Dually Noted: Understanding the Link Between Dual Enrollment Course Characteristics and Students’ Course and College Enrollment Outcomes
Using data from Texas, this paper describes dual enrollment course characteristics such as instructor affiliation, location, and modality and examines how these characteristics predict students’ course completion, course grades, and subsequent college enrollment.
The Effect of Job Displacement on College Enrollment: Evidence From Ohio
Using employer-employee-student matched administrative data from Ohio, this paper provides the first direct evidence of workers’ enrollment responses following mass layoffs in the United States.
Stratified Trajectories: Charting Equity Gaps in Program Pathways Among Community College Students
Using nine years of data from one state, this paper tracks completion and transfer outcomes to examine when gaps between Black, Hispanic, and White community college students occur, and it estimates the benefits of reaching early academic milestones for such students.
“Lost in the Shuffle”: How Relationships and Personalized Advisement Shape Transfer Aspirations and Outcomes for Community College Students
This journal article examines how students at six community colleges identified and weighed possible transfer destination colleges, and how dedicated and personalized advisement shaped students’ transfer plans and contributed to their transfer outcomes.
Does Taking a Few Courses at a Community College Improve the Baccalaureate, STEM, and Labor Market Outcomes of Four-Year College Students?
Using data from the Education Longitudinal Study and a propensity score matching approach, this paper compares outcomes of four-year college students who earned either 1–10 credits or no credits at a community college.