Publications

In this piece for the Teachers College Record, CCRC Director Thomas Brock describes how mixed methods may be used in education research and offers advice to researchers who are seeking funding from IES for mixed methods studies.

Using Florida as a case study, this Change Magazine article describes the complexities of implementing effective college readiness reforms and offers insights for policymakers looking to improve student success.

This paper describes how community colleges became a major resource for the nation's workforce development requirements and discusses how this role continues to evolve to meet the needs of students, employers, and local communities.

This working paper describes the idea of demography as opportunity, which marries the racial and ethnic shifts underway in the country and in higher education with equity perspectives on historically disenfranchised populations.

Written in conjunction with the Education Commission of the States, this brief provides an overview of multiple measures assessment and placement and describes how several states are implementing the approach.

This paper illustrates student responses to Satisfactory Academic Progress (SAP) requirements as well as the tradeoffs faced by a social planner weighing whether to set performance standards in the context of need-based aid.

Using data from the National Longitudinal Survey of Youth 1997, this paper compares the academic and labor market outcomes of high school graduates who delay college enrollment and those who enroll in college immediately up to 13 years after high school completion.

Based on interviews with stakeholders in 11 states and other data, this brief describes the design, implementation, and effectiveness of math transition courses and identifies major trends in course development.

High schools across the country are implementing transition curricula to boost college readiness. This short publication offers an overview of course design options for educators thinking about implementing transition courses.

This paper employs a difference-in-difference approach to examine the credit, credential completion, and labor market outcomes resulting from the year-round Pell using a state administrative dataset from a community college system.