This blog post highlights research findings about the financial and student outcome impacts of colleges and universities hiring increasing numbers of contingent faculty.
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 call to action discusses the disproportionate impact from COVID-19 on Black, Latinx and Indigenous students, who have been hardest hit by practices and policies that result in credit loss when they transfer.
This report presents findings of a study examining Algebra II completion and failure rates for several cohorts of grade 9 high school students in Texas.
This infographic presents trends in Texas Hispanic student enrollment and performance in STEM.
This report summarizes findings from a study examining ASLOMP participant characteristics, experiences, and education and career outcomes.
This journal article uses data from the National Educational Longitudinal Study and hierarchical generalized linear modeling to examine both student- and school-level characteristics that explain variations in college enrollment among African American men and women (with Caucasians included as a contrast group). The results showed that student-level characteristics, including gender, socioeconomic status, and race, were all significant predictors of postsecondary enrollment.
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 resource guide provides an overview and resources for geographic information systems users in support of work-based learning planning and implementation.
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.