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This report describes trends in key performance indicators among the 26 two- and four-year institutions that participated in the Integrated Planning and Advising for Student Support (iPASS) grant initiative from 2011 to 2017.

There is no single, correct way to design and implement multiple measures assessments (MMA) to improve course placements. Colleges must decide what measures to include, and how to combine them. This study was developed to add to the field's understanding about the implementation, cost, and efficacy of an MMA system using locally determined rules. As part of a randomized controlled trial, the study team evaluated MMA programs and interviewed and observed staff at five colleges in Minnesota and Wisconsin; it also wrote a short case study about one Wisconsin college.

This article discusses the origins, implementation, and impacts of neoliberal policies by examining the case of performance-based funding for higher education in the United States, Europe, Canada, Australia, and elsewhere. It provides recommendations for how to improve performance funding and how to construct policy models that go behind the narrow imaginings of neoliberal theory. 

Using administrative data from a large state community college system, this paper examines whether being exposed to a higher percentage of dual enrollment peers influences non-dual enrollment enrollees’ performance in college courses.

This CAPR study looks at how four Texas community colleges implemented Dana Center Mathematics Pathways and how instruction in DCMP courses compares with traditional developmental and college-level math courses. Through a randomized controlled trial involving 1,422 students who entered the study from fall 2015 through spring 2017, the researchers examined the impact of DCMP on student outcomes for up to four semesters. The study also considers student perspectives on the reforms and the start-up and ongoing costs of DCMP to the colleges.

This CAPSEE working paper examines the labor market gains for students who enrolled at for-profit colleges after beginning their postsecondary education in community college.

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 CAPR report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders.

This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills.

In this short essay, Shanna Jaggars (coauthor of Redesigning America's Community Colleges) and Amanda Folk (head of teaching and learning at the Ohio State Libraries) discuss how librarians' expertise could be harnessed to support guided pathways reforms.