This report discusses barriers to success for community college students across the United States and provides an overview of promising practices and programs, many of which have not been tested or scaled.

More than 100 U.S. institutions of higher education hosted Confucius Institutes (CIs), Chinese government-funded language and culture centers, on campus during the late 2000s and 2010s. While CIs provided a source of funding and other resources that enabled U.S. colleges and universities to build capacity, offer supplemental programming, and engage with the local community, CIs presented an added, legitimate source of risk to host institutions with respect to academic freedom, freedom of expression, and national security. At the request of DOD, Confucius Institutes at U.S. Institutions of Higher Education presents a set of findings and recommendations for waiver criteria to potentially permit the continued presence of CIs on U.S. university campuses that also receive DOD funding.

Defense Research Capacity at Historically Black Colleges and Universities and Other Minority Institutions examines the status of DoD research at HBCUs and MIs, including the methods and means necessary to advance research capacity at these institutions in order to comprehensively address the national security and defense needs of the United States. This report offers recommendations to guide DoD, Congress, HBCU/MIs, and partnering entities in supporting and strengthening the role of these institutions in defense research.

This paper, the second in a two-part series, documents the financial trade-offs made by postsecondary institutions as they hire more part-time contingent faculty.

This research brief discusses the impact COVID-19 has had on teacher preparation programs in Washington state.

In this journal article, published in August 2021, AIR researchers used longitudinal data from Massachusetts that link high school course-taking records in career and technical education (CTE) to postsecondary student outcomes to provide the first empirical evidence linking characteristics of CTE teachers to later student outcomes.

This report describes the results from a statewide study of the implementation of corequisite courses in Texas community colleges.

This website, created by AIR researchers, provides useful information to data reporters and to data users on the data elements related to distance education collected in IPEDS.

This blog post uses data from the Integrated Postsecondary Education Data System (IPEDS) to present key statistics on distance education course offerings and enrollments at U.S. colleges.

The purpose of this study was to explore high school course-taking sequences and their relationship to college enrollment. Specifically, we implemented sequence analysis to discover common course-taking trajectories in math, science, and English language arts using high school transcript data from a recent nationally representative survey. Through sequence clustering, we reduced the complexity of the sequences and examined representative course-taking sequences. Classification tree, random forests, and multinomial logistic regression analyses were used to explore the relationship between the course sequences students complete and their postsecondary outcomes. Results showed that distinct representative course-taking sequences can be identified for all students as well as student subgroups. More advanced and complex course-taking sequences were associated with postsecondary enrollment.