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.
Elisabeth A. BarnettElizabeth M. KopkoDan CullinanClive Belfield
This report describes impact findings from an evaluation of multiple measures assessment and placement at seven State University of New York (SUNY) community colleges.
Hoori Santikian KalamkarianLauren PellegrinoAndrea Lopez SalazarElisabeth A. Barnett
This report presents findings on the implementation of technology-mediated advising reforms at California State University at Fresno, Montgomery County Community College, and the University of North Carolina at Charlotte.
Using data on two cohorts of Florida students who started public high school in 2007 and 2012, this report analyzes dual enrollment course-taking and outcomes by racial/ethnic group (Black, Hispanic, White) and course modality (face-to-face on-college-campus, face-to-face off-campus, and online).
Gelsey MehlJoshua WynerElisabeth A. BarnettJohn FinkDavis Jenkins
Based on research conducted in three states, this report identifies five principles that undergird the strategies and practices of equitable dual enrollment partnerships between high schools and colleges.
Vivian Yuen Ting LiuSoumya MishraElizabeth M. Kopko
Using state administrative data and propensity score matching, this study examines the characteristics and academic outcomes of community college students who switch majors.
Using administrative data from Florida, this article examines the effect of changing the grading scale from whole-letter grades to plus/minus grades on STEM major choice.
This paper examines returns to terminal associate degrees and certificates up to 11 years after students initially entered a community college in Ohio. The authors use an individual fixed-effects approach that controls for students’ pre-enrollment earnings and allows the returns to credential completion to vary over time.
This report describes findings from a study of a two-year initiative led by Achieving the Dream to develop and implement strategies to support adjunct faculty in improving student outcomes.
