John WachenDavis JenkinsClive BelfieldMichelle Van Noy
This report seeks to understand those aspects of the Integrated Basic Education and Skills Training (I-BEST) program that best support student learning, progression, and completion.
Sung-Woo ChoElizabeth M. KopkoDavis JenkinsShanna Smith Jaggars
This paper presents the findings from a follow-up quantitative analysis of the Community College of Baltimore County’s Accelerated Learning Program (ALP).
Thomas Bailey and Clive Belfield consider the role of community colleges, with particular attention to the benefits to workers (as measured by earnings) of certificates and degrees by field of study.
This paper offers methods for identifying introductory courses that are obstacles to college completion, and the relative extent of the obstacle each poses.
Michelle HodaraShanna Smith JaggarsMelinda Mechur Karp
This paper describes a range of approaches to improving poor course placement accuracy and inconsistent standards associated with traditional assessment and placement practices at community colleges.
Melinda Mechur KarpSusan BickerstaffZawadi Rucks-AhidianaRachel Hare BorkMelissa BarraganNikki Edgecombe
A study of College 101 courses at three community colleges in Virginia suggests that these courses could have long-term impacts if they focused more on the application and practice of learned skills.
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.
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.