Publications

This issue of Inside Out explores how developmental education reforms can create opportunities for faculty to engage in professional learning related to instruction.

This report assesses how and to what extent the Student Achievement Initiative has encouraged two-year public colleges in Washington State to take steps to improve student achievement.

This report describes the progress of six colleges in implementing Achieving the Dream’s “culture of evidence” principles for institutional improvement and charts trends in student outcomes over time.

This NCPR working paper documents the implementation of capstone courses in English and mathematics at more than 20 high schools across Virginia.

This report seeks to understand those aspects of the Integrated Basic Education and Skills Training (I-BEST) program that best support student learning, progression, and completion.

This paper presents the findings from a follow-up quantitative analysis of the Community College of Baltimore County’s Accelerated Learning Program (ALP).

Thomas Bailey and Clive Belfield consider the role of community colleges, with particular attention to the benefits to workers (as measured by earnings) of certificates and degrees by field of study.

This paper offers methods for identifying introductory courses that are obstacles to college completion, and the relative extent of the obstacle each poses.

This paper describes a range of approaches to improving poor course placement accuracy and inconsistent standards associated with traditional assessment and placement practices at community colleges.

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 structure of community college career-technical programs and its association with program completion.

This chapter discusses instructional approaches intended to prepare initially low-skilled college entrants for the reading, writing, and mathematics skills they need to learn from the postsecondary curriculum.

This paper finds that remediation does little to develop students' skills but does not discourage initial enrollment or persistence, except among students identified as potentially misassigned.

The three-year study examined the outcomes of almost 3,000 students participating in eight dual enrollment programs across California.

This NCPR working paper compares outcomes of students who participated in dual enrollment courses through the Concurrent Courses Initiative with those of similar students who did not participate.

This book chapter discusses community college graduation goals that have been set by the Obama administration, the Bill & Melinda Gates Foundation, and Lumina Foundation for Education.

This NCPR report presents findings from an experimental study of eight developmental summer bridge programs offered in Texas during the summer of 2009.

This study examines 37 college readiness partnership programs in Texas and the partnerships that created them, identifying their key characteristics as well as benefits and challenges related to their implementation.

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.

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.

Based on fieldwork in two distinct labor markets, this paper compares how associate and bachelor's degrees are perceived by employers seeking to hire IT technicians.

This paper uses student-level data from a statewide community college system to examine the validity of placement tests and high school information in predicting course grades and college performance.

This paper analyzes the predictive validity of one of the most commonly used placement exams using data on over 42,000 first-time entrants in a large, urban community college system.

This practitioner packet synthesizes CCRC's findings on dual enrollment outcomes, presents a case study, and lays out guiding questions for practitioners implementing dual enrollment programs.

This National Bureau of Economic Research (NBER) working paper examines working patterns among traditional-age college students from 1970–2009, considers several explanations for the long-term trend of rising employment, and examines whether the upward trend is likely to resume when economic conditions improve.

This inaugural edition of Inside Out, a publication of CCRC's Scaling Innovation project, provides an introduction to the project and its partners.

This paper argues that to improve completion rates, colleges must help students enter programs as soon as possible; it presents a method for measuring program entry and completion rates using transcript data.

This NCPR working paper uses a regression discontinuity design to gauge the causal effects of dual enrollment on rates of high school graduation, college enrollment, and college completion among students on the margin of eligibility for dual enrollment participation.

Over the past three decades, almost half of all states have implemented some form of performance funding in an effort ...

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 examines the role of entry assessment and its implementation, the validity of common assessments, and emerging directions in assessment policy and practice.

This NCPR report presents the early findings of an evaluation of eight developmental summer bridge programs in Texas (seven at community colleges and one at an open-admissions four-year university).

Using data from two cohorts of all high school students in Florida and controlling for schools' and students' characteristics, this NCPR working paper examines the relative power of AP and dual enrollment in predicting students' college access and success.

A clustering algorithm is applied to the transcripts of a cohort of first-time students in the Washington State system in order to determine what programs of study they appear to be pursuing.

This report discusses eight secondary-postsecondary partnerships in California that sought to integrate dual enrollment with a career-focused strategy for engaging struggling students.

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.