This study examined Washington's College Bound Scholarship program and how it affected college entry, persistence, and completion. The study found that the scholarship program shifted enrollment from out-of-state to in-state colleges at which the scholarship could be used.

This journal article discusses a study that investigated the effect of the expanded availability of online curricula on persistence in the field and toward a degree. The findings suggest that for the average person, taking an online course has a negative effect on the probability of taking another course in the same field and on the probability of earning a degree.

This journal article discusses a study evaluating the effectiveness of math placement policies for entering community college students on these students' academic success in math. Researchers estimate the impact of placement decisions by using a discrete-time survival model within a regression discontinuity framework. The primary conclusion that emerges is that initial placement in a lower level course increases the time until a student at the margin completes the higher level course they were not assigned to by about a year on average, but in most cases, after this time period, the penalty was small and not statistically significant.

This journal article discusses findings from a study that used a randomized controlled trial to assess the impact of Early College High Schools on students’ high school graduation, college enrollment, and college degree attainment, as well as students’ high school experiences using extant data and survey data. The findings indicate that Early Colleges had positive impacts on college enrollment and college completion as well as students’ high school experiences.

This journal article presents findings from a study of whether disability status and course delivery format affect course completion at a Historically Black College. The results show that students with disabilities are just as likely as peers without disabilities to complete courses, but students with disabilities were less likely to complete online versus traditionally delivered courses.

This journal article discusses findings from a study in which researchers developed a machine learning classifier to predict nontraditional student dropout.

This paper from the CALDER Center examines how different measures of teacher quality are related to students’ long-run trajectories. Comparing teachers’ test-based value-added to nontest value-added – based on contributions to student absences and grades – they find that test and nontest value-added have similar effects on the average quality of colleges that students attend. However, test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution such as attending a more selective college, while nontest measures have more explanatory power for whether students graduate from high school and enroll in college at all.

In this video, our research teams discuss the benefits of participating in the College Completion Network, with a focus on how collaborating with fellow researchers and higher education practitioners is helping the teams provide high-quality, actionable evidence that can help move the dial on college completion.

The purpose of this evaluation is to gather formative feedback about the Association for the Sciences of Limnology and Oceanography Multicultural Program (ASLOMP) and its components, as well as to assess participants' short-term outcomes (e.g., self-efficacy).

The Center for Applied Research in Postsecondary Education (CARPE) at the American Institutes for Research held a webinar focused on the use of behavioral science ‘nudges’ in postsecondary settings. The webinar featured presentations by Professor Eric Bettinger of Stanford University, Principal Researcher Christina LiCalsi of AIR, and Associate Professor Lindsay Page of the University of Pittsburgh about the opportunity to leverage text messaging interventions and other virtual ‘nudges’ to increase college enrollment, persistence, and attainment.