Publications

Caring Campus/Faculty is a program aimed at increasing students’ connection to college; this report shares findings from a study on how it is being adopted at several colleges, including insights into effective faculty engagement and implementation.

Using employer-employee-student matched administrative data from Ohio, this paper provides the first direct evidence of workers' enrollment responses following mass layoffs in the United States.

In a review of impact and implementation studies from the past ten years, this CAPR report summarizes what is known about how innovations to developmental education can improve student outcomes, and it draws out five principles that are key for reform.

This report and accompanying case studies describe how three small colleges have made large-scale changes in practice based on the guided pathways model and how they funded and are sustaining these changes to improve rates of student progression and completion.

This CAPR brief provides guidance to institutions seeking to design and implement placement systems that redress limitations of test-only systems and that work in conjunction with other reforms to generate more equitable outcomes.

Using nine years of data from one state, this paper tracks completion and transfer outcomes to examine when gaps between Black, Hispanic, and White community college students occur, and it estimates the benefits of reaching early academic milestones for such students.

This fact sheet describes how community colleges hold potential for diversifying the STEM workforce as well as the challenges that community college students face in completing STEM programs.

This journal article examines how students at six community colleges identified and weighed possible transfer destination colleges, and how dedicated and personalized advisement shaped students’ transfer plans and contributed to their transfer outcomes.

This paper presents a methodology for assessing the scale of adoption and estimating the causal effects of guided pathways within states and across colleges that have adopted the approach.

Using data from the Education Longitudinal Study and a propensity score matching approach, this paper compares outcomes of four-year college students who earned either 1–10 credits or no credits at a community college.