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This study compares the out-of-sample predictive power of early momentum metrics —13 near-term success measures suggested by the literature—with that of metrics from machine-learning-based models that employ approximately 500 predictors for community college credential completion.

This journal article explores similarities and dissimilarities of higher education policies in England and the United States with an eye to what each country can learn from the other regarding the reduction of social class and racial/ethnic differences in higher education access and success.

This report examines the efforts of six state higher education systems to improve student outcomes and close opportunity gaps in mathematics as part of a three-year project led by the Charles A. Dana Center at The University of Texas at Austin.

In this Innovative Higher Education article, the authors examine the development and dissolution of a partnership between a privately held firm and six community colleges, which had established honors programs with the goal of facilitating students' transfer to selective institutions.

This paper explores the dynamics in and around an institution that influence how advisors and students experience technology-mediated advising reforms, along with the opportunities and challenges these dynamics create for colleges.

This book chapter describes key principles of CCRC's evidence-based framework for advising redesign, which emphasizes a sustained, strategic, integrated, proactive, and personalized (SSIPP) approach to advising.

This report describes trends in key performance indicators among the 26 two- and four-year institutions that participated in the Integrated Planning and Advising for Student Success (iPASS) grant initiative from 2011 to 2017.

Drawing on data from six community colleges, this paper estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses and explores potential explanations for these effects.

There is no single, correct way to design and implement multiple measures assessments (MMA) to improve course placements. Colleges must decide what measures to include, and how to combine them. This study was developed to add to the field's understanding about the implementation, cost, and efficacy of an MMA system using locally determined rules. As part of a randomized controlled trial, the study team evaluated MMA programs and interviewed and observed staff at five colleges in Minnesota and Wisconsin; it also wrote a short case study about one Wisconsin college.

This article discusses the origins, implementation, and impacts of neoliberal policies by examining the case of performance-based funding for higher education in the United States, Europe, Canada, Australia, and elsewhere. It provides recommendations for how to improve performance funding and how to construct policy models that go behind the narrow imaginings of neoliberal theory.