Publications

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.

Using financial data from IPEDS, this ARCC Network brief examines what happened to community college revenue and student aid during the pandemic and assesses the importance of Higher Education Emergency Relief (HEER) funding for community colleges and their students.

This ARCC Network report examines how Higher Education Emergency Relief (HEER) funds were distributed to community colleges and the extent to which the colleges spent those funds. It also explores how HEER funding and spending patterns differed by institutional and student characteristics.

This ARCC Network brief describes Higher Education Emergency Relief funding the federal government provided to community colleges, and it provides a first look at how much funding was awarded to and spent by the colleges through February 2023.

This report describes the diversity and complexity of community college state finance systems, and how to identify the often competing incentives within them, by comparing the systems of three very different states: California, Ohio, and Texas.

Using three case studies, this paper examines the conditions under which dual enrollment programming could be made sustainable through efficiency gains, even for colleges that charge discounted tuition (or none at all)

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 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 policy fact sheet discusses revenue streams for community colleges, disparity in resources relative to public four-year colleges, and federal spending, including COVID-19 relief funding.

This fact sheet discusses the rate of borrowing among students in different sectors, how community college students can benefit from access to loans, and the wide disparities in default by race and income.

CCRC offers a short primer on the multiple missions of these institutions, what kinds of students they enroll, what outcomes they produce, and some of the major issues they face.

Drawing on data from 12 community colleges, this paper analyzes the resources required to implement guided pathways reforms and examines their feasibility and affordability, as well as their value for students.

This journal article explores similarities and dissimilarities of higher education policies in England and the United States with an eye to what each country can learn from the other regarding the reduction of social class and racial/ethnic differences in higher education access and success.

This article discusses the origins, implementation, and impacts of neoliberal policies by examining the case of performance-based funding for higher education in the United States, Europe, Canada, Australia, and elsewhere. It provides recommendations for how to improve performance funding and how to construct policy models that go behind the narrow imaginings of neoliberal theory.

This paper examines the labor market gains for students who enrolled at for-profit colleges after beginning their postsecondary education in community college.

This report describes the Mathematics Pathways to Completion project developed by the Charles A. Dana Center and the condititions that facilitate the statewide implementation of math pathways reforms.

This paper discusses the organization, roles, and contributions of community colleges, and it analyzes reforms that have been proposed and enacted to meet ongoing challenges.

In this Brookings report, the author examines the policy landscape and reviews available evidence to assess the potential benefits and costs of thinking beyond the box in college admissions. The author then offers six key findings that have emerged from this review.

This report examines the consequences of ending free college in England, and considers what lessons may be drawn for the U.S. policy conversation.

Based on three sets of analyses, this report to the Greater Texas Foundation recommends ways that state policy could help to improve outcomes for community college transfer students in Texas.

This book explores the how and why of the federal regulatory policymaking process as it pertains to higher education, financial aid, and student loan debt.

This book is the culmination of a three-year study of performance funding in Indiana, Ohio, and Tennessee. Based on interviews with state officials and staff at 18 public institutions, the book delves into the policy implications of performance funding, which ties state financial support of colleges and universities to institutional performance.

Using student-level data from the Tennessee Board of Regents, this paper explores the academic and economic consequences of taking higher or lower credit loads in the first semester and first year of college.

In addition to drawing on the existing body of research on performance funding, this journal article reports data from a study of the implementation of performance funding in three leading states (Indiana, Ohio, and Tennessee) and its impacts on three universities and three community colleges in each state.

In this National Bureau of Economic Research (NBER) working paper, the authors describe the barriers that students face during the transition to college and review the evidence on potential policy solutions.

This paper reviews how an increase in contingent faculty and an increase in class size might affect efficiency at community colleges.

In this book, the authors explore the various forces, actors, and motivations behind the adoption, discontinuation, and transformation of performance funding systems.

Based on interviews with over 200 college personnel in Indiana, Ohio, and Tennessee, this paper identifies and analyzes the deliberative structures used by colleges and universities to respond to performance funding demands.

This brief reviews what states can do to support public colleges and universities so they can effectively respond to the new demands placed on them by performance funding policies.

This paper identifies and analyzes the types and numbers of unintended impacts—actual or potential—of state performance funding policies on higher education institutions in three states: Indiana, Ohio, and Tennessee.

This paper examines the major obstacles that hinder higher education institutions from responding effectively to the demands of performance funding programs in three states: Indiana, Ohio, and Tennessee.

This paper examines the ways that universities and community colleges in Indiana, Ohio, and Tennessee have altered their policies, practices, and programs to respond to the demands of performance funding programs.

This study examines the primary policy instruments through which state performance funding systems influence higher education institutions in Indiana, Ohio, and Tennessee.

This paper summarizes findings from a large study on the implementation and impacts of performance funding in three states that are regarded as leaders in that movement: Indiana, Ohio, and Tennessee.

This article reviews the forms, extent, origins, implementation, impacts (intended and unintended), and policy prospects of performance funding.

This paper introduces a model that uses transcript data matched to credit-level cost data and funding formulae to calculate the implications for efficiency of reforms intended to improve completion rates.

Using the Education Longitudinal Study of 2002, this CAPSEE working paper evaluates the postsecondary and labor market outcomes of students who attended for-profit colleges.

In light of cost-cutting practices used by community colleges today, this article argues that the emphasis of policy and practice should be on improving efficiency: the cost per completion of a high-quality credential.

This paper estimates technical efficiency scores across the community college sector; it finds that the colleges have become more efficient over time but finds no evidence of economies of scale.

This paper examines the political forces supporting the enactment of performance funding 2.0 programs—in which performance funding is embedded into base state funding for higher education—in three leading states.

This brief summarizes the research on the impacts of performance funding and suggests ways policymakers implementing performance funding programs can address obstacles and avoid unexpected outcomes.

This paper argues that policymaking has been impaired by neglect of the fact that returns to college are high and by acceptance of the myth that the college affordability crisis is due to colleges' wasteful spending.

This study reviews the theories of action that advocates of performance funding have espoused for higher education in three states that are leaders in performance funding: Indiana, Ohio, and Tennessee.

This monograph reviews the national and state literature on the forms and impacts of performance funding, and it includes policy recommendations and suggestions for further research.

This article reviews research on what community colleges and less selective public universities can do to graduate more students at a lower cost without sacrificing access or quality.

Based on findings from a three-year study of Washington State’s Student Achievement Initiative, this policy brief offers lessons for state leaders seeking to design effective higher education performance funding systems.

This article discusses political forces that shaped performance funding policies in eight states: Florida, Illinois, Missouri, South Carolina, Tennessee, Washington, California, and Nevada.

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 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 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.