Based on a qualitative and quantitative study at Bronx Community College, this paper provides findings on students who take First Year Seminar, a recently redesigned student success course.
This paper introduces an online course quality rubric addressing four quality areas, and it examines the relationship between each quality area and student end-of-semester performance.
This Corridors of College Success brief highlights challenges involved in collective impact work and provides a lens for understanding why well-intentioned collective impact efforts may not take root.
This Jobs for the Future publication proposes research-based milestones of student momentum from twelfth grade through the first year of college, and suggests ways that local high school and college partners can collaborate to support student success.
This brief, the second in CCRC’s Corridors of College Success series, describes the challenges that early-stage collective impact communities face as they work to identify potential backbone organizations and establish a backbone structure.
Elisabeth A. BarnettMaggie P. FayLara PheattMadeline Joy Trimble
Based on research as well as discussion among researchers, practitioners, and policymakers from seven states, this overview summarizes the state of knowledge on transition courses.
Based on a qualitative study, this report describes the implementation of transition courses in English and math in California, New York City, Tennessee, and West Virginia.
This paper introduces a piecewise growth approach to analyzing labor market outcomes of students, and it discusses how insights gained from the approach can be used to strengthen econometric analyses of labor market returns.
This report uses five metrics to measure the effectiveness of two- and four-year institutions in enabling community college students to transfer to four-year institutions and earn bachelor’s degrees.
Based on administrative data from two state community college systems, this paper explores the relationship between earning a certificate and students’ post-college earnings and employment status.
