Publications

This practitioner packet summarizes CCRC’s research on technology-mediated advising reform and discusses how institutions are attempting to transform advising systems so that they can support a more intensive and personalized case-management model.

This CAPSEE working paper examines the prevalence and consequences of Pell Grant recipients’ failure to meet the standards for satisfactory academic progress required for grant renewal.

This chapter examines the use of technology and other structural changes to encourage comprehensive advising reforms.

This review describes the early experiences of five colleges that received the Kisco Foundation’s Kohlberg Prize, a grant aimed at making community colleges more welcoming and better able to meet the needs of veteran students.

This brief discusses four colleges’ STEM-focused iPASS implementation, including their reasons for undertaking reform, their plans for piloting and scaling up iPASS, and early evidence of change.

In this report for Brookings, Judith Scott-Clayton lays out a new analysis that shows that the gap in student debt between Black and White bachelor's degree earners triples in the four years after graduation.

This paper examines the current state of the literature on Integrated Planning and Advising for Student Success (iPASS), an increasingly popular approach to technology-mediated advising reform.

Building on Karp's 2011 framework of nonacademic support, this article explores the evidence that holistic support can encourage community college students’ success.

This paper utilizes two complementary quasi-experimental strategies to identify causal effects of the WV PROMISE scholarship, a broad-based state merit aid program, up to 10 years post–college entry and examine important outcomes that have not previously been examined, including homeownership, neighborhood characteristics, and financial management.

This paper examines technology-mediated advising reform in order to contribute to the understanding of how colleges engage in transformative change to improve student outcomes.