Publications

This journal article examines the impacts of different levels of developmental reading and writing on students’ academic outcomes.

This CAPSEE working paper examines the prevalence and consequences of Pell Grant recipients’ failure to meet the standards for satisfactory academic progress required for grant renewal.

This NBER working paper uses state administrative data and unemployment records to construct a variety of possible institution-level labor market outcome metrics to explore how sensitive institutional ratings are to the choice of labor market metric, length of follow-up, and inclusion of adjustments for student characteristics.

This chapter examines the use of technology and other structural changes to encourage comprehensive advising reforms.

This chapter describes the structure and implementation of a redesign of developmental education in the Virginia Community College System, discusses preliminary descriptive findings from an evaluation of the redesign, and shares lessons for the field.

Using proximity to the closest four-year college as an instrumental variable, this CAPSEE working paper analyzes public higher education data from an anonymous state to examine how enrolling in summer credits can impact college and labor market outcomes.

This practice guide presents six evidence-based recommendations for college and university faculty, administrators, and advisors working to improve the success of students academically underprepared for college.

This report investigates the national landscape of computer science students at community colleges in order to better understand student behaviors and institutional characteristics that support or hinder community college students’ efforts to attain a computer science bachelor’s degree.

This review describes the early experiences of five colleges that received the Kisco Foundation’s Kohlberg Prize, a grant aimed at making community colleges more welcoming and better able to meet the needs of veteran students.

This book chapter replicates and extends analyses completed in other statewide studies and estimates returns to credentials and credit accumulation for first-time college students who enrolled in the Virginia Community College System (VCCS) in 2004–2005 using a classic Mincerian approach.