Publications

This program classification guidebook and accompanying data analysis and visualization tools from the Aspen Institute and CCRC can be useful for community colleges seeking to increase the number of students in high-value programs and decrease the number in lower value pathways.

This ARCC Network brief uses enrollment and outcome data as well as interview data from eight colleges implementing the Get A Skill, Get A Job, Get Ahead (G3) program to examine college-level G3 outreach, recruitment, and enrollment strategies and the process for awarding G3 aid.

In this Call to Action, CCRC shares five insights from a recent symposium on the role community colleges can play in addressing climate change, with the goal of supporting work currently underway and galvanizing further efforts to prepare workers for the green economy.

This Annenberg Institute working paper provides up-to-date causal evidence on labor market returns to master’s degrees and examines heterogeneity in the returns by field area, student demographics, and initial labor market conditions.

Using administrative data from CUNY, this brief explores the role that community colleges play in contributing to degrees awarded in education, and it considers how the transfer experience for students interested in pursuing careers as teachers can be improved.

This report argues that a more inclusive definition of STEM that accounts for STEM-oriented technical training programs would better represent the contribution community colleges make to STEM education and the STEM workforce.

This report uses IPEDS data to better understand healthcare training programs and the current role that community colleges play in training healthcare workers, including public health workers.

This brief examines research on five programs—AP, IB, dual enrollment, ECHSs and P-TECHs, and high school CTE with articulated credit—and assesses their potential as large-scale on-ramps to high-quality postsecondary programs for underrepresented students.

Using administrative data from the City University of New York (CUNY), this paper examines the impact of the summer Pell program on community college student persistence, completion, and employment outcomes.

Using an innovative text mining technique on transcript data from a large public college system, this paper examines patterns and post-degree labor market outcomes of taking work-based courses at two-year and four-year colleges in that system.