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.
Informed Self-Placement Today: An Exploratory Study of Student Outcomes and Placement Practices
This CAPR brief provides a taxonomy of various informed self-placement (ISP) systems, shares descriptive data from three colleges using ISP, and identifies important equity and access considerations for implementation.
Implementing Caring Campus With Nonacademic Staff: Lessons From Participating Colleges
Based on fieldwork at six institutions, this report describes how colleges are implementing Caring Campus/Staff, a program designed to engage nonacademic staff in improving interactions with students and fostering a culture of caring at community colleges.
The Fine Print on Free College: Who Benefits From New York’s Excelsior Scholarship?
Using data on students enrolled in two- and four-year colleges of the City University of New York, this essay assesses the distribution of benefits of the scholarship program in terms of who qualifies for, receives, and renews awards.
Improving College Success for Students in Corequisite Reading
Using administrative data, this report examines early college outcomes of students placed into corequisite reading courses at the 13 community colleges in the Tennessee Board of Regents system.