This book chapter explores the personal support networks and help-seeking preferences of immigrant-origin, first-generation-in-college students (FGCS) as part of a three-year longitudinal mixed-methods study with FGCSs at four public Hispanic-serving institutions in California.

This Postsecondary Teaching with Technology Collaborative report examines how faculty and staff at nine institutions reconsidered students’ online learning needs in the midst of the pandemic, and it explores how supports were offered to help students strengthen their self-directed learning skills.

This Postsecondary Teaching with Technology Collaborative brief discusses some of the challenges with online teaching reported by STEM instructors, describes a self-directed learning (SDL) framework to address these challenges, and highlights support strategies that can be integrated into teaching practices.

This fact sheet describes the growth of dual enrollment, the various models and funding mechanisms, and steps colleges and high schools can take to make dual enrollment more equitable.

This paper describes research that prompted developmental education reform, explores efforts in California that led to the passing of A.B. 705, summarizes research on its implementation and outcomes, and discusses the implications of this research for improving postsecondary access and success.

This journal article analyzes how choice proliferation and information inequity in higher education join to produce and legitimate educational inequality, and it offers detailed recommendations on how to reduce this inegalitarian impact.

This Annenberg Institute working paper examines the relationship between community college students’ academic persistence and their time utilization, engagement with campus resources, and financial and mental well-being, as well as the relative importance of these factors for students’ educational attainment.

This brief discusses findings and implications from two recent large studies of guided pathways that examined the scale at which colleges have implemented reforms and the association between adopted practices and early student outcomes.

Using institutional survey and administrative data, this paper examines the association between statewide adoption of guided pathways practices by community colleges in Tennessee, Ohio, and Washington and improvements in first-year student outcomes.

This CAPR report highlights the roles of key actors and of state context and policy in the implementation of multiple measures assessment (MMA) at 12 two- and four-year colleges in Arkansas and Texas. It also discusses costs and describes challenges, such as obtaining staff buy-in, managing student data, and ensuring sufficient staffing.