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The Transfer Playbook (Second Edition): A Practical Guide for Achieving Excellence in Transfer and Bachelor’s Attainment for Community College Students
March 2025

The Transfer Playbook (Second Edition): A Practical Guide for Achieving Excellence in Transfer and Bachelor’s Attainment for Community College Students

Tania LaVioletKathryn MastersonAlex AnackiJoshua WynerJohn FinkAurely Garcia TullochJessica SteigerDavis Jenkins
The second edition of the Transfer Playbook provides guidance for achieving excellence in transfer and bachelor’s attainment for community college students based on practices observed at exemplary community college and university partnerships.
Strategies for Scaling Multiple Measures Assessment: Lessons from Arkansas
February 2025

Strategies for Scaling Multiple Measures Assessment: Lessons from Arkansas

Hollie Daniels Sarica
Informed by a recent project to scale MMA throughout the state of Arkansas, this CAPR brief describes the state’s policy context, summarizes adoption efforts, and presents five strategies for other states that want to scale assessment reform.
Beyond Engagement: Promoting Motivation and Learning in Online Courses
February 2025

Beyond Engagement: Promoting Motivation and Learning in Online Courses

Susan BickerstaffAkilah H. ThompsonKeena P. WaltersJenivee Gastelum
This Postsecondary Teaching with Technology Collaborative brief examines how students develop and use self-directed learning (SDL) skills—motivational, metacognitive, and applied learning processes that enable them to sustain effort, reflect on progress, set goals, and adapt their study strategies.
The Net Benefits of Raising Bachelor’s Degree Completion Through CUNY’s ACE Program
December 2024

The Net Benefits of Raising Bachelor’s Degree Completion Through CUNY’s ACE Program

Judith Scott-ClaytonIrwin GarfinkelElizabeth AnanatSophie CollyerRobert Paul HartleyAnastasia KoutavasBuyi WangChristopher Wimer
This Center on Poverty and Social Policy working paper estimates the incremental long-run benefits and costs of participation in CUNY’s Accelerate, Complete, and Engage program, aimed at increasing bachelor’s completion rates.
Lessons on Scaling Corequisites: The City University of New York’s Transition From Prerequisite to Corequisite Academic Support
November 2024

Lessons on Scaling Corequisites: The City University of New York’s Transition From Prerequisite to Corequisite Academic Support

Maggie P. FayJulia RaufmanAndrea Lopez SalazarSelena ChoFarzana MatinElizabeth M. Kopko
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.
Creating Caring Campuses: A Faculty-Led Approach
November 2024

Creating Caring Campuses: A Faculty-Led Approach

Elisabeth A. BarnettSelena ChoKristin M. CorneliusBrad Phillips
This journal article describes the design of the Caring Campus–Faculty program, presents findings from four years of research on important practices and outcomes, and describes implementation experiences at one college that adopted the program.
Supporting Faculty to Meet the Needs of Adult Students in Online Learning
November 2024

Supporting Faculty to Meet the Needs of Adult Students in Online Learning

Ellen WassermanDaniel SparksHaleh Azimi
This journal article reviews evidence on adult learners taking online courses, describes online teaching practices that draw on a self-directed learning skills framework, and outlines an evidence-based embedded coaching program that improves student outcomes.
The Postsecondary Outcomes of High School Dual Enrollment Students: A National and State-by-State Analysis
October 2024

The Postsecondary Outcomes of High School Dual Enrollment Students: A National and State-by-State Analysis

Tatiana VelascoJohn FinkMariel Bedoya-GuevaraDavis Jenkins
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.
What Do Dual Enrollment Students Want? Elevating the Voices of Historically Underserved Students to Guide Reforms
September 2024

What Do Dual Enrollment Students Want? Elevating the Voices of Historically Underserved Students to Guide Reforms

Aurely Garcia Tulloch
Based on focus group interviews with predominantly Black, Hispanic, and low-income students, this brief examines the experiences of students historically underserved in dual enrollment to understand what these students want from their programs and the educators who lead them.
Institutional and Student Responses to Free College: Evidence From Virginia
September 2024

Institutional and Student Responses to Free College: Evidence From Virginia

Daniel SparksSade Bonilla
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.
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