Publications

Using site visit data from three community colleges and four high schools, this paper explores how the institutional context of the high schools compared with that of the colleges in ways that may have affected the implementation and efficacy of computer-mediated mathematics.

This study uses a regression discontinuity design to estimate the effect of participation in a mathematics transition course on college-level math outcomes in West Virginia for the 2011–12 and 2012–13 high school senior cohorts.

This Jobs for the Future publication proposes research-based milestones of student momentum from twelfth grade through the first year of college, and suggests ways that local high school and college partners can collaborate to support student success.

Based on research as well as discussion among researchers, practitioners, and policymakers from seven states, this overview summarizes the state of knowledge on transition courses.

Based on a qualitative study, this report describes the implementation of transition courses in English and math in California, New York City, Tennessee, and West Virginia.

This chapter addresses structural systems reform and college completion, as well as the role of dual enrollment in ensuring equitable postsecondary outcomes.

Emerging early college models are providing opportunities for high school students to accrue college credits and experience themselves as successful ...

Based on interview data, this discussion paper explores whether faculty and college leaders are considering or undertaking reforms of developmental education informed by the Common Core State Standards.

Based on interviews with stakeholders in California, New York, Tennessee, and West Virginia, this report compares initiatives in these states related to early college readiness assessments and transition curricula.

This two-page policy brief summarizes research on early assessment and college readiness "transition courses" and makes recommendations for states considering the approach.