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.
The Effects of Corequisite Remediation: Evidence From a Statewide Reform in Tennessee
This paper provides the first causal evidence on a system-wide corequisite reform, using data from all 13 community colleges affiliated with the Tennessee Board of Regents.
How Lesson Study Facilitated the Adoption of New Teaching Practices in a Community College Quantitative Reasoning Course
This article describes how lesson study—a structured, collaborative professional development intervention—encouraged developmental mathematics faculty at three community colleges to implement new approaches to instruction.
Catastrophe or Catalyst? Reflections on COVID’s Impact on Community Colleges
This essay discusses how students and community colleges responded to the pandemic and what their experiences reveal about inequities in higher education.
Committing to Instructional Improvement in an Era of Community College Reform
This article argues that by tying instructional improvement efforts to ongoing reforms, colleges may be able to take advantage of structures and mechanisms employed by the reform to make teaching an institutional priority.