Bailey, T. (2009). Rethinking Developmental Education in Community College (CCRC Brief No. 40). New York: Community College Research Center, Teachers College, Columbia University. Based on a longer paper, this Brief reviews evidence on the effectiveness of developmental education and suggests a broad reform agenda for helping students with weak academic skills.

Bailey, T. (2009). Challenge and Opportunity: Rethinking the Role and Function of Developmental Education in Community College. New Directions for Community Colleges, vol. 145, 2009. pp. 11-30. This article examines evidence on the effectiveness of developmental education and outlines a broad reform agenda for helping students with weak academic skills.

Karp, M.M., Hughes, K.L. (2008). Dual Enrollment Can Benefit a Broad Range of Students. Techniques: Connecting Education and Careers, vol. 83(7), pp. 14-17. This article describes findings that career and technical education (CTE) students who participated in dual enrollment courses had better educational outcomes than their classmates who did not participate.

Golann, J.W. & Hughes, K.L. (2008). Dual Enrollment Policies and Practices: Earning College Credit in California High Schools. Insight. San Francisco: The James Irvine Foundation. This report is intended to inform educators, policymakers, administrators and researchers about current policies and practices that shape dual enrollment in California.

Karp, M.M,  Calcagno, J.C., Hughes, K.L.,  Jeong, D.W., & Bailey, T.R. (2007). The Postsecondary Achievement of Participants in Dual Enrollment: An Analysis of Student Outcomes in Two States. St. Paul, Minnesota: National Research Center for Career and Technical Education, University of Minnesota. An increasing number of career and technical education (CTE) programs are providing dual enrollment opportunities to their students. This report examines the impact of dual enrollment participation for students in the State of Florida and in New York City.

Hughes, K.L., Karp, M.M., Fermin, B., & Bailey, T.R. (2006). Pathways to College Access and Success (CCRC Brief No. 27). New York: Community College Research Center, Teachers College, Columbia University. CCRC Brief No. 27 summarizes the final report from the Accelerating Student Success through Credit-Based Transition Programs study.

Hughes, K.L., Karp, M.M., Fermin, B., & Bailey, T.R. (2005). Pathways to College Access and Success. New York: Community College Research Center, Teachers College, Columbia University.  A growing number of policymakers, education reform groups, and researchers argue that middle- and even low-achieving high school students may benefit from participation in dual enrollment programs. This report looks at five programs to understand how credit-based transition programs can help middle- and low-achieving students enter and succeed in college.

Karp, M.M., Bailey, T.R., Hughes, K.L., & Fermin, B. (2004). State Dual Enrollment Policies: Addressing Access and Quality Report. New York: Community College Research Center, Teachers College, Columbia University. This important report analyzes dual enrollment legislation in all 50 states and examines whether these policies promote or inhibit the spread of dual enrollment programs.

Karp, M.M., Bailey, T.R., Hughes, K.L., & Fermin, B. (2003). State Dual Enrollment Policies: Addressing Access and Quality (CCRC Brief No.26). New York: Community College Research Center, Teachers College, Columbia University. CCRC Brief No. 26, based on a longer report of the same title, examines how – and whether – access to dual enrollment programs is influenced by state policies.

Bailey, T.R., Hughes, K.L., & Karp, M.M. (2003). Dual Enrollment Programs: Easing Transitions from High School to College (CCRC Brief No.17). New York: Community College Research Center, Teachers College, Columbia University. CCRC Brief No. 17 examines transitions from high school to college and includes a discussion of Tech Prep.

Bailey, T.R., Hughes, K.L., & Karp, M.M. (2002).  What Role Can Dual Enrollment Programs Play in Easing the Transition between High School and Postsecondary Education? Washington D.C.: Office of Vocational and Adult Education, U.S. Department of Education. This report first reviews the coordination of high school exit and college entry standards, and Tech Prep. The bulk of the paper is then devoted to a discussion of one rapidly growing and promising initiative, dual enrollment.

More publications on developmental education are available for download on CCRC's website at: http://ccrc.tc.columbia.edu/Collection.asp?cid=20

For further information on CCRC's research on dual enrollment, please visit the following pages:

• Accelerating Student Success through Credit-Based Transition Programs (CCRC Research Project)
• Postsecondary Achievement of CTE Students in Dual Enrollment (CCRC Research Project)
  

MDRC:

Scrivener, S. &  Weiss, M.J., with Teres, J.J. (2009). More Guidance, Better Results? Three-Year Effects of an Enhanced Student Services Program at Two Community Colleges. New York: MDRC. In this program, low-income students received enhanced student services and were eligible for a modest stipend for two semesters. The program improved academic outcomes in the second semester and registration in the semester after that, but these effects did not persist in subsequent semesters.

