling a discrete reform can impact other areas of the college and change the way an institution serves all students.
Who Should Take College-Level Courses? Impact Findings From an Evaluation of a Multiple Measures Assessment Strategy
This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.
High School Dual Enrollment in Florida: Effects on College Outcomes by Race/Ethnicity and Course Modality
Using data on two cohorts of Florida students who started public high school in 2007 and 2012, this report analyzes dual enrollment course-taking and outcomes by racial/ethnic group (Black, Hispanic, White) and course modality (face-to-face on-college-campus, face-to-face off-campus, and online).