Publications

Using administrative data from the City University of New York (CUNY), this paper examines the impact of the summer Pell program on community college student persistence, completion, and employment outcomes.

Using an innovative text mining technique on transcript data from a large public college system, this paper examines patterns and post-degree labor market outcomes of taking work-based courses at two-year and four-year colleges in that system.

Using employer-employee-student matched administrative data from Ohio, this paper provides the first direct evidence of workers' enrollment responses following mass layoffs in the United States.

Based on fieldwork at eight institutions, this report describes how community colleges are responding to workplace technology innovation by adapting their workforce programming, diversifying pathways to certificates and degrees, and addressing equity concerns.

This brief describes results from a nationally representative survey of American workers aged 24–64 to learn what training providers they have used and what their experiences have been with these providers.

This set of three studies examines what states and community colleges can do to address the needs of racially minoritized adult learners who are pursuing postsecondary education and training as a path to re-employment, better jobs, and higher incomes.

This brief describes the substantial role community colleges play in workforce education, what innovative colleges are doing to improve programming and labor market outcomes for participants, and how the federal government can support these efforts.

This paper examines returns to terminal associate degrees and certificates up to 11 years after students initially entered a community college in Ohio. The authors use an individual fixed-effects approach that controls for students’ pre-enrollment earnings and allows the returns to credential completion to vary over time.

This paper examines the labor market gains for students who enrolled at for-profit colleges after beginning their postsecondary education in community college.

This essay compares broad academic and vocational program goals, embodied skills, tasks, and jobs, with a focus primarily on community college students.