Publications

A study of College 101 courses at three community colleges in Virginia suggests that these courses could have long-term impacts if they focused more on the application and practice of learned skills.

This study examines the structure of community college career-technical programs and its association with program completion.

This chapter discusses instructional approaches intended to prepare initially low-skilled college entrants for the reading, writing, and mathematics skills they need to learn from the postsecondary curriculum.

This paper finds that remediation does little to develop students' skills but does not discourage initial enrollment or persistence, except among students identified as potentially misassigned.

This NCPR working paper compares outcomes of students who participated in dual enrollment courses through the Concurrent Courses Initiative with those of similar students who did not participate.

The three-year study examined the outcomes of almost 3,000 students participating in eight dual enrollment programs across California.

This book chapter discusses community college graduation goals that have been set by the Obama administration, the Bill & Melinda Gates Foundation, and Lumina Foundation for Education.

This NCPR report presents findings from an experimental study of eight developmental summer bridge programs offered in Texas during the summer of 2009.

This study examines 37 college readiness partnership programs in Texas and the partnerships that created them, identifying their key characteristics as well as benefits and challenges related to their implementation.

This article reviews previous studies on dual enrollment and discusses the results of an evaluation of College Now, the dual enrollment program of The City University of New York.

Using qualitative data from California's Concurrent Courses Initiative, this article explores how teaching in a dual enrollment program can foster new approaches to classroom pedagogy.

This chapter provides a theoretical framework through which to understand the experiences of dual enrollment students as they "try out" the role of college student.

This study examines the effects of student employment on academic outcomes, using a dataset that combines students' transcripts with earning records from the Unemployment Insurance system.

Commissioned by the Nashville Chamber of Commerce, this report reviews dual enrollment policies in Tennessee and five peer states—Florida, Texas, Georgia, North Carolina, and Kentucky.

This paper examines the performance of Washington State’s two-year colleges under the Student Achievement Initiative, a policy to reward colleges for improvements in student achievement.

This paper documents the phenomenon of excess credits by examining the credit distributions of six cohorts of students in one state community college system.

In CCRC's 2012 newsletter, Director Thomas Bailey discusses CCRC’s research on developmental assessment and placement and how colleges might more effectively assess incoming students.

This paper gives a preferred economic definition of college efficiency—fiscal and social cost per degree—and assesses the validity of using IPEDS data to calculate efficiency for a community college system.

This edition of Inside Out, a publication of CCRC's Scaling Innovation project, outlines a three-part framework for colleges looking to adopt and adapt a developmental education reform.

Based on fieldwork in two distinct labor markets, this paper compares how associate and bachelor's degrees are perceived by employers seeking to hire IT technicians.