Publications

This study examines three developmental acceleration programs—two in English and one in math—and finds that accelerated students were more likely to complete the relevant college-level course within 3 years.

This chapter describes a promising approach to teaching developmental arithmetic and prealgebra and presents findings on a faculty support network that helped instructors adopt new teaching strategies.

This study examines how well students adapt to the online environment in terms of their ability to persist and earn strong grades in online courses relative to their ability to do so in face-to-face courses.

This chapter reports on a major college-wide effort to smooth students’ paths as they enter the college, choose a program, and progress to a credential.

This article reviews the forms, extent, origins, implementation, impacts (intended and unintended), and policy prospects of performance funding.

This paper introduces a model that uses transcript data matched to credit-level cost data and funding formulae to calculate the implications for efficiency of reforms intended to improve completion rates.

Using detailed data from three community colleges, the authors of this study employ the ingredients method to estimate the costs to colleges and students of remedial placement systems at community college.

Using the Education Longitudinal Study of 2002, this CAPSEE working paper evaluates the postsecondary and labor market outcomes of students who attended for-profit colleges.

This report reviews research evidence on college policies designed to facilitate on-time degree completion among students by encouraging them to enroll in at least 15 credits per semester.

This paper uses administrative data and a rich predictive model to examine the accuracy of remedial screening tests, used either with or instead of high school transcript data to determine remedial assignment.