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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.

Using data from the National Longitudinal Survey of Youth 1997, this paper compares the academic and labor market outcomes of high school graduates who delay college enrollment and those who enroll in college immediately up to 13 years after high school completion.

Based on interviews with stakeholders in 11 states and other data, this brief describes the design, implementation, and effectiveness of math transition courses and identifies major trends in course development.

Drawing from interviews and prior CCRC research, this short publication offers an overview of transition course design options for educators thinking about implementing transition courses. It includes information on course purpose, content, delivery, organization, structure, and context.

Using interview, focus group, and survey data, this brief explores the experiences of part-time faculty at six Achieving the Dream leader colleges working to engage adjunct faculty in student success initiatives.

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.

Based on interviews and other data, this brief describes key elements of English transition curricula in seven states and highlights ways this type of intervention may help prepare students for college.