Publications

Using administrative data from the Virginia Community College System, this paper examines the associations between student success course enrollment and short-term student outcomes.

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 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.

This journal article uses administrative data from West Virginia to provide the first quasi-experimental estimates of the effect of the Federal Work Study (FWS) program.

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.

Effective nonacademic supports work by creating social relationships, clarifying goals and enhancing commitment, developing college know-how, and addressing conflicting demands on students.

This paper examines the influence of validation by faculty on students' sense of integration in college and intent to persist.

The eligibility of undocumented students to apply for in-state tuition varies by state. This article analyzes the political origins of divergent responses among states, drawing on the advocacy coalition framework and policy entrepreneurship theory of policymaking.

This paper examines whether Tinto's integration framework—commonly used to examine student persistence in the four-year sector—is applicable to two-year institutions.

In this journal article, the authors examine how student success courses help students develop relationships that provide support and useful information long after the class is over.