Publications

Based on survey and interview data from first-generation students who stopped out of four colleges in California, this brief examines students’ reasons for leaving, the role their social networks played in informing or supporting their decision, and how they thought about their futures—including the possibility of reenrollment.

This brief introduces an inventory of advanced infrastructure, energy, and agriculture (AIREA) jobs and identifies regions with well-aligned job demand and credential production to help policymakers support community and technical colleges in developing and expanding programs where trained workers are needed most.

Drawing on 107 sources, this paper discusses the backgrounds and experiences of students and instructors in adult education ESL programs as well as institutional practices, curriculum and pedagogy, and policy contexts relevant to the programs.

Drawing on more than a decade of data, this report examines earnings returns for CUNY community college associate degree program entrants, showing substantial long-run gains from degree completion and distinguishing between terminal associate degree completion and pathways involving bachelor’s attainment.

This report describes how placement processes, departmental structures, ESL course sequences, and instructional models at five CUNY community colleges shape learners’ access to and experiences in corequisite or standalone college-level English courses.

Based on findings from a study examining the policies and practices impacting multilingual learners (MLs) at City Colleges of Chicago, this report provides insights for community college practitioners and policymakers on the goals and backgrounds of MLs, their experiences, and promising approaches to serving this population.

CCRC’s 2024–2026 Biennial Report highlights major findings from the center’s recent research, including new measures of community college progress and emerging areas of study. It showcases how CCRC’s work is informing policy and practice nationwide and reflects on the center’s 30-year history. The report also includes research snapshots, outreach statistics, and a financial overview.

This updated fact sheet describes the growth of dual enrollment, the various models and funding mechanisms, and steps colleges and high schools can take to make dual enrollment more equitable.

This book chapter describes how state funding formulas, enrollment declines, and federal recovery investments during the COVID-19 pandemic intersect to shape future prospects for community college revenues and spending patterns.

This new fact sheet describes community college baccalaureate programs in relation to bachelor's programs offered by four-year colleges, demographic characteristics and earnings of graduates, and considerations for program improvement.

In this updated fact sheet, CCRC offers a short primer on the multiple missions of community colleges, what kinds of students they enroll, what outcomes they produce, and some of the major issues they face.

This updated fact sheet outlines challenges in supporting successful student transfer from community colleges to four-year institutions and considerations for improving the transfer process.

This practice guide builds on the work of colleges in the Unlocking Opportunity Network by offering practical strategies that can help more students graduate with credentials that lead directly to good jobs or transfer and successful attainment of a bachelor’s degree.

This article examines a decade of research on guided pathways whole-college reforms at over 100 community colleges nationally, their effects on student outcomes and college performance, and next-frontier reforms needed to further improve student success.

This report discusses the program choice process among 42 student interviewees; it describes factors that influenced their choice and how their choice often changed, and it offers recommendations to better support students in selecting a program.

Based on survey findings from 480 former students who stopped out of community college before the start of their second year, this report sheds light on the experiences of this population and their reasons for leaving college.

Drawing on survey and interview data, this article describes what students want from their dual enrollment experiences and implications for college and K-12 leaders working to strengthen their dual enrollment programming.

This report describes strategies for providing purposeful dual enrollment, which better guides underserved students into degree- and career-connected education after high school, without shifting the cost burden onto students and families.

Using data from Texas, this report examines how students combine different types of accelerated coursetaking in high school and how these combinations are associated with students’ subsequent postsecondary attainment and earnings trajectories.

Using administrative data from a large, urban, public college system, this paper documents large gaps in earnings five years after graduation by SES and the extent to which differences in the first job transition can explain these gaps.