Publications

This paper estimates the patterns and sources of White–Black and White–Hispanic enrollment gaps in Advancement Placement (AP) and dual enrollment programs across several thousand school districts and metropolitan areas in the United States.

Using descriptive methods as well as a quasi-experimental approach, this report examines the early college outcomes of Florida high school students who enrolled in a dual enrollment college algebra course.

This brief discusses how community college systems in four states—Indiana, Virginia, Texas, and Washington—supported large-scale changes to student placement practices in reaction to challenges associated with the COVID pandemic.

Drawing on interview data, this report discusses strategies that three guided pathways colleges use to help adult students enter programs of study, stay on path, and enhance learning.

This report summarizes enhancements to technology-based advising at three institutions and their effects on students' academic outcomes for four semesters after study entry.

This brief examines the relationship between BCC’s ASAP expansion and institutional change to illuminate how scaling a discrete reform can impact other areas of the college and change the way an institution serves all students.

This paper examines challenges embedded within the prevailing high school mathematics course sequence, which prioritizes algebra, and explores innovations that aim to provide curricula and pedagogy more aligned with students’ academic and career goals.

This paper examines the equity implications of existing reforms to developmental math and explores the potential of more targeted reforms to address factors such as stereotype threat, math anxiety, instructor bias, and tracking.

Drawing on research at six institutions, this guide is intended to help community college leaders understand the costs involved in implementing guided pathways reforms and develop plans for funding and sustaining them.

Drawing on data from 12 community colleges, this paper analyzes the resources required to implement guided pathways reforms and examines their feasibility and affordability, as well as their value for students.