Publications

In this study, the authors examine medium-term returns to diplomas, certificates, and degrees for first-time college students who enrolled in the North Carolina Community College System in 2002–03.

This paper identifies and analyzes the types and numbers of unintended impacts—actual or potential—of state performance funding policies on higher education institutions in three states: Indiana, Ohio, and Tennessee.

This paper examines the major obstacles that hinder higher education institutions from responding effectively to the demands of performance funding programs in three states: Indiana, Ohio, and Tennessee.

This paper examines the ways that universities and community colleges in Indiana, Ohio, and Tennessee have altered their policies, practices, and programs to respond to the demands of performance funding programs.

This study examines the primary policy instruments through which state performance funding systems influence higher education institutions in Indiana, Ohio, and Tennessee.

This paper summarizes findings from a large study on the implementation and impacts of performance funding in three states that are regarded as leaders in that movement: Indiana, Ohio, and Tennessee.

This study provides one of the first estimates of the returns to different types of community college credentials across different fields of study.

This article provides an overview of sociology’s approach to understanding community colleges. It describes sociological theories and their contributions to the field and discusses recent debates on community colleges.

This study examines three developmental acceleration programs—two in English and one in math—and finds that accelerated students were more likely to complete the relevant college-level course within 3 years.

This chapter describes a promising approach to teaching developmental arithmetic and prealgebra and presents findings on a faculty support network that helped instructors adopt new teaching strategies.

This study examines how well students adapt to the online environment in terms of their ability to persist and earn strong grades in online courses relative to their ability to do so in face-to-face courses.

This chapter reports on a major college-wide effort to smooth students’ paths as they enter the college, choose a program, and progress to a credential.

This article reviews the forms, extent, origins, implementation, impacts (intended and unintended), and policy prospects of performance funding.

This paper introduces a model that uses transcript data matched to credit-level cost data and funding formulae to calculate the implications for efficiency of reforms intended to improve completion rates.

Using detailed data from three community colleges, the authors of this study employ the ingredients method to estimate the costs to colleges and students of remedial placement systems at community college.

Using the Education Longitudinal Study of 2002, this CAPSEE working paper evaluates the postsecondary and labor market outcomes of students who attended for-profit colleges.

This report reviews research evidence on college policies designed to facilitate on-time degree completion among students by encouraging them to enroll in at least 15 credits per semester.

This paper uses administrative data and a rich predictive model to examine the accuracy of remedial screening tests, used either with or instead of high school transcript data to determine remedial assignment.

Based on CCRC’s Readiness for Technology Adoption framework, this self-assessment tool provides rubrics to help colleges identify issues that may need to be addressed to facilitate successful reform.

This study uses a difference-in-differences approach to identify the impact of ESL compared with developmental writing at an urban community college system.