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Using data from two state systems, this paper examines whether it is more efficient for bachelor’s degree seekers to start at a two-year college.

This chapter argues that substantially increasing college completion rates requires comprehensive institutional reform with a focus on measurable student success, an intentional and cohesive package of programmatic components, and a culture of evidence.

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

This paper provides an overview of undergraduate financial aid to inform discussions of the future of undergraduate education in the United States and the role of financial aid within it.

This paper addresses empirical challenges in identifying stackable credentials, distinguishes three types of stackable awards, and estimates the numbers of persons who earn such awards. It then discusses the utility of these awards in meeting labor market demands and needs of students.

This report provides insight into how colleges are planning and implementing “guided pathways” reforms based on the early work of 30 colleges participating in the American Association of Community Colleges’ (AACC) Pathways Project.

This CAPSEE working paper examines returns to terminal associate degrees and certificates up to 11 years after students initially entered a community college in Ohio. The authors use an individual fixed-effects approach that controls for students’ pre-enrollment earnings and allows the returns to credential completion to vary over time.

This CAPSEE working paper reviews results from fixed effects models of the earnings gains from completing an associate degree and compares them with ordinary least squares model estimates.

In CCRC's 2017 newsletter, Director Thomas Bailey discusses how CAPSEE research has contributed to the understanding of the value of investing in a college education.

Based on recent CAPSEE studies in two states, this brief discusses the motivations for satisfactory academic progress requirements for federal aid, examines how community college students are affected, and assesses the implications for program efficiency and equity.