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This research brief describes findings from a survey about mathematics course offerings at institutions in six states implementing mathematics pathways.

This paper estimates the patterns and sources of White–Black and White–Hispanic enrollment gaps in Advancement Placement (AP) and dual enrollment programs across several thousand school districts and metropolitan areas in the United States.

Drawing on data from six community colleges, this paper estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses and explores potential explanations for these effects.

What distinctions are there between vocational (career and technical) education and academic learning in college? In this essay, researchers compare broad academic and vocational program goals, embodied skills, tasks, and jobs, with a focus primarily on community college students. There is considerable overlap between the two types of education, so a separation of tracks presents a false dichotomy.

In this short report, researchers describe Lesson Study (LS), a structured and collaborative professional development opportunity. They provide a rationale for its implementation in the community college context and then share some early observations about LS implementation that could have implications for the effectiveness and sustainability of LS in community colleges.

This report and the five case studies that accompany it describe how institutions are managing the broad-based transformation of programs, student services, and related support systems using the guided pathways model.

This report shares the stories of four community colleges that participated in the Integrated Planning and Advising for Student Success (iPASS) initiative, which provided support for institutions as they redesigned their advising processes and adopted and implemented new technologies.

This study examines whether students participating in Dana Center Mathematics Pathways (DCMP) developmental courses enroll in and pass college-level math courses at higher rates than students who take traditional developmental math courses. It employs regression analysis controlling for student characteristics using student-level data compiled by the state from the more than 20 Texas community colleges that implemented the DCMP model in 2015 and 2016.

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.