Administrative data from Washington State is used to chart the educational pathways of first-time community college students, with a focus on young, socioeconomically disadvantaged students.
This study used a statewide administrative dataset to estimate the effects of taking one's first college-level math or English course online rather than face to face, in terms of both course retention and course performance.
This how-to guide provides information for practitioners, schools, and districts on how to incorporate college coursework into high school academies and pathways.
This paper uses a quasi-experimental approach to identify causal effects of West Virginia's PROMISE scholarship program, which offers free tuition to students who maintain a minimum GPA and course load.
This literature review explores the evidence on the effects of acceleration on student outcomes and describes the various acceleration models that are used with developmental education students.
This paper uses administrative data from Washington State to compare the outcomes of young career-technical students across both technical colleges and comprehensive community colleges
The I-BEST program at Washington State's community and technical colleges integrates basic skills education with vocational training and has increased completion rates for participating students.
In CCRC's 2011 newsletter, Director Thomas Bailey discusses what we have learned about effective practices in community college from CCRC’s Assessment of Evidence Series.
Effective nonacademic supports work by creating social relationships, clarifying goals and enhancing commitment, developing college know-how, and addressing conflicting demands on students.
This policy brief examines key issues raised by Washington State's experience with the Student Achievement Initiative model of performance funding for community and technical colleges.
