Kevin DoughertyRebecca NatowSosanya JonesHana LahrLara PheattVikash Reddy
This paper examines the political forces supporting the enactment of performance funding 2.0 programs—in which performance funding is embedded into base state funding for higher education—in three leading states.
This brief summarizes the research on the impacts of performance funding and suggests ways policymakers implementing performance funding programs can address obstacles and avoid unexpected outcomes.
This paper employs a novel graphical technique to illustrate the diverse enrollment patterns of community college students and examines the relationship between these patterns and successful student outcomes.
This paper argues that policymaking has been impaired by neglect of the fact that returns to college are high and by acceptance of the myth that the college affordability crisis is due to colleges' wasteful spending.
This publication describes efforts by a growing number of colleges and universities to create “guided pathways” designed to increase the rate at which students enter and complete a program of study.
Elisabeth A. BarnettMaggie P. FayMadeline Joy TrimbleLara Pheatt
Based on interviews with stakeholders in California, New York, Tennessee, and West Virginia, this report compares initiatives in these states related to early college readiness assessments and transition curricula.
This two-page policy brief summarizes research on early assessment and college readiness "transition courses" and makes recommendations for states considering the approach.
Using an instrumental variable technique, the authors estimate the impact of online versus face-to-face course delivery on student course performance, as indicated by course persistence and final course grade.
Based on survey and focus group data from four community colleges, this research brief discusses why many students who go on to enroll in developmental math are unlikely to prepare for the math placement exam.
This brief examines characteristics and course-taking patterns of students who accumulate a substantial number of college credits but do not earn an award by their fifth year of enrollment.
