Publications

This short paper identifies states in which local and statewide efforts have been made to implement early college readiness assessments and transition curricula.

This NCPR working paper outlines the development of the Common Core State Standards (CCSS) and the CCSS-aligned assessments and argues that they can be used to support the mission of community colleges.

This report makes a series of policy recommendations for strengthening dual enrollment in Tennessee to ensure that the program contributes to Tennessee's college completion goals.

This NCPR working paper documents the implementation of capstone courses in English and mathematics at more than 20 high schools across Virginia.

The three-year study examined the outcomes of almost 3,000 students participating in eight dual enrollment programs across California.

This NCPR working paper compares outcomes of students who participated in dual enrollment courses through the Concurrent Courses Initiative with those of similar students who did not participate.

This study examines 37 college readiness partnership programs in Texas and the partnerships that created them, identifying their key characteristics as well as benefits and challenges related to their implementation.

This NCPR report presents findings from an experimental study of eight developmental summer bridge programs offered in Texas during the summer of 2009.

This article reviews previous studies on dual enrollment and discusses the results of an evaluation of College Now, the dual enrollment program of The City University of New York.

Using qualitative data from California's Concurrent Courses Initiative, this article explores how teaching in a dual enrollment program can foster new approaches to classroom pedagogy.

This chapter provides a theoretical framework through which to understand the experiences of dual enrollment students as they "try out" the role of college student.

Commissioned by the Nashville Chamber of Commerce, this report reviews dual enrollment policies in Tennessee and five peer states—Florida, Texas, Georgia, North Carolina, and Kentucky.

This practitioner packet synthesizes CCRC's findings on dual enrollment outcomes, presents a case study, and lays out guiding questions for practitioners implementing dual enrollment programs.

This NCPR working paper uses a regression discontinuity design to gauge the causal effects of dual enrollment on rates of high school graduation, college enrollment, and college completion among students on the margin of eligibility for dual enrollment participation.

This NCPR report presents the early findings of an evaluation of eight developmental summer bridge programs in Texas (seven at community colleges and one at an open-admissions four-year university).

Using data from two cohorts of all high school students in Florida and controlling for schools' and students' characteristics, this NCPR working paper examines the relative power of AP and dual enrollment in predicting students' college access and success.

This report discusses eight secondary-postsecondary partnerships in California that sought to integrate dual enrollment with a career-focused strategy for engaging struggling students.

This how-to guide provides information for practitioners, schools, and districts on how to incorporate college coursework into high school academies and pathways.

Prepared for the 2010 White House Summit on Community College, this brief discusses partnerships that promote college enrollment, college readiness, and postsecondary persistence.

This article describes some of the ways in which dual enrollment requires the engagement of college faculty with high school personnel and their students, and it reviews the challenges and potential benefits of these relationships.