Publications

This new fact sheet explores students' basic needs—including nutrition, housing, childcare, transportation, and healthcare—and provides policy considerations for improving basic needs supports.

Using information and cost data from several CUNY campuses, this brief describes the FWS program’s core administrative components, estimates the campus costs of its implementation, and shows how program scale, staffing, and technology shape these costs.

Drawing on student surveys, staff interviews, and administrative data, this brief describes the pandemic-era evolution of the FWS program across multiple undergraduate CUNY colleges, highlighting institutional management challenges, student access issues, and common academic benefits of work-study jobs.

This new fact sheet explores student debt among community college students and provides policy considerations for supporting students in making informed borrowing decisions and successfully repaying their loans.

Drawing on three rounds of site visits to eight institutions, this brief examines how Virginia community colleges implemented G3 policy and offers lessons for developing, strengthening, and expanding access to short-term training programs for high-demand jobs.

This new fact sheet provides an overview of student parents and the challenges they face, and provides policy considerations for supporting student parents and improving their experiences.

This report uses student survey and interview data from four California colleges to examine how first-generation college students build relationships and use support networks on- and off-campus to address academic and nonacademic challenges in the first year of college.

Based on a review of relevant literature and interviews with experts and administrators, this report discusses how federal policy aims are addressed by AE ESL providers and the distinct role that community colleges play in delivering AE ESL programming.

Using administrative data tracking Federal Work Study (FWS) offers, enrollment, and participation from the date of application, this working paper studies the causal impacts of receiving an FWS offer at a large public college system, including both two- and four-year campuses.

Based on survey and interview data from first-generation students who stopped out of four colleges in California, this brief examines students’ reasons for leaving, the role their social networks played in informing or supporting their decision, and how they thought about their futures—including the possibility of reenrollment.