Publications

This fact sheet outlines how the Federal Work-Study program works, its effects on academic and labor market outcomes, and why so few community college students receive Federal Work-Study aid.

This report examines how Ohio community colleges—which have been engaged in guided pathways reform for several years—are innovating within the model to provide scaled, personalized support to help students gain early academic momentum.

This set of three studies examines what states and community colleges can do to address the needs of racially minoritized adult learners who are pursuing postsecondary education and training as a path to re-employment, better jobs, and higher incomes.

This brief discusses the experiences, achievements, and challenges of 26 broad-access two- and four-year colleges that, in 2015, began steps to adopt or enhance technology-mediated advising practices to improve the way they support students.

This brief describes the importance of nonacademic staff to the student experience and presents initial findings related to the Caring Campus initiative’s capacity to affect college culture and ground further change efforts.

This report summarizes enhancements to technology-based advising at three institutions and their effects on students' academic outcomes for four semesters after study entry.

This brief examines the relationship between BCC’s ASAP expansion and institutional change to illuminate how scaling a discrete reform can impact other areas of the college and change the way an institution serves all students.

This report presents findings on the implementation of technology-mediated advising reforms at California State University at Fresno, Montgomery County Community College, and the University of North Carolina at Charlotte.

Based on a forthcoming book chapter, this paper discusses how the development of an overall framing vision for student success, the implementation of evidence-based practices, and the establishment of a culture that is conducive to innovation can help colleges improve student outcomes.

Drawing on interviews with 96 first-year community college students, this journal article compares the roles of students' on- and off-campus relationships in providing information and support.