Publications

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.

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.

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.

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.

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.

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.

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.

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.

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.

This program classification guidebook and accompanying data analysis and visualization tools from the Aspen Institute and CCRC can be useful for community colleges seeking to increase the number of students in high-value programs and decrease the number in lower value pathways.