A Broken “Promise”? How College Promise Programs Can Impact High-Achieving, Middle-Income Students
This report builds off previous research on American Honors to look at the unintended consequences of college promise programs for the economic mobility of high-achieving, low-income students.
Should Colleges Invest in Machine Learning? Comparing the Predictive Powers of Early Momentum Metrics and Machine Learning for Community College Credential Completion
This study compares the out-of-sample predictive power of early momentum metrics—13 near-term success measures suggested by the literature—with that of metrics from machine-learning-based models that employ approximately 500 predictors for community college credential completion.
Comparing and Learning From English and American Higher Education Access and Completion Policies
This journal article explores similarities and dissimilarities of higher education policies in England and the United States with an eye to what each country can learn from the other regarding the reduction of social class and racial/ethnic differences in higher education access and success.
A Top-Down/Bottom-Up Approach to Statewide Change: Mathematics Pathways to Completion
This report examines the efforts of six state higher education systems to improve student outcomes and close opportunity gaps in mathematics as part of a three-year project led by the Charles A. Dana Center at The University of Texas at Austin.
Early Academic Outcomes for Students of Part-Time Faculty at Community Colleges: How and Why Does Instructors’ Employment Status Influence Student Success?
Drawing on data from six community colleges, this paper estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses and explores potential explanations for these effects.
