CCRC and MDRC are working with colleges in Minnesota and Wisconsin to build and evaluate high-quality multiple measures assessment (MMA) systems.

CCRC is partnering with the Tennessee Board of Regents and the Washington State Board for Community and Technical Colleges to produce a series of practitioner-oriented research reports and briefs as well as a field guide with associated tools to help practitioners implementing pathways measure the effectiveness and costs of their reforms.

In this project, CCRC will study the costs of implementing guided pathways at three colleges in Michigan, Texas, and California to determine if the reforms are a sustainable strategy for these institutions in the current business environment.

This research project is designed to better understand the drivers that can increase equitable access to and success in dual enrollment, early college high schools, Advanced Placement (AP), and International Baccalaureate (IB).

CCRC is developing two tools to help colleges identify equity gaps at the program level and to reflect on current policies and practices that may be contributing to inequitable outcomes and seek to change them.

CCRC is assessing the effectiveness of the career guidance strategies two leading Florida community colleges are implementing as part of larger guided pathways reforms they are implementing.

In partnership with MDRC, CCRC is conducting an evaluation of CUNY Start, a pre-matriculation program designed to help students with substantial needs in basic skills to succeed in college.

This project examined how humanities and liberal arts coursework influences bachelor's degree completion for students who transfer from community colleges.

Through this project, CCRC will provide practitioners and policymakers with actionable findings that can be used to plan, implement, and refine developmental English, developmental reading, and ESL reforms and to improve postsecondary literacy outcomes.

With CCRC, this Achieving the Dream (ATD) project seeks to build institutional capacity to better integrate and engage adjunct faculty in student success initiatives and to understand and address the opportunities and challenges faced by colleges employing part-time faculty.

CCRC is documenting emerging practices in credit/noncredit workforce education program alignment among a set of 13 community colleges identified by the Capital One Foundation.

CCRC is examining whether American Honors students are more likely than similar students to persist and transfer.

CCRC is conducting research on the implementation of the CUNY ASAP scale-up at Bronx Community College, using data gathered from interviews and discussions with students, administrators, and faculty to inform and refine the implementation process in real time.

CCRC is conducting a formative evaluation of the Mathematics Pathways to Completion (MPC) focusing on the state-level and institutional-level conditions necessary to scale math pathways across colleges.

CCRC is examining early assessment and transition curricula in four states and conducting a rigorous evaluation of the outcomes of students who participate in selected transition curricula in two states.

CCRC is evaluating a project to test and expand Kentucky’s online, personalized, competency-based learning system for training IT workers in the computer and medical fields.

CCRC is working with NAF to conduct research on NAF students’ postsecondary outcomes as well as students’ experiences in the transition from high school to college.

This project will examine stackable sub-baccalaureate credentials within three state higher education systems. Given the pressures on colleges to offer these credentials and the need for skills accumulation by workers, we expect the results of this study to be an important contribution to the discussion on the design of postsecondary credentials and their impact on the labor market.

CCRC is partnering with Public Agenda and the Aspen Institute to promote the widespread adoption of high-impact strategies for improving degree completion among students who start in community colleges seeking bachelor’s degrees.

A federal center that operated from 2011 to 2017, CAPSEE conducted research on the employment and earnings benefits associated with a broad range of postsecondary education pathways.