Publications

This paper presents findings from a quantitative analysis of the Community College of Baltimore County's Accelerated Learning Program (ALP) for upper level developmental writing students.

This study examines online course taking patterns among students in the Virginia Community College System, as well as retention and performance in online versus face-to-face courses, and subsequent educational outcomes.

This paper analyzes patterns of student progression through sequences of developmental education starting from initial referral.

The eligibility of undocumented students to apply for in-state tuition varies by state. This article analyzes the political origins of divergent responses among states, drawing on the advocacy coalition framework and policy entrepreneurship theory of policymaking.

CCRC examined educational and labor market outcomes of participants in I-BEST, which aims to help adult basic skills students succeed in postsecondary occupational education and training.

This paper demonstrates that a close analysis of the studies of online learning included in a Department of Education meta-analysis reveals no trend in favor of the online course mode.

This brief describes how state workforce agencies can link education and workforce data to monitor how well their education and workforce development investments are meeting labor market needs.

This article describes some of the ways in which dual enrollment requires the engagement of college faculty with high school personnel and their students, and it reviews the challenges and potential benefits of these relationships.

This paper examines whether Tinto's integration framework—commonly used to examine student persistence in the four-year sector—is applicable to two-year institutions.

In CCRC's 2010 newsletter, Director Thomas Bailey reviews CCRC's accomplishments since its founding in 1996.

This report describes how this Achieving the Dream college collaborated with the University of Texas at El Paso and 12 local independent school districts in the El Paso area to develop and bring to scale an improved process for helping high school students prepare for entry into college.

Part of the collected volume Colleges 2020, published by a U.K. think tank, this chapter provides an international comparison to British further education by discussing U.S. community colleges.

Prepared for a Human Resources Development Group Meeting of the Asia-Pacific Economic Cooperation (APEC), this paper discusses a range of issues relevant to the community college mission of helping prepare a skilled workforce for jobs offering reasonable wages.

This paper examines how performance funding systems in two states with long-lasting systems have changed over time and what political and social conditions explain the changes.

Based on analysis of nationally representative AP exam data taken from the Education Longitudinal Study of 2002, this article examines whether incentives provided to students, teachers, and schools help students enroll and succeed in AP exams.

This paper makes the case for the training hour as the basic unit of measurement for noncredit workforce education programs and proposes a taxonomy of community college noncredit activities.

CCRC examined student characteristics, course-taking patterns, and other factors associated with higher probabilities that students who require remediation will take and pass gatekeeper courses.

This report discusses findings and implications of a study commissioned by the College Board to inform the development of the Voluntary Framework of Accountability for Community Colleges.

This article examines various commonalities and divergences between the English further education system and its nearest U.S. equivalent, the community college system.

This guide for district administrators, teachers, and counselors aims to help schools and districts develop practices to increase access to higher education and details the research evidence informing its recommendations.