Research Projects
November 2015–December 2016
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.
January 2015–December 2016
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.
June 2013–December 2016
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.
October 2014–September 2016
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.
October 2013–September 2016
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.
September 2015–August 2016
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.
March 2012–August 2016
CCRC researchers examined multiple aspects of the developmental education reforms in the community college systems in North Carolina in Virginia.
March 2012–August 2016
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.
March 2012–August 2016
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.
March 2012–August 2016
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.
June 2014–May 2016
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.
May 2011–February 2016
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.
March 2012–May 2015
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.
July 2011–December 2014
This study examined how different kinds of state performance funding programs have been implemented in Indiana, Ohio, and Tennessee.
May 2013–June 2014
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.
March 2011–April 2014
This research and implementation project examined how instructional innovation in developmental education can enhance students’ learning and persistence.
September 2010–August 2013
CCRC collaborated with Macomb Community College to identify and address complexities in the institutional system that create confusion or pose other challenges to students.
May 2009–July 2013
CCRC conducted several studies on the entry assessments used by community colleges to assign students to remedial or college-level courses.
May 2009–July 2013
Using student record data from City University of New York (CUNY) community colleges, CCRC examined developmental assessment and placement policies and programmatic interventions.
May 2009–July 2013
This study explored factors affecting students’ patterns of progression from developmental education through introductory college-level or “gatekeeper” math and English courses.
