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This brief examines the expansion and adaptation of the City University of New York’s Accelerated Study in Associate Programs (ASAP), using Bronx Community College as an illustrative case study.

Demographic and postsecondary enrollment data suggest that the proportion of community college students who need support to access curricula in English is large and will continue to grow in the coming years. Informed by relevant research literature, this paper examines factors within the community college context that affect the experiences and academic outcomes of the English learner population broadly, and, given that they can be more easily identified and have been the subject of much more study, students who enroll in ESL courses in particular.

In 2012, Quad Learning partnered with two community colleges to pilot American Honors, a program designed to help academically talented community college students overcome the challenges of transferring to more selective four-year destinations. This paper traces the components of the program's socially conscious theory of change and its for-profit business model, and the tensions between the two. 

In this piece for the Teachers College Record, CCRC Director Thomas Brock describes how mixed methods may be used in education research and offers advice to researchers who are seeking funding from IES for mixed methods studies.

Written in conjunction with the Education Commission of the States, this brief explains multiple measures assessment and placement, which studies have indicated more accurately predicts students' success in college-level courses than standardized tests alone. The brief also describes how different states are implementing the approach.

This Change Magazine article examines the Florida College and Career Readiness Initiative, which is one of the first statewide policies of its kind and aims to boost postsecondary readiness among underprepared high school students. The article offers insights for policymakers looking to improve student success and details the challenges practitioners have encountered when attempting to translate intention into impact.

This paper describes how community colleges became major resources for the nation's workforce development requirements and discusses the ways this role continues to evolve to meet the needs of students, employers, and local communities. The paper concludes with a description of major trends that will inform the future of workforce development in the American community college.

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 working paper describes demography as opportunity, which is a simple idea grounded in a commitment to affirm the worth of the students who attend community colleges by being responsive to their life circumstances. The concept marries the racial and ethnic shifts underway in the country and in higher education with equity perspectives on historically disenfranchised populations.

This paper 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.