Publications

This Center on Poverty and Social Policy working paper estimates the incremental long-run benefits and costs of participation in CUNY’s Accelerate, Complete, and Engage program, aimed at increasing bachelor’s completion rates.

Using administrative data, this paper analyzes Get a Skill, Get a Job, Get Ahead (G3)—a free community college initiative that Virginia implemented in 2021—and shows that both institutions and students responded to the tuition-free messaging and eligibility criteria.

This ARCC Network brief uses enrollment and outcome data as well as interview data from eight colleges implementing the Get A Skill, Get A Job, Get Ahead (G3) program to examine college-level G3 outreach, recruitment, and enrollment strategies and the process for awarding G3 aid.

This fact sheet discusses how important Pell Grants are for community college students and describes recent and proposed changes in the Pell Grant program.

Using administrative data from the City University of New York (CUNY), this paper examines the impact of the summer Pell program on community college student persistence, completion, and employment outcomes.

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 fact sheet outlines how the Federal Work-Study program works, its effects on academic and labor market outcomes, and why so few community college students receive Federal Work-Study aid.

This report builds off previous research on American Honors to look at the unintended consequences of college promise programs for the economic mobility of high-achieving, low-income students.

This paper illustrates student responses to Satisfactory Academic Progress (SAP) requirements as well as the tradeoffs faced by a social planner weighing whether to set performance standards in the context of need-based aid.

This paper employs a difference-in-difference approach to examine the credit, credential completion, and labor market outcomes resulting from the year-round Pell using a state administrative dataset from a community college system.