Publications

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.

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.

This research overview reviews findings on transfer from community colleges to four-year colleges, including student outcomes, barriers to transfer, the economic benefits of transfer, and potential benefits to four-year colleges.

This brief reviews what states can do to support public colleges and universities so they can effectively respond to the new demands placed on them by performance funding policies.

In this study, the authors examine medium-term returns to diplomas, certificates, and degrees for first-time college students who enrolled in the North Carolina Community College System in 2002–03.

This paper identifies and analyzes the types and numbers of unintended impacts—actual or potential—of state performance funding policies on higher education institutions in three states: Indiana, Ohio, and Tennessee.