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.
This study examines the effects of student employment on academic outcomes, using a dataset that combines students' transcripts with earning records from the Unemployment Insurance system.
Melinda Mechur KarpKatherine L. HughesMaria S. Cormier
Commissioned by the Nashville Chamber of Commerce, this report reviews dual enrollment policies in Tennessee and five peer states—Florida, Texas, Georgia, North Carolina, and Kentucky.
This paper examines the performance of Washington State’s two-year colleges under the Student Achievement Initiative, a policy to reward colleges for improvements in student achievement.
This paper documents the phenomenon of excess credits by examining the credit distributions of six cohorts of students in one state community college system.
In CCRC's 2012 newsletter, Director Thomas Bailey discusses CCRC’s research on developmental assessment and placement and how colleges might more effectively assess incoming students.
This paper gives a preferred economic definition of college efficiency—fiscal and social cost per degree—and assesses the validity of using IPEDS data to calculate efficiency for a community college system.
This edition of Inside Out, a publication of CCRC's Scaling Innovation project, outlines a three-part framework for colleges looking to adopt and adapt a developmental education reform.
