Publications

This chapter discusses instructional approaches intended to prepare initially low-skilled college entrants for the reading, writing, and mathematics skills they need to learn from the postsecondary curriculum.

This paper finds that remediation does little to develop students' skills but does not discourage initial enrollment or persistence, except among students identified as potentially misassigned.

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 book chapter discusses community college graduation goals that have been set by the Obama administration, the Bill & Melinda Gates Foundation, and Lumina Foundation for Education.

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

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 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.