Publications

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).

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.

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.

This guide presents a set of example data analyses colleges can replicate to examine whether underserved groups of students are equitably represented in programs that lead to higher opportunity outcomes for employment and/or baccalaureate transfer.

Based on a forthcoming book chapter, this paper discusses how the development of an overall framing vision for student success, the implementation of evidence-based practices, and the establishment of a culture that is conducive to innovation can help colleges improve student outcomes.

Drawing on interviews with 96 first-year community college students, this journal article compares the roles of students' on- and off-campus relationships in providing information and support.