Publications

This report describes findings from a study of a two-year initiative led by Achieving the Dream to develop and implement strategies to support adjunct faculty in improving student outcomes.

This paper describes the professional development model used in CUNY Start, a program developed at the City University of New York to support entering students identified as academically underprepared in literacy and mathematics.

This paper discusses what is known about humanities coursework in community colleges, outlines key challenges facing humanities education in this sector, and considers approaches to addressing these challenges

Drawing on data from six community colleges, this paper estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses and explores potential explanations for these effects.

This CAPR report examines how four Texas community colleges implemented Dana Center Mathematics Pathways (DCMP) and the impact of DCMP on student outcomes over as many as four semesters. Costs of the initiative and student perspectives are also discussed.

This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills.

This short report provides a rationale for implementing Lesson Study, a collaborative and structured professional development approach, in the community college context.

This paper describes key features of CUNY Start mathematics and how it differs from traditional developmental education.

This paper examines factors within the community college context that affect the experiences and academic outcomes of the English learner population broadly and students who enroll in ESL courses in particular.

Using interview, focus group, and survey data, this brief explores the experiences of part-time faculty at six Achieving the Dream leader colleges working to engage adjunct faculty in student success initiatives.