High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast?
This NCPR working paper uses a regression discontinuity design to gauge the causal effects of dual enrollment on rates of high school graduation, college enrollment, and college completion among students on the margin of eligibility for dual enrollment participation.
Assessing Developmental Assessment in Community Colleges (Assessment of Evidence Series)
This paper examines the role of entry assessment and its implementation, the validity of common assessments, and emerging directions in assessment policy and practice.
Getting Ready for College: An Implementation and Early Impacts Study of Eight Texas Developmental Summer Bridge Programs
This NCPR report presents the early findings of an evaluation of eight developmental summer bridge programs in Texas (seven at community colleges and one at an open-admissions four-year university).
Accelerating the Academic Achievement of Students Referred to Developmental Education (Assessment of Evidence Series)
This literature review explores the evidence on the effects of acceleration on student outcomes and describes the various acceleration models that are used with developmental education students.
Toward a New Understanding of Non-Academic Student Support: Four Mechanisms Encouraging Positive Student Outcomes in the Community College (Assessment of Evidence Series)
Effective nonacademic supports work by creating social relationships, clarifying goals and enhancing commitment, developing college know-how, and addressing conflicting demands on students.
