Based on institutional survey data, this report presents findings from a study on the scale of adoption of guided pathways practices at community and technical colleges in Ohio, Tennessee, and Washington State.
This report and accompanying case studies describe how three small colleges have made large-scale changes in practice based on the guided pathways model and how they funded and are sustaining these changes to improve rates of student progression and completion.
Using nine years of data from one state, this paper tracks completion and transfer outcomes to examine when gaps between Black, Hispanic, and White community college students occur, and it estimates the benefits of reaching early academic milestones for such students.
This paper presents a methodology for assessing the scale of adoption and estimating the causal effects of guided pathways within states and across colleges that have adopted the approach.
Using data from the Education Longitudinal Study and a propensity score matching approach, this paper compares outcomes of four-year college students who earned either 1–10 credits or no credits at a community college.
This brief describes the motivation, research evidence, and equity implications that underlie the Ask-Connect-Inspire-Plan framework as a useful strategy for community colleges.
Based on fieldwork at four guided pathways colleges, this report introduces a cross-sector pathways model and highlights emerging practices and strategies that community colleges are using to build stronger connections with employers, universities, and K-12 schools.
This report examines how Ohio community colleges—which have been engaged in guided pathways reform for several years—are innovating within the model to provide scaled, personalized support to help students gain early academic momentum.
This brief discusses why whole-college, guided pathways reforms hold promise for improving student success on a large scale, what they cost, and how the federal government can support their adoption.
