Publications

This study explores the influence of different types of leadership approaches on the implementation of a technology-mediated advising reform at six colleges, and assesses which types of leadership are associated with transformative organizational change.

This review draws from the experiences of colleges awarded the Kisco Foundation’s Kohlberg Prize to highlight the practical and philosophical challenges involved in creating integrated services for student veterans.

Based on a mixed-methods study at six colleges, this brief examines the domestic population served by American Honors; its key programmatic features; and community college student, faculty, and staff perspectives on the program.

This Brookings report discusses what role the Federal Work-Study program might have in a modern “college completion and career readiness” agenda.

Using interview data from first-year students at City Colleges of Chicago (CCC), this brief describes students’ reactions to important components of CCC’s recent guided pathways reform efforts.

Using data from two state systems, this paper examines whether it is more efficient for bachelor’s degree seekers to start at a two-year college.

This chapter argues that substantially increasing college completion rates requires comprehensive institutional reform with a focus on measurable student success, an intentional and cohesive package of programmatic components, and a culture of evidence.

This paper addresses empirical challenges in identifying stackable credentials, distinguishes three types of stackable awards, and estimates the number of persons who earn such awards. It then discusses the utility of these awards in meeting labor market demands and needs of students.

This report provides insight into how colleges are planning and implementing “guided pathways” reforms based on the early work of 30 colleges participating in the American Association of Community Colleges’ (AACC) Pathways Project.

In CCRC's 2017 newsletter, Director Thomas Bailey discusses how CAPSEE research has contributed to the understanding of the value of investing in a college education.

This report examines the consequences of ending free college in England, and considers what lessons may be drawn for the U.S. policy conversation.

This paper provides an overview of undergraduate financial aid to inform discussions of the future of undergraduate education in the United States and the role of financial aid within it.

This CAPSEE working paper reviews results from fixed effects models of the earnings gains from completing an associate degree and compares them with ordinary least squares model estimates.

This CAPSEE working paper and accompanying brief review recent evidence from eight states on the labor market returns to credit accumulation, certificates, and associate degrees from community colleges using large-scale, statewide administrative datasets.

Based on recent CAPSEE studies in two states, this brief discusses the motivations for satisfactory academic progress requirements for federal aid, examines how community college students are affected, and assesses the implications for program efficiency and equity.

This brief discusses current research, including CAPSEE analysis, regarding both the effectiveness of the Federal Work-Study (FWS) program and its equity in terms of the distribution of funds.

Using an administrative data set from one state, this paper examines the effects of receiving a modest Pell Grant on financial aid packages, labor supply while in school, and academic outcomes for community college students.

This practitioner packet summarizes CCRC’s research on technology-mediated advising reform and discusses how institutions are attempting to transform advising systems so that they can support a more intensive and personalized case-management model.

Using site visit data from three community colleges and four high schools, this paper explores how the institutional context of the high schools compared with that of the colleges in ways that may have affected the implementation and efficacy of computer-mediated mathematics.

In this brief, the authors propose three measures of early academic momentum that colleges can use to gauge whether institutional reforms are improving student outcomes