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This study, conducted in partnership with MDRC, examines the effects of three institutions’ efforts to expand the use of advising technologies and to use administrative and communication strategies to increase student contact with advisers.

Drawing from semi-structured interviews with key personnel at several colleges, this CAPR working paper explores how technology is integrated into developmental education programming, what challenges institutions have encountered relating to the technology, and what considerations institutional leaders take into account when deciding whether and how to integrate technology in developmental education.

This paper describes key principles of CCRC's evidence-based framework for advising redesign, which emphasizes a sustained, strategic, integrated, proactive, and personalized (SSIPP) approach to advising.

In this brief, the authors examine how well nine measures of students’ progress in their first year predict student completion in subsequent years, and thus how suitable these early momentum metrics are as leading indicators of the effectiveness of institutional reforms.

Using transcript-level data from two community college state systems and a nationally representative survey, this short report examines how course-taking in humanities and liberal arts at community colleges affects transfer and outcomes at four-year colleges.

This short report provides a systematic accounting of the provision of humanities and liberal arts education at public colleges in the United States, including community colleges.

This paper examines CUNY Start, an innovative pre-matriculation developmental education program developed by The City University of New York (CUNY) that reimagines the design and implementation of remedial instruction to better serve students with weak academic preparation. Using data from interviews, classroom observations, an instructor survey, and curricular materials, this paper describes four key features of the CUNY Start mathematics instructional approach, paying particular attention to how these features differ from traditional developmental education.

This brief examines the expansion and adaptation of the City University of New York’s Accelerated Study in Associate Programs (ASAP), using Bronx Community College as an illustrative case study.

Demographic and postsecondary enrollment data suggest that the proportion of community college students who need support to access curricula in English is large and will continue to grow in the coming years. Informed by relevant research literature, this paper examines factors within the community college context that affect the experiences and academic outcomes of the English learner population broadly, and, given that they can be more easily identified and have been the subject of much more study, students who enroll in ESL courses in particular.

In 2012, Quad Learning partnered with two community colleges to pilot American Honors, a program designed to help academically talented community college students overcome the challenges of transferring to more selective four-year destinations. This paper traces the components of the program's socially conscious theory of change and its for-profit business model, and the tensions between the two.