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This brief published by Education Commission of the States discusses state approaches that systematically broaden dual enrollment access and provide pre-collegiate experiences to middle- and lower-achieving students.

This report describes how three institutions—the University of North Carolina, Charlotte; California State University, Fresno; and Montgomery County Community College in Pennsylvania—are approaching comprehensive, technology-based advising reforms.

Using National Student Clearinghouse data, this paper introduces a two-stage, input-adjusted, value-added analytic framework for identifying partnerships of two- and four-year institutions that are particularly effective in enabling students to transfer and earn bachelor’s degrees.

This paper identifies the effects of licenses on a set of labor market outcomes for the college-educated workforce using newly available national Current Population Survey data merged with data from the U.S. Department of Labor on state-level, occupation-specific licensing requirements.

This Brookings Institution report uses data from the U.S. Department of Education to examine whether the large disparities in student loan default rates by institution sector and ethnicity can be explained by other factors.

This paper looks at baseline key performance indicators (KPIs) for 26 two- and four-year institutions that received grants to implement technology-mediated advising reforms.

This study examines the perspectives of college personnel engaged in the consideration, launch, and use of predictive analytics tools for targeted advising.

This paper examines how the process of making higher education choices in the United States—whether to enter higher education, attend a particular college, or follow a particular route—reproduces and legitimates social inequality.

Using student transcript records and detailed college instructor employment information from one state, this paper examines whether adjunct faculty have different impacts on student academic outcomes than tenure-track and tenured faculty.

This chapter discusses the importance of scrutinizing the outcomes of developmental education reforms across race/ethnicity, socioeconomic status, gender, and level of developmental need.