This journal article uses administrative data from West Virginia to provide the first quasi-experimental estimates of the effect of the Federal Work Study (FWS) program.
This paper examines the role of entry assessment and its implementation, the validity of common assessments, and emerging directions in assessment policy and practice.
Using data from two cohorts of all high school students in Florida and controlling for schools' and students' characteristics, this NCPR working paper examines the relative power of AP and dual enrollment in predicting students' college access and success.
Heather WathingtonElisabeth A. BarnettEvan WeissmanJoshua PretlowAki NakanishiJedediah Teres
This NCPR report presents the early findings of an evaluation of eight developmental summer bridge programs in Texas (seven at community colleges and one at an open-admissions four-year university).
A clustering algorithm is applied to the transcripts of a cohort of first-time students in the Washington State system in order to determine what programs of study they appear to be pursuing.
This report discusses eight secondary-postsecondary partnerships in California that sought to integrate dual enrollment with a career-focused strategy for engaging struggling students.
Administrative data from Washington State is used to chart the educational pathways of first-time community college students, with a focus on young, socioeconomically disadvantaged students.
This study used a statewide administrative dataset to estimate the effects of taking one's first college-level math or English course online rather than face to face, in terms of both course retention and course performance.
This how-to guide provides information for practitioners, schools, and districts on how to incorporate college coursework into high school academies and pathways.
This paper uses a quasi-experimental approach to identify causal effects of West Virginia's PROMISE scholarship program, which offers free tuition to students who maintain a minimum GPA and course load.
This literature review explores the evidence on the effects of acceleration on student outcomes and describes the various acceleration models that are used with developmental education students.
This paper uses administrative data from Washington State to compare the outcomes of young career-technical students across both technical colleges and comprehensive community colleges
The I-BEST program at Washington State's community and technical colleges integrates basic skills education with vocational training and has increased completion rates for participating students.
In CCRC's 2011 newsletter, Director Thomas Bailey discusses what we have learned about effective practices in community college from CCRC’s Assessment of Evidence Series.
Effective nonacademic supports work by creating social relationships, clarifying goals and enhancing commitment, developing college know-how, and addressing conflicting demands on students.
This policy brief examines key issues raised by Washington State's experience with the Student Achievement Initiative model of performance funding for community and technical colleges.
This review of the postsecondary literature on online learning suggests that online coursework hinders progression for low-income and underprepared students, explores why students might struggle in these courses, and offers suggestions on how public policy and institutional practice could be changed to improve online learning.
This working paper investigates enrollment patterns and academic outcomes over five years in online, hybrid, and face-to-face courses among students who enrolled in Washington State community and technical colleges in the fall of 2004.
This paper summarizes findings from eight working papers (the Assessment of Evidence Series) that synthesized research on strategies for improving outcomes for community college students, and makes four broad recommendations based on these findings.
