Publications

Written in conjunction with the Education Commission of the States, this brief provides an overview of multiple measures assessment and placement and describes how several states are implementing the approach.

This paper illustrates student responses to Satisfactory Academic Progress (SAP) requirements as well as the tradeoffs faced by a social planner weighing whether to set performance standards in the context of need-based aid.

Using data from the National Longitudinal Survey of Youth 1997, this paper compares the academic and labor market outcomes of high school graduates who delay college enrollment and those who enroll in college immediately up to 13 years after high school completion.

Based on interviews with stakeholders in 11 states and other data, this brief describes the design, implementation, and effectiveness of math transition courses and identifies major trends in course development.

High schools across the country are implementing transition curricula to boost college readiness. This short publication offers an overview of course design options for educators thinking about implementing transition courses.

This paper employs a difference-in-difference approach to examine the credit, credential completion, and labor market outcomes resulting from the year-round Pell using a state administrative dataset from a community college system.

Based on interviews and other data, this brief describes key elements of English transition curricula in seven states and highlights ways this type of intervention may help prepare students for college.

Using interview, focus group, and survey data, this brief explores the experiences of part-time faculty at six Achieving the Dream leader colleges working to engage adjunct faculty in student success initiatives.

This report describes the Mathematics Pathways to Completion project developed by the Charles A. Dana Center and the condititions that facilitate the statewide implementation of math pathways reforms.

This paper, published in Social Sciences, examines the idealizations and illusions of student choice and marketization in higher education policy in England.

This brief, written in collaboration with the Education Commission of the States, describes three math pathways models, lays out the evidence for their effectiveness, and gives recommendations for the effective implementation of math pathways.

This CAPSEE working paper compares credential production patterns of minority-serving institutions (MSIs) and non-MSIs by field of study and examines the extent to which they correspond to employment industry clusters in Alabama and California.

This report evaluates the implementation and impacts of Enhancing Programs for IT Certification (EPIC), a program that aims to expand access to computer and medical information technology credentials at six Kentucky community colleges.

This report from the Center for the Analysis for Postsecondary Readiness (CAPR) examines implementation of a multiple measures placement system at seven State University of New York community colleges and presents results on first-term impacts.

This report describes the guided pathways reforms taking place at the 13 community colleges in the Tennessee Board of Regents, along with promising trends in first-year momentum among entering students.

This report describes the early findings of a random assignment evaluation and implementation study of CUNY Start by CCRC, MDRC, and the City University of New York.

Drawing on lessons from 10 Minnesota and Wisconsin colleges that piloted multiple measures systems for placing students into developmental and college-level courses, this guide provides recommendations for other colleges interested in implementing or testing their own multiple measures systems.

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.

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 Brookings Institution report uses data from the U.S. Department of Education to examine whether disparities in student loan default rates by race/ethnicity and institution sector can be explained by other factors, along with what happens after a default and whether this also varies across student subgroups.