Weissman, E., Cerna, O., Geckeler, C., Schneider, E., Price, D.V., & Smith, T.J. (2009). Promoting Partnerships for Student Success Lessons from the SSPIRE Initiative. New York: MDRC. This report describes how community colleges in California that participated in the Student Support Partnership Integrating Resources and Education (SSPIRE) initiative took steps to better serve low-income and underprepared students by integrating student support services with academic instruction.
     
Scrivener, S., Sommo, C., & Collado, H. (2009). Getting Back on Track Effects of a Community College Program for Probationary Students. New York: MDRC. Rates of graduation and degree completion at community colleges remain distressingly low. This report evaluates two versions of a program designed to help probationary students at community college succeed in school. One version increased the average number of credits earned, the proportion of students who earned a grade point average of “C” or higher, and the proportion who moved off probation.
     
Richburg-Hayes, L., Brock, T., LeBlanc, A., Paxson, C., Rouse, C.E. & Barrow, L. (2009). Rewarding Persistence Effects of a Performance-Based Scholarship Program for Low-Income Parents. New York: MDRC. This report describes the impacts of a performance-based scholarship program with a counseling component on academic success and persistence among low-income parents. Students who participated in the program, which was operated at two New Orleans-area colleges as part of MDRC’s multisite Opening Doors demonstration, were more likely to stay in school, get higher grades, and earn more credits.

Scrivener, S., Bloom, D., LeBlanc, A., Paxson, C., Rouse, C.E., & Sommo, C. (March 2008). A Good Start Two-Year Effects of a Freshmen Learning Community Program at Kingsborough Community College. New York: MDRC. This report details an MDRC research study on learning communities that  involved random assignment of 1,534 freshmen.

Scrivener, S. & Pih, M. (April 2007). Early Results from the Opening Doors Demonstration in Ohio. New York: MDRC. Two reports present the early results from MDRC's evaluation of the Opening Doors programs at Community College in . The two-semester programs offered enhanced advising services and a modest scholarship to low-income students to encourage them to stay in school and earn credentials.

Ajose, L., MacGregor, C., & Yan, L. (February 2007). Emergency Financial Aid for Community College Students: Implementation and Early Lessons from the Dreamkeepers and Angel Fund Programs. New York: MDRC. The report describes early findings from MDRC's evaluation of the Dreamkeepers Emergency Financial Aid Program and the Angel Fund Program, two pilot programs for community college students who are at risk of dropping out because of unexpected financial crises.

Brock, T. & Richburg-Hayes, L. (May 2006). Paying for Persistence: Early Results of a Louisiana Scholarship Program for Low-Income Parents Attending Community College. New York: MDRC. Funded by state welfare dollars, two community colleges in the area offered performance-based scholarships and enhanced counseling to low-income parents, as part of MDRC's Opening Doors demonstration. These early findings show the program had significant positive effects on academic achievement and rates of retention.

Price, D.V. (December 2005). Learning Communities and Student Success in Postsecondary Education: A Background Paper. New York: MDRC. Interest in learning communities at colleges and universities is growing, as is early evidence of their impact on student success. This paper reviews the history, theory, and research on learning communities, describes how they operate, and proposes a multicollege demonstration project to build more conclusive evidence of their effectiveness.

Bloom, D. & Sommo, C. (June 2005). Building Learning Communities: Early Results from the Opening Doors Demonstration at Kingsborough Community College. New York: MDRC. Opening Doors Learning Communities is a program serving mostly low-income freshmen. This report provides an analysis of transcripts for the first group of students to enter the study in fall 2003.

Brock, T. & LeBlanc, A. (May 2005). Promoting Student Success in Community College and Beyond: The Opening Doors Demonstration. New York: MDRC. The Opening Doors Demonstration is designed to show how community colleges can help more low-income students remain in school and improve other outcomes, including degree attainment, labor market success, and personal and social well-being.

For further information, please visit MDRC's website at: http://www.mdrc.org/area_publications_5.html