Lessons on Scaling Corequisites: The City University of New York’s Transition From Prerequisite to Corequisite Academic Support
This CAPR report draws on interview data with faculty and staff to examine how seven City University of New York colleges transitioned to fully scaled corequisite courses in English and math and the implications of their choices for early implementation.
The Postsecondary Outcomes of High School Dual Enrollment Students: A National and State-by-State Analysis
Using NSC data, this report presents national and state-by-state findings on the postsecondary enrollment and completion outcomes of high school students who began taking dual enrollment college courses in fall 2015, tracked for four years after high school.
Institutional and Student Responses to Free College: Evidence From Virginia
Using administrative data, this paper analyzes Get a Skill, Get a Job, Get Ahead (G3)—a free community college initiative that Virginia implemented in 2021—and shows that both institutions and students responded to the tuition-free messaging and eligibility criteria.
Pandemic Relief Spending and Recovery Strategies: Findings From a Survey of Community Colleges in Six States
This book chapter explores the personal support networks and help-seeking preferences of immigrant-origin, first-generation-in-college students (FGCS) as part of a three-year longitudinal mixed-methods study with FGCSs at four public Hispanic-serving institutions in California.
Supporting Learning Online: Perspectives of Faculty and Staff at Broad-Access Institutions During COVID-19
This Postsecondary Teaching with Technology Collaborative report examines how faculty and staff at nine institutions reconsidered students’ online learning needs in the midst of the pandemic, and it explores how supports were offered to help students strengthen their self-directed learning skills.