Publications

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.

In this brief, the authors examine how well nine measures of students’ progress in their first year predict student completion in subsequent years, and thus how suitable these early momentum metrics are as leading indicators of the effectiveness of institutional reforms.

This paper explores how technology is integrated into developmental education programming and considerations for institutional leaders when deciding whether and how to integrate technology in developmental education.

Using transcript-level data from two community college state systems and a nationally representative survey, this short report examines how course-taking in humanities and liberal arts at community colleges affects transfer and outcomes at four-year colleges.

This short report provides a systematic accounting of the provision of humanities and liberal arts education at public colleges in the United States, including community colleges.

This paper describes key features of CUNY Start mathematics and how it differs from traditional developmental education.

This brief examines the expansion and adaptation of the City University of New York’s Accelerated Study in Associate Programs (ASAP), using Bronx Community College as an illustrative case study.

This paper examines factors within the community college context that affect the experiences and academic outcomes of the English learner population broadly and students who enroll in ESL courses in particular.

In 2012, Quad Learning partnered with two community colleges to pilot American Honors, a program designed to help academically talented community college students overcome the challenges of transferring to more selective four-year destinations. This paper traces the components of the program's socially conscious theory of change, its for-profit business model, and the tensions between the two.