Publications

This paper reviews how an increase in contingent faculty and an increase in class size might affect efficiency at community colleges.

This report provides an overview of the developmental education redesigns in Virginia and North Carolina, presents preliminary findings, and discusses lessons for states, districts, and colleges pursuing developmental education reforms.

This publication presents findings on the costs of remedial placement testing at three colleges, and it provides guidance on how other colleges could undertake similar analyses.

The authors of this book argue that to substantially increase student completion, community colleges must engage in fundamental redesign and outline research-based strategies to help colleges achieve this goal.

In this book, the authors explore the various forces, actors, and motivations behind the adoption, discontinuation, and transformation of performance funding systems.

In CCRC's 2015 newsletter, Director Thomas Bailey argues for comprehensive reform using a guided pathways approach.

This practitioner packet summarizes evidence supporting the guided pathways reform model, describes how one college implemented guided pathways, and offers tips for getting started on guided pathways reforms.

Based on interviews with over 200 college personnel in Indiana, Ohio, and Tennessee, this paper identifies and analyzes the deliberative structures used by colleges and universities to respond to performance funding demands.

Using matched college transcript and earnings data on over 80,000 students entering community college during the 2000s, this CAPSEE working paper examines the returns to math courses.

This chapter addresses structural systems reform and college completion, as well as the role of dual enrollment in ensuring equitable postsecondary outcomes.