Publications

This inaugural edition of Inside Out, a publication of CCRC's Scaling Innovation project, provides an introduction to the project and its partners.

This study used a statewide administrative dataset to estimate the effects of taking one's first college-level math or English course online rather than face to face, in terms of both course retention and course performance.

This review of the postsecondary literature on online learning suggests that online coursework hinders progression for low-income and underprepared students, explores why students might struggle in these courses, and offers suggestions on how public policy and institutional practice could be changed to improve online learning.

This working paper investigates enrollment patterns and academic outcomes over five years in online, hybrid, and face-to-face courses among students who enrolled in Washington State community and technical colleges in the fall of 2004.

This paper reviews the evidence base for pedagogical reforms in the developmental mathematics classroom, examining the theoretical and empirical evidence on six innovative instructional approaches.

This paper provides evidence on the potential efficacy of a contextualized approach in helping students develop an important academic skill, written summarization.

This paper presents findings from a quantitative analysis of the Community College of Baltimore County's Accelerated Learning Program (ALP) for upper level developmental writing students.

This study examines online course taking patterns among students in the Virginia Community College System, as well as retention and performance in online versus face-to-face courses, and subsequent educational outcomes.

This paper demonstrates that a close analysis of the studies of online learning included in a Department of Education meta-analysis reveals no trend in favor of the online course mode.

Relying on data from an in-depth study of 15 community colleges, this article explores online education through the lens of institutional theory.

This chapter discusses the challenge of aligning four necessary elements—instructor approach, student needs, curricular content, and instructional support—in the developmental classroom.

This publication identifies current organizational and instructional approaches to developmental education in community colleges and recommends a process by which colleges can make institutionally appropriate decisions to improve developmental education outcomes.

This journal article details a case study on 15 community colleges across the United States and includes findings revealing important means of increasing students' academic preparedness for postsecondary study.

This report presents the findings of exploratory research designed to identify the characteristics of the outsourcing of instruction at community colleges and the forces that promote or block its spread.

This journal article discusses the performance of community college remedial writing students on a task that required them to compose an informational report from sources.

This nine-part series presents case material from a study of curriculum and pedagogy for integrated instruction in seven community colleges across the country.

This journal article discusses a study that investigated the effects of task repetition on the writing skills of upper level developmental reading students.

This report presents case studies of seven community colleges that used curriculum and pedagogy to integrate academic and occupational education.

This book examines the nature of teaching and the institutional forces that shape it in a variety of course settings, ranging from innovative approaches to complex subjects to conventional didactic instruction.