Resource Archive

This report shares findings from 91 institutions across 16 states that participated in Hope Impact Partnerships (HIP) and fielded The Hope Center Student Basic Needs Survey between Spring 2023 and Summer 2024.

You don’t know the courage it took for your adult students to get into that room, or just to show up virtually, to that classroom. So, try to meet them where they are. See the obstacles that they’ve already overcome. See their goals as strengths. You can turn those strengths from life into strengths in…

These are pathways which reflect explicit race conscious policies, programs, and practices that actively address racial inequities to ensure student access and success and engage at an individual, system, and structural level to interrogate and ameliorate inequitable experiences and outcomes.

This brief explores how partnerships and collaboration, on and off university campuses, can motivate cultural, structural, and programmatic change to better serve adult learners of color. It draws insights from a study of the Partnerships for Adult Learner Success (PALS) initiative and includes staff members’ and students’ perspectives and experiences at the eight urban-serving universities…

Listening to Learners 2024 links student perspectives on learning and support to institution-level practices and technologies. Connecting institutional and student perspectives enables stakeholders and partners to explore their impact on student success, access and equity, and overall institutional satisfaction.​

This study utilizes data from the ACUE Student Survey, which comprehensively captures information about students’ learning experiences and perceptions of their instructors. Through the analyses of both quantitative ratings and qualitative open-ended responses, this study aims to identify the key factors that shape students’ likelihood of recommending their instructors.

This year’s Time for Class details the use of digital learning tools and how these innovations continue to improve access and flexibility in current online, hybrid, and in-person learning environments.

This report provides an overview of best practices discussed across the campuses amongst faculty and staff. The student focus groups’ candidness provided myriad ways institutions can further enhance their campus experience.

This re­port provides updated insight into the SUCCESS program after one year of participation for the first three evaluation student cohorts, covering fall 2020 through summer 2022.

Tyton Partners’ 2023 Driving Toward a Degree research publication focuses on measuring what practices, policies, and technology best support underserved racial/ethnic groups and students with financial need.

Digital learning has become a prominent feature of modern education, with the potential to provide personalized instruction through technology-enhanced tools, communication, design, and support services in online, hybrid, blended, and face-to-face learning environments. While digital learning tools can improve access and flexibility for underserved students, challenges exist that need to be addressed.

This report shows the “some college, no credential” (SCNC) population—former students who stopped out without earning a credential—is up 3.6 percent from a year earlier while fewer SCNC students returned and completed a credential. This suggests there’s an increasingly missed opportunity for states and institutions to reengage SCNC students.

In 2019, MDRC launched the Scaling Up College Completion Efforts for Student Success (SUCCESS) project to improve college completion rates for traditionally underserved students — such as students from low-income backgrounds and students of color — at community and broad-access colleges. The SUCCESS program integrates multiple evidence-based components to help students stay enrolled and graduate, including proactive and holistic…

In our evaluation of Talent Hubs, stakeholders often drew our attention to individuals who played an outsized role in catalyzing equitable change within and across partner organizations.

Nearly two-thirds of African American/ Black individuals who attend college in California begin their postsecondary journey at a community college—yet, they are not being provided the supports necessary to succeed, as evidenced by the fact that nearly half wind up leaving without any degree or certificate and without transferring to a university.

Acting on data about both part-time and full-time students is essential to moving the needle on college completion. It also is an equity issue. Part-time student attainment rates severely lag behind those of their full-time counterparts, regardless of sector or timeframe. And part-time students are disproportionately BILPOC (Black, Indigenous, Latinx, People of Color) students, community…

This issue shares early program implementation lessons from an evaluation of SUCCESS and the effect of the COVID-19 pandemic on the program model.

This report describes a study conducted by researchers from CCRC and the Massachusetts Institute of Technology’s Task Force on the Work of the Future to understand how community colleges are adapting their workforce programs to changing skill demands, diversifying pathways to certificates and degrees, and grappling with equity concerns. 

Many in the United States are working to redress unjust systems pervasive in all corners of life— education, health, criminal justice, housing, and the environment.

Equal Measure presents an emerging picture of how learning institutions and their partners are unearthing complex and entrenched barriers embedded in their systems and responding by shifting culture, practices, and policies.