This study explored factors affecting students’ patterns of progression from developmental education through introductory college-level or “gatekeeper” math and English courses.

Using student record data from City University of New York (CUNY) community colleges, CCRC examined developmental assessment and placement policies and programmatic interventions.

CCRC conducted several studies on the entry assessments used by community colleges to assign students to remedial or college-level courses.

With the Institute for Higher Education Leadership, CCRC is leading an evaluation of the Student Achievement Initiative, a policy to reward colleges for improvements in student achievement.

CCRC evaluated the “culture of evidence” model of institutional improvement that was being tested by Achieving the Dream’s participating colleges.

CCRC studied dual enrollment in Tennessee and several peer states to generate a set of policy recommendations for consideration by Tennessee policymakers during the 2013 legislative session.

CCRC partnered with MDRC in its evaluation of the Developmental Education Initiative, part of Achieving the Dream.

CCRC examined the outcomes of students who participate in student success courses, along with the policies, practices, and implementation challenges at three Virginia colleges.

CCRC explored factors that affect teaching and learning in online courses, including faculty development, faculty and student perceptions, students’ online readiness, and instructional activities.

CCRC conducted studies of two accelerated developmental education programs: FastStart at the Community College of Denver and the accelerated English program at Chabot College in California.

CCRC partnered with Mathematica Policy Research to provide evaluation-related technical assistance to Trade Adjustment Assistance Community College and Career Training (TAACCCT) grantees.

NCPR was a partnership that included CCRC, MDRC, the Curry School of Education at the University of Virginia, and faculty at Harvard University.

Each paper in this series synthesizes evidence from the research literature to draw conclusions on a particular topic and provide recommendations to practitioners, policymakers, and researchers.

CCRC completed a three-year study on the role of associate degrees in preparing graduates for information technology (IT) jobs in the Seattle and Detroit labor markets.

Using longitudinal data, this study provided a quasi-experimental examination of the effects of the Federal Work-Study program on student achievement, persistence, and completion.

CCRC studied the implementation and program impacts of the career-focused dual enrollment programs in California's Concurrent Courses Initiative.

CCRC and JBL Associates evaluated Tennessee's efforts to increase structure in community college programs and strengthen connections between community colleges and adult career centers.

CCRC researchers participated in the U.S. Department of Education's White House Summit on Community College and a subsequent virtual symposium.

CCRC examined the factors influencing states' decisions to implement or not to implement performance funding for higher education and the demise of two performance funding programs.

CCRC conducted multivariate analyses of the effects of participating in the Community College of Baltimore County's Accelerated Learning Program for upper level developmental writing students.