Publications

This practitioner packet describes the guided pathways reform model; presents case studies of how colleges are approaching key pathways practices, with promising evidence on student success from early adopters; and outlines steps and a timeline for implementing guided pathways reforms.

This paper describes how degree-seeking students at the City Colleges of Chicago make choices about their programs in their first year of enrollment, focusing especially on how they interact with advisors and how they use college-based resources in program selection and program planning.

This report describes how Ohio’s two-year colleges are approaching guided pathways reforms, focusing on innovations they have implemented in recent years that can serve as building blocks as they seek to transform their policies, practices, and culture following the guided pathways model.

Using interview data from first-year students at City Colleges of Chicago (CCC), this brief describes students’ reactions to important components of CCC’s recent guided pathways reform efforts.

This chapter argues that substantially increasing college completion rates requires comprehensive institutional reform with a focus on measurable student success, an intentional and cohesive package of programmatic components, and a culture of evidence.

This report provides insight into how colleges are planning and implementing “guided pathways” reforms based on the early work of 30 colleges participating in the American Association of Community Colleges’ (AACC) Pathways Project.

In this brief, the authors propose three measures of early academic momentum that colleges can use to gauge whether institutional reforms are improving student outcomes

This chapter in the book Matching Students to Opportunity examines the matching process between students and college programs or majors, primarily in community colleges.

Using student-level data from the Tennessee Board of Regents, this paper explores the academic and economic consequences of taking higher or lower credit loads in the first semester and first year of college.

This study documents the specific ways that community college career-technical programs are structured to support student success, and it provides a framework for examining structure to inform practice and guide future research efforts.

This Corridors of College Success brief highlights challenges involved in collective impact work and provides a lens for understanding why well-intentioned collective impact efforts may not take root.

This brief, the second in CCRC’s Corridors of College Success series, describes the challenges that early-stage collective impact communities face as they work to identify potential backbone organizations and establish a backbone structure.

The authors of this book argue that to substantially increase student completion, community colleges must engage in fundamental redesign and outline research-based strategies to help colleges achieve this goal.

This practitioner packet summarizes evidence supporting the guided pathways reform model, describes how one college implemented guided pathways, and offers tips for getting started on guided pathways reforms.

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 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 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 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.

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.

This publication examines the diversity of enrollment patterns among community college students and demonstrates a novel graphical technique for displaying large numbers of enrollment patterns.