This blog post is part of a series of posts that draw on technical assistance responses we have prepared for individual regional comprehensive centers and states to answer specific questions and address specific needs related to their CCRS work.
Using data from the University of Missouri, the researchers of this study investigate whether students who enter college with dual-enrollment credit and/or advanced placement (AP) credit achieve higher first-year grade point averages (GPAs) and demonstrate higher rates of retention; and, if so, whether those effects differ by the type of dual credit courses taken.
This report explores how institutions of higher education are borrowing from business and government “shared service” models to control costs and deliver higher operational efficiency. The report examines the key differences between postsecondary institutions and the private-sector companies that use a shared service model and details the principles behind the model.
This report presents data on remediation practices for incoming post-secondary students, collected from 33 states that participate in the Complete College America/National Governors Association Common Completion Metrics. The authors provide an introduction to remediation practices and a description of their methodology for studying outcomes, which is followed by an analysis and recommendations for making changes in state policy and practice. The guide is organized into three parts.
On July 9, 2014, the National Association of State Boards of Education (NASBE) hosted the Webinar, “College, Career, and Civic Readiness: How Can a State Measure It?” The Webinar highlighted different methods of measuring college, career, and civic readiness (CCCR) that have been overlooked by more traditional CCCR indicators such as standardized test scores.