CCRC studied the outcomes of students who transfer from Macomb Community College, their success rates at various destination institutions, and the factors that underlie their success and failure.

This project investigated Texas’ transfer outcomes, transfer policies, and community college students’ decisions about transfer to shed light on incentives for desirable student-level and institution-level transfer-related behaviors and policies that might influence those behaviors.

With this research project, CCRC analyzed student progression into and through program pathways and measured the labor market returns to particular programs at the City Colleges of Chicago.

This project examined, documented, and assessed the coherence of existing place-based collaborations seeking to facilitate pathways for postsecondary education and workforce preparedness for immigrants, veterans, and formerly incarcerated individuals.

The goal of this project was to encourage and enable colleges and universities to replicate highly effective, scaled transfer practices that substantially increase associate and bachelor’s degree completion across fields, with a special focus on STEM.

CCRC, along with Complete College America, worked with two- and four-year public system leaders in two states—Indiana and Tennessee—in partnership with other institutional stakeholders, to develop and implement guided pathways reforms across each system.

CCRC explored the pathways of community college students who eventually transfer and earn bachelor’s degrees in computer science fields, including their enrollment patterns, transfer behaviors, and time to completion.

CCRC partnered with community college agencies to extend analyses of student progression, course-taking patterns, transfer, and completion at the college level to the state or system level.

CCRC developed analytics and prototyped tools that colleges could use to improve student progress tracking, advising, and program design as part of learner-relationship management systems.

CCRC examined placement exam costs in an urban community college system with centralized assessment and placement policies and a statewide system with variation across institutions.

CCRC researchers examined multiple aspects of the developmental education reforms in the community college systems in North Carolina in Virginia.

CCRC was part of a national technical assistance team that worked with two-year colleges in Arkansas to improve student outcomes by creating more highly structured and educationally coherent pathways to student end goals.

CCRC was a national technical assistance team partner organization in Completion by Design, which worked with colleges in four states to increase college completion rates.

This project extended CCRC’s previous research on remedial placement accuracy to examine the distribution of placement errors across demographic categories and by high school.

This study examined how different kinds of state performance funding programs have been implemented in Indiana, Ohio, and Tennessee.

This research and implementation project examined how instructional innovation in developmental education can enhance students’ learning and persistence.

This project examined the process and challenges of implementing a revised student success course at CUNY's Bronx Community college and evaluated the outcomes of participating students.

CCRC collaborated with Macomb Community College to identify and address complexities in the institutional system that create confusion or pose other challenges to students.

CCRC evaluated the I-BEST program model, which pairs basic skills and career–technical instructors in the classroom so that students gain basic and occupational skills simultaneously.

This study examined the organization and practices of community and technical college occupational programs that enable low-income young adults to complete credentials and obtain employment.