Publications

This CCRC working paper uses data-mining techniques to analyze student transcripts from two states and identify variables associated with excess credits among bachelor’s degree completers who started at a community college.

This guide aims to help state entities organize workshops for two- and four-year institutions to improve transfer and graduation outcomes for their students through data analysis and self-reflection of institutional practices and the development of action plans.

This guide provides instructions for community colleges that want to use National Student Clearinghouse data to assess their own effectiveness and that of particular transfer partnerships in helping students to transfer and complete bachelor’s degrees.

This journal article offers a set of essential transfer practices culled from national fieldwork to two- and four-year institutional transfer partnerships identified using NSC data as highly effective in supporting transfer student success.

Using student data, this report provides information on the outcomes of students who attended Macomb Community College and then transferred to one of 14 four-year destination colleges.

Based on a mixed-methods study at six colleges, this brief examines the domestic population served by American Honors; its key programmatic features; and community college student, faculty, and staff perspectives on the program.

Using data from two state systems, this paper examines whether it is more efficient for bachelor’s degree seekers to start at a two-year college.

Based on three sets of analyses, this report to the Greater Texas Foundation recommends ways that state policy could help to improve outcomes for community college transfer students in Texas.

This report investigates the national landscape of computer science students at community colleges in order to better understand student behaviors and institutional characteristics that support or hinder community college students’ efforts to attain a computer science bachelor’s degree.

This CAPSEE working paper examines the effects of four-year to two-year college transfer on “struggling” students, or those who earned less than a 3.0 grade point average in the first term.