This resource guide provides an overview and resources for geographic information systems users in support of work-based learning planning and implementation.
CARPE has curated an array of resources produced by AIR staff at the time of publication on topics related to our primary bodies of work:
- Transition to Postsecondary Education
- Postsecondary Education
- Transition out of Postsecondary Education
Search for resources on a particular topic by typing keywords such as “community colleges,” “college readiness,” or “survey research.”
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 uses student-level data to investigate how the college application behavior of underrepresented minorities (URMs) changed in response to the 1998 end of affirmative action in admissions at the University of California (UC). The results show that all URMs experienced a drop in their probability of admission to at least one UC campus.
This infographic summarizes key lessons learned related to competency based education (CBE) as well as actions taken by policymakers, practitioners, and learners.
This study utilizes a natural experiment that arises due to the variation in the adoption of coeducation by U.S. women’s colleges to study how exposure to a mixed-gender collegiate environment affects women’s human capital investments. They collect data on the date of transition to coeducation for all former women's colleges in the United States and combined this data with data from IPEDS, its predecessor HERI, as well as data from the Higher Education Research Institue at UCLA to conduct their analyses. The goal of the project is to better isolate the effects of preferences and subjective beliefs as determinants of college major choice.
This article presents findings from one component of a three-year exploratory study of four two-year, intensive bridge programs.
Colleges across the United States are now placing most or all students directly into college-level courses and providing supplementary, aligned academic support alongside the courses, also known as “corequisite remediation.” To better understand the potential for differential impacts of English corequisites for Latinx students, this study leverages data from a randomized control trial across five large urban community colleges across Texas. We also utilize student survey data to develop a deeper understanding of how corequisites shape the experiences of Latinx students in their college-level English courses.