Counseling/Advising
Report
Findings from a Program for Disadvantaged High School Students
October, 1990
Report
The Pre-Curricular Phase of Project GRAD Newark
August, 2000
Report
A Case Study of an Achieving the Dream College
September, 2009
Achieving the Dream teaches community colleges to use student data to improve programming and student success. Since participating, Guilford Technical Community College in North Carolina has become a data-driven, success-oriented institution and has seen promising trends in student achievement. This study offers lessons for other colleges undertaking similar institutional reform.
Report
Implementation and Interim Impacts of Parents’ Fair Share
September, 1998
Report
Early Results from the Opening Doors Demonstration at Kingsborough Community College
June, 2005
Opening Doors Learning Communities, a program serving mostly low-income freshmen at Kingsborough Community College in Brooklyn, NY, improved course and test pass rates, particularly in English.
Report
Early Progress in the Achieving the Dream Initiative
May, 2007
Achieving the Dream is a multiyear, national initiative, launched by Lumina Foundation for Education, to help community college students stay in school and succeed. The 83 participating colleges commit to collecting and analyzing data to improve student outcomes, particularly for low-income students and students of color. This baseline report describes the early progress that the first 27 colleges have made after just one year of implementation.
Report
Students Navigating Community College
July, 2006
For this study, MDRC interviewed students at two colleges that are part of the Opening Doors Demonstration, a program to help community college students remain in school and succeed. The students spoke about their experiences on and off campus and the factors that help or hinder their progress in school.
Report
Two-Year Effects of a Freshmen Learning Community Program at Kingsborough Community College
March, 2008
Freshmen in a “learning community” at Kingsborough Community College in Brooklyn, NY, moved more quickly through developmental English requirements, took and passed more courses, and earned more credits in their first semester than students in a control group. Two years later, they were also somewhat more likely to be enrolled in college.