What Happens to Students Who Take Community College “Dual Enrollment” Courses in High School?
This report uses student enrollment and degree records from the National Student Clearinghouse to examine who enrolls in community college dual enrollment courses and what happens to them after high school.
Building Blocks: Laying the Groundwork for Guided Pathways Reform in Ohio
This report describes how Ohio’s two-year colleges are approaching guided pathways reforms, focusing on innovations they have implemented in recent years that can serve as building blocks as they seek to transform their policies, practices, and culture following the guided pathways model.
College Placement Strategies: Evolving Considerations and Practices
This CAPR working paper provides an overview of the history of college placement testing, with a focus on nonselective colleges. The authors discuss the limitations of placement tests, the consequences of placement errors, and the movement toward changing systems of placement; a typology of approaches to assessment and placement is also described.
From “Additive” to “Integrative”: Experiences of Faculty Teaching Developmental Integrated Reading and Writing Courses
Using interview, focus group, and case study data, this paper documents the perceptions and experiences of faculty members in the midst of statewide reform efforts in Virginia and North Carolina to integrate developmental reading and writing courses.
“I Came in Unsure of Everything”: Community College Students’ Shifts in Confidence
Using interview data from students at three community colleges, this paper examines shifts in confidence that students experience early in their college careers.