Community College

Community College
The topic area focuses on community colleges, which are public, two-year postsecondary institutions. The studies in this topic area examine the effectiveness of community college policies and programs that are intended to improve academic persistence, degree/certificate completion, and labor market outcomes. The topic area focuses on linked learning communities, accelerated learning, and paid performance incentive programs. The topic area also focuses on community college bridge programs for students in Science, Technology, Engineering, and Math (STEM), workforce program partnerships, and community-college based interventions intended to improve employment and earning outcomes and the attainment of industry-recognized certificates, certifications and credentials.

Status: Literature reviewed in this topic area currently covers 1994 - 2019.

Synthesis Reports

Synthesis reports look at the research evidence across studies within a topic area. They also highlight gaps in the literature, and suggest areas in which further research is needed.

Community College Synthesis

1868

Findings:

View full synthesis report: Community College Synthesis

Recently Added

CLEAR searches the existing literature for research relevant to this topic area's focus. Browse the most recently reviewed research below.

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Displaying 261 - 270 of 285

The Engineering Admissions Partnership Program: A navigation strategy for community college students seeking a pathway into engineering (Laugerman et al. 2013)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of the Engineering Admissions Partnership Program (E-APP) on retention rates of community college students who transferred to Iowa State University (…
Acceleration through a holistic support model: An implementation and outcomes analysis of FastStart@CCD (Edgecombe et al. 2013)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
This study’s objective was to examine the impact of the FastStart developmental math program on college persistence, credit accumulation, and course completion. This study used transcript data from…
Improving student outcomes via comprehensive supports: Three-year outcomes from CUNY’s Accelerated Study in Associate Programs (ASAP) (Kolenovic et al. 2013)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of the Accelerated Study in Associate Programs (ASAP) conducted by the City University of New York (CUNY) on retention, credit accrual, transfer, and…
The effects of learning communities for students in developmental education: A synthesis of findings from six community colleges (Visher et al. 2012)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of developmental education learning communities at six community colleges across the United States on enrollment, credits attempted, and credits…
Commencement day: Six-year effects of a freshman learning community program at Kingsborough Community College (Sommo et al. 2012)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of the Opening Doors learning communities at Kingsborough Community College in New York on progress toward completing a degree and actual completion…
New evidence of success for community college remedial English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP) (Cho et al. 2012)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Moderate Causal Evidence
The study’s objective was to examine the impact of the Community College of Baltimore County’s Accelerated Learning Program (ALP) on course progression, persistence, and completion outcomes. In…
The efficacy of learning communities in assisting developmental students in achieving graduation and accumulation of credit hours in a southern metropolitan community college (Ashley 2012)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of learning communities on college credits earned and the completion of a college degree at Hinds Community College in Raymond, Mississippi. The…
What can a multifaceted program do for community college students? Early results from an evaluation of Accelerated Study in Associate Programs (ASAP) for developmental education students (Scrivener et al. 2012)
Study Type: Causal Impact Analysis
Causal Evidence Rating: High Causal Evidence
The study’s objective was to examine the impact of the Accelerated Study in Associate Programs (ASAP) on full-time enrollment, credits attempted, and credits earned. The study was a…
The impact of curricular learning communities on furthering the engagement and persistence of academically underprepared students at community colleges (McIntosh 2012)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of basic skills curricular learning communities on the persistence of underprepared community college students at 13 community colleges in eight…
A study of the impact of a first-year experience initiative on first-year developmental education student success and persistence (Spencer 2012)
Study Type: Causal Impact Analysis
Causal Evidence Rating: Low Causal Evidence
The study’s objective was to examine the impact of the Achieving the Dream learning community program on students’ retention and completion of developmental English and math courses at a community…

CLEAR Icon Key

Below is a key for icons used to indicate important details about a study, such as its type, evidence rating, and outcome findings.

High Causal Evidence

Strong evidence the effects are caused by the examined intervention.
Moderate Causal Evidence

Evidence that the effects are caused to some degree by the examined intervention.
Low Causal Evidence

Little evidence that the effects are caused by the examined intervention.
Causal Impact Analysis

Uses quantitative methods to assess the effectiveness of a program, policy, or intervention.
Descriptive Analysis

Describes a program, policy, or intervention using qualitative or quantitative methods.
Implementation Analysis

Examines the implementation of a program, policy, or intervention.
Favorable

The study found at least one favorable impact in the outcome domain, and no unfavorable impacts.
Mixed

The study found some favorable and some unfavorable impacts in the outcome domain.
None

The study found no statistically significant impacts in the outcome domain.
Unfavorable

The study found at least one unfavorable impact in the outcome domain, and no favorable impacts.
Not applicable

Not applicable because no outcomes were examined in the outcome domain.
Favorable - low evidence

The study found at least one favorable impact in the outcome domain, and no unfavorable impacts. The study received a low causal evidence ratings so these findings should be interpreted with caution.
Mixed - low evidence

The study found some favorable and some unfavorable impacts in the outcome domain. The study received a low causal evidence ratings so these findings should be interpreted with caution.
None - low evidence

The study found no statistically significant impacts in the outcome domain. The study received a low causal evidence ratings so these findings should be interpreted with caution.
Unfavorable - low evidence

The study found at least one unfavorable impact in the outcome domain, and no favorable impacts. The study received a low causal evidence ratings so these findings should be interpreted with caution.