This journal article explores whether community college websites are a useful medium for providing knowledge relevant to degree completion. The findings suggest that participants frequently encountered problems with finding and understanding information about degree selection and completion. The content analysis of these problems yields recommendations for improving the usability of community college websites for answering common questions about degree completion.

This report examines the costs associated with a sample of Early College High Schools and compares them to the costs of traditional high schools in the same or surrounding districts.

This webinar series shows how to use data to demonstrate the value of competency-based education programs for students, campus leaders, policymakers, and other stakeholders.

This policy brief uses findings from two rigorous impact studies and a cost-benefit study of Early College High Schools to provide considerations and recommendations for policymakers.

This infographic series presents data on college instructors who are not in a tenure-track position or are at an institution without a tenure system across different types of postsecondary institutions.

This report examines the postsecondary education and employment pathways of Minnesota public high school graduates 1 year after graduation and their college certificate and degree attainment and employment outcomes 6 years after graduation.

This report discusses the returns to noncredit-bearing credential and licensure pathways compared with credit-bearing credential and associate degree programs.

This paper, the first in a two-part series, profiles the contingent workforce across postsecondary institutional types.

This blog post uses newly released provisional data from the Integrated Postsecondary Education Data System’s (IPEDS) Fall Enrollment (EF) survey to provide an updated look at whether beginning college students are attending school in their home state or heading elsewhere.

In this op-ed, AIR researchers provide three key takeaways for policymakers who want to implement effective articulation policies to help community college transfer students complete their bachelor’s degrees.