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.

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.

This brief describes the motivation, research evidence, and equity implications that underlie the Ask-Connect-Inspire-Plan framework as a useful strategy for community colleges.

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.

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.

Based on fieldwork at eight institutions, this report describes how community colleges are responding to workplace technology innovation by adapting their workforce programming, diversifying pathways to certificates and degrees, and addressing equity concerns.

Based on interviews with educators who are rethinking and revising secondary math coursework, this report describes the role of higher education in influencing high school math reform nationally and in three particular states.

This paper provides the first causal evidence on a system-wide corequisite reform, using data from all 13 community colleges affiliated with the Tennessee Board of Regents.

This policy fact sheet discusses revenue streams for community colleges, disparity in resources relative to public four-year colleges, and federal spending, including COVID-19 relief funding.

This article describes how lesson study—a structured, collaborative professional development intervention—encouraged developmental mathematics faculty at three community colleges to implement new approaches to instruction.