This project will explore the implications of current scheduling practices for students’ completion of programs of study. What trade-offs do students make when selecting courses each semester, and how do their preferences for course features vary depending on their responsibilities outside of college?

CCRC is evaluating Achieving the Dream's initiative to scale shortened academic terms and will explore the conditions that support or hinder implementation, as well as describe changes in academic performance post implementation.

Researchers are conducting a mixed-methods evaluation of the implementation and effectiveness of the fourth round of the Strengthening Community Colleges Training Grants Program (SCC4), which seeks to build community colleges’ capacity to equitably support students in obtaining good jobs and meet employers’ needs for skilled workers by enhancing sector-based career pathways programs.

Using surveys and interviews with students, faculty, and staff, as well as administrative data, this project is exploring students’ decision-making about programs of study and what perceptions they have about these programs over the course of their college careers.

This project examines the 10-year impact of the City University of New York's Accelerated Studies in Associate Programs on education and labor market outcomes, pooling data from six community colleges in New York and Ohio. It is the first study to assess ASAP’s labor market outcomes, including employment and earnings.

The Ohio Strong Start in Science project (OhioSSS) will provide colleges and their science faculty support to review placement procedures, redesign curriculum, and institute academic supports in introductory chemistry, biology and human anatomy and physiology courses.

In this project, CCRC is investigating the effects of Federal Work-Study (FWS) at a large, urban, public postsecondary system using a randomized lottery among equally eligible FWS applicants.

This project continues previous research on Dual Enrollment Equity Pathways (DEEP) by producing research-based guidance, tools, and metrics to support efforts by college and K-12 practitioners to plan, implement, and scale practices aligned with the DEEP framework.

This project is examining learning supports colleges are using in corequisite courses. The project will also highlight promising innovations and rigorously evaluate a student support intervention designed to increase success in corequisite courses.

This project addresses equity gaps in developmental education reforms and seeks interventions to generate larger and longer-lasting effects for underserved students.

The Regional Education Laboratory (REL) Northwest, led by WestEd, is creating a toolkit to facilitate the adoption of the recommendations in a practice guide on technology and postsecondary instruction from the Institute of Education Sciences at the Department of Education. In this project, CCRC is evaluating a professional learning component of the toolkit.

This project examines the trajectories of successful community college STEM transfer students and explores opportunities to diversify STEM bachelor's degree completers.

CCRC is partnering with the Virginia Community College System (VCCS) and the University of Pennsylvania to examine and improve Get A Skill, Get A Job, Get Ahead (G3), VCCS’s pandemic workforce recovery initiative.

In this project, CCRC and the Aspen Institute College Excellence Program are collaborating with 10 community colleges or districts to improve their students’ post-college outcomes.

In this project, researchers are using a randomized controlled trial (RCT) to evaluate whether a cost-of-living grant for low-income community college students increases college retention and completion.

The Postsecondary Teaching with Technology Collaborative works with students, faculty, technology developers, and other researchers to improve our knowledge of how college and university instructors can effectively use technology to help students develop self-directed learning skills in online courses.

This study is exploring how four-year universities have redesigned their early childhood education programs to support the seamless transfer of students with an AAS degree to a bachelor’s degree program and is also exploring how these changes vary by institution.

This project is exploring the backgrounds and goals of adult education ESL students and the barriers they face navigating long ESL course sequences and complicated performance requirements. It is also examining how City College Chicago campuses are reforming ESL, how federal and state policy related to ESL courses is helping or hindering student outcomes, and the perspectives of adult education ESL instructors.

CAPR carries out research on innovative approaches to remedial assessment, placement, and instruction in collaboration with social policy research organization MDRC.

The CCRC–City University of New York (CUNY) policy lab is developing broader and more nuanced measures of post-college success; studying what factors predict successful transitions from college into the labor force; and evaluating the impact of specific interventions and experiences that may improve post-college transitions, particularly for disadvantaged groups.