This fact sheet outlines how the Federal Work-Study program works, its effects on academic and labor market outcomes, and why so few community college students receive Federal Work-Study aid.
This fact sheet discusses the rate of borrowing among students in different sectors, how community college students can benefit from access to loans, and the wide disparities in default by race and income.
CCRC offers a short primer on the multiple missions of these institutions, what kinds of students they enroll, what outcomes they produce, and some of the major issues they face.
This article establishes the importance of adjunct faculty in supporting student success, describes the experiences of adjunct faculty, and offers suggestions for disciplinary societies that seek to meet the needs of adjunct faculty.
This report examines how Ohio community colleges—which have been engaged in guided pathways reform for several years—are innovating within the model to provide scaled, personalized support to help students gain early academic momentum.
This set of three studies examines what states and community colleges can do to address the needs of racially minoritized adult learners who are pursuing postsecondary education and training as a path to re-employment, better jobs, and higher incomes.
This brief discusses why whole-college, guided pathways reforms hold promise for improving student success on a large scale, what they cost, and how the federal government can support their adoption.
This brief discusses the experiences, achievements, and challenges of 26 broad-access two- and four-year colleges that, in 2015, began steps to adopt or enhance technology-mediated advising practices to improve the way they support students.
This brief describes the substantial role community colleges play in workforce education, what innovative colleges are doing to improve programming and labor market outcomes for participants, and how the federal government can support these efforts.
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.
