This brief discusses four colleges’ STEM-focused iPASS implementation, including their reasons for undertaking reform, their plans for piloting and scaling up iPASS, and early evidence of change.
In this report for Brookings, Judith Scott-Clayton lays out a new analysis that shows that the gap in student debt between Black and White bachelor's degree earners triples in the four years after graduation.
This paper examines the current state of the literature on Integrated Planning and Advising for Student Success (iPASS), an increasingly popular approach to technology-mediated advising reform.
Building on Karp's 2011 framework of nonacademic support, this article explores the evidence that holistic support can encourage community college students’ success.
This paper utilizes two complementary quasi-experimental strategies to identify causal effects of the WV PROMISE scholarship, a broad-based state merit aid program, up to 10 years post–college entry and examine important outcomes that have not previously been examined, including homeownership, neighborhood characteristics, and financial management.
Thomas BaileyDavis JenkinsClive BelfieldElizabeth M. Kopko
This chapter in the book Matching Students to Opportunity examines the matching process between students and college programs or majors, primarily in community colleges.
Melinda Mechur KarpHoori Santikian KalamkarianSerena C. KlempinJeffrey Fletcher
This paper examines technology-mediated advising reform in order to contribute to the understanding of how colleges engage in transformative change to improve student outcomes.
Using national data on baccalaureate recipients in 1993 and 2008, this CAPSEE working paper examines labor market and debt outcomes four years after students graduate, with a focus on exploring heterogeneity by institution type and major, as well as trends over time.
Using student-level data from the Tennessee Board of Regents, this paper explores the academic and economic consequences of taking higher or lower credit loads in the first semester and first year of college.
This CAPSEE working paper provides a classification scheme for sub-baccalaureate STEM programs and, using data from Virginia, analyzes short-term earnings returns to community college STEM credentials.
