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.
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.
Elisabeth A. BarnettEvelyn MaclutskyChery Wagonlander
Emerging early college models are providing opportunities for high school students to accrue college credits and experience themselves as successful ...
This report looks at the role of two-year Minority Serving Institutions (MSIs) in improving postsecondary access and degree completion for disadvantaged students in the United States.
Using a novel method for linking non-completers with completers, this paper calculates the labor market returns to programs of study, accounting both for those who obtain an award and those who do not.
