Publications

This paper discusses the implementation of modularized developmental mathematics reforms in North Carolina and Virginia, presents student outcomes for two distinct course structures, and considers the opportunities and challenges they present.

Using detailed administrative data from Virginia, this CAPSEE working paper examines how and why the community college pathway to a baccalaureate influences students’ degree attainment and short-term labor market performance.

In CCRC's 2016 newsletter, CCRC Director Thomas Bailey writes about the growth and influence of the guided pathways model.

In addition to drawing on the existing body of research on performance funding, this journal article reports data from a study of the implementation of performance funding in three leading states (Indiana, Ohio, and Tennessee) and its impacts on three universities and three community colleges in each state.

This brief examines the corequisite remediation model as it was implemented in Tennessee community colleges in fall 2015 and finds that it is more cost-effective than the prerequisite remediation model the colleges formerly used.

This study uses a regression discontinuity design to estimate the effect of participation in a mathematics transition course on college-level math outcomes in West Virginia for the 2011–12 and 2012–13 high school senior cohorts.

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.