Cornerstones of Completion: State Policy Support for Accelerated, Structured Pathways to College Credentials and Transfer

This policy brief from Jobs for the Future offers 10 state policy recommendations designed to help colleges support accelerated, structured pathways to college credentials and transfer. Among the recommendations: Leverage technology to support individualized student planning, tracking, degree audits and early warning systems and design financial aid to encourage and reward student progress. More »


The Three-Year Bachelor’s Degree: Reform Measure or Red Herring?

This policy brief from the American Association of State Colleges and Universities analyzes the three-year bachelor’s degree and its potential to improve postsecondary efficiency and increase college access for more students. More »


Broadening the Benefits of Dual Enrollment

High school students from underrepresented populations who take college courses for credit are more likely to graduate, enroll in four-year colleges and persist toward a degree, according to this study from the James Irvine Foundation. More »


Competency-Based Degree Programs in the U.S.

A new report from the Council for Adult and Experiential Learning examines the current state of competency-based postsecondary education and the role it plays in improving the quality of a degree or credential. This report includes profiles of competency-based models and the extent to which the programs assess the competencies expected of graduates. More »


Is high school tough enough?

Increased access to Advanced Placement instruction, dual enrollment classes, and early college high school programs are the most effective ways to promote a rigorous high school curriculum, according to this report from the Center for Public Education. More »

Report | Developmental Ed

Unlocking the Gate: What We Know about Improving Developmental Education

Research shows that students who take remedial education courses are less likely to earn a college degree or credential. This report, from MDRC, presents examples of four different types of interventions for improving students’ progress through remedial education and into college-level courses. More »


Moving the Starting Line through Prior Learning Assessment

The average number of credits that students earn for what they already know is 17.6 credits, concludes a research brief from the Council for Adult and Experiential Learning. This report finds that adult student who receive PLA credit are two and a half times more likely to persist to graduation—and complete their degrees—than students who do not receive PLA credit.
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