How and Why Do Adjunct Instructors Affect Students’ Academic Outcomes? Evidence From Two-Year and Four-Year Colleges
Using student transcript records and detailed college instructor employment information from one state, this CAPSEE working paper examines whether adjunct faculty have different impacts on student academic outcomes than tenure-track and tenured faculty.
Developmental Education Reform Outcomes by Subpopulation
This chapter discusses the importance of scrutinizing the outcomes of developmental education reforms across race/ethnicity, socioeconomic status, gender, and level of developmental need.
Addressing Academic Underpreparedness in Service of College Completion
In this article, the authors posit that a reframing of academic preparedness is warranted, and they outline three potential strategies for addressing academic underpreparedness beyond the structural and curricular reforms to developmental education taking place in many colleges.
Ease of Access and Usefulness of Transfer Information on Community College Websites in Texas
This paper assesses the degree to which community college websites present challenges for students looking for information on how to transfer to a four-year institution.
Are Community College Transfer Students “A Good Bet” for 4-Year Admissions? Comparing Academic and Labor-Market Outcomes Between Transfer and Native 4-Year College Students
Using detailed administrative data from Virginia, this journal article examines whether community college “vertical transfer” students who resemble “native four-year” students in their accumulated college-level credits and performance at their point of entry into the four-year sector perform equally well in terms of both academic and labor market outcomes.
