Publications

This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills.

In this short essay, Shanna Jaggars (coauthor of Redesigning America's Community Colleges) and Amanda Folk (head of teaching and learning at the Ohio State Libraries) discuss how librarians' expertise could be harnessed to support guided pathways reforms.

This research brief describes findings from a survey about mathematics course offerings at institutions in six states implementing mathematics pathways.

This essay compares broad academic and vocational program goals, embodied skills, tasks, and jobs, with a focus primarily on community college students.

This short report provides a rationale for implementing Lesson Study, a collaborative and structured professional development approach, in the community college context.

Using data from the National Longitudinal Survey of Youth 1997, this CAPSEE working paper examines nonpecuniary labor market outcomes associated with different levels of postsecondary educational attainment.

This report and the five case studies that accompany it describe how institutions are managing the broad-based transformation of programs, student services, and related support systems using the guided pathways model.

This report shares the stories of four community colleges that participated in the Integrated Planning and Advising for Student Success (iPASS) initiative, which provided support for institutions as they redesigned their advising processes and adopted and implemented new technologies.

This study examines if students participating in Dana Center Mathematics Pathways (DCMP) developmental courses enroll in and pass college-level math courses at higher rates than students who take traditional developmental math courses.

This study, conducted in partnership with MDRC, examines the effects of three institutions’ efforts to expand the use of advising technologies and to use administrative and communication strategies to increase student contact with advisors.