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.

In this mixed-methods project, researchers will describe the support networks and help-seeking preferences and behaviors of first-generation students at four public colleges in California.

In this project, CCRC will partner with the Aspen Institute and the National Student Clearinghouse Research Center (NSCRC) to update two influential publications on transfer but with a more central focus on improving equity in bachelor’s degree attainment among community college transfer students.

Working with Complete College America, CCRC researchers will identify colleges closing equity gaps between students of color and their peers. This project is intended to highlight opportunities to integrate student success reforms with culturally sustaining offerings.

This study will identify what topics colleges most want to learn about and what they see as their most pressing challenges. The findings will be used to make recommendations regarding what applied research organizations, intermediaries, technical assistance providers, and funders can do to design and implement applied learning activities that will do a better job of attracting and addressing the needs of underserved colleges.

In this project, CCRC will work in Florida and Texas to expand efforts by community colleges and their K-12 partners to extend equity-focused guided pathways practices to dual enrollment students from underserved groups.

In this two-year project, CCRC will develop additional guidance for state policymakers on how they can support the scaling of dual enrollment equity pathways (DEEP) practices across their states.

This project will study whether whole-college guided pathways reforms can improve STEM outcomes for underrepresented students and students generally.

To support colleges' efforts to implement guided pathways reforms, CCRC is developing a set of resources that includes workshop curricula and materials as well as summer data institutes.

This exploratory study will examine English learners’ experiences in community college; it will focus on institutional policies and practices related to their enrollment and advancement in English as a Second Language and developmental English courses as well as college-level courses and programs likely to impact their academic outcomes.

In this project, CCRC is using a mixed-methods design to examine how community colleges promote and facilitate enrollment, persistence, and transfer in humanities fields.

CCRC is evaluating the Caring Campus Initiative, a project designed to create a positive, supportive campus culture and to increase students’ sense of connectedness to the college through the development of student-centered behaviors and activities among faculty and staff.

This project will address the need for targeted efforts to support Black, Latinx, and low-income students and close achievement gaps.

CCRC is working with the Ohio Association of Community Colleges (OACC), the Ohio Department of Higher Education (ODHE), and the state’s 23 community and technical colleges to create guided pathways for students to postsecondary credentials and careers.

Over the course of this three-year project, CCRC will seek to build knowledge and tools that will help practitioners implement effective guided pathways reforms.

In collaboration with the Massachusetts Institute of Technology (MIT) Task Force on the Work of the Future, CCRC is examining how employers’ adoption of new technologies such as artificial intelligence and robotics is impacting workforce education programs at community colleges, with a focus on programs and practices that offer meaningful opportunities for low income and underrepresented students to advance economically.

As part of the next frontier of guided pathways work, CCRC and WestEd are studying how community colleges are partnering with local employers, universities, and K-12 schools to build cross-sector educational pathways to good jobs in their communities.

Led by the Charles A. Dana Center at the University of Texas at Austin, this project seeks to create a new paradigm for college and career readiness in mathematics and in doing so reduce equity gaps and prepare students for success in postsecondary education and a range of occupations.

In partnership with Education Northwest (EdNW), CCRC tested the usability of Lesson Study among instructors teaching developmental mathematics at three community colleges in Oregon.

CCRC is assessing the effectiveness of technology-based advising to assist students in choosing careers, programs, and course sequences and helping to develop guidelines for their use.