Publications

This brief discusses findings and implications from two recent large studies of guided pathways that examined the scale at which colleges have implemented reforms and the association between adopted practices and early student outcomes.

Using institutional survey and administrative data, this paper examines the association between statewide adoption of guided pathways practices by community colleges in Tennessee, Ohio, and Washington and improvements in first-year student outcomes.

Drawing on interviews as well as self-assessment and performance data, this report discusses what the AACC Pathways colleges have accomplished in their guided pathways reforms over the past seven years and what they have learned about institutional transformation.

This brief details advice from leaders—including college presidents, senior administrators, faculty, and staff֫— who were involved in planning, overseeing, or coordinating guided pathways reforms at the 30 colleges that participated in the AACC Pathways Project.

Based on institutional survey data, this report presents findings from a study on the scale of adoption of guided pathways practices at community and technical colleges in Ohio, Tennessee, and Washington State.

This report and accompanying case studies describe how three small colleges have made large-scale changes in practice based on the guided pathways model and how they funded and are sustaining these changes to improve rates of student progression and completion.

Using nine years of data from one state, this paper tracks completion and transfer outcomes to examine when gaps between Black, Hispanic, and White community college students occur, and it estimates the benefits of reaching early academic milestones for such students.

This paper presents a methodology for assessing the scale of adoption and estimating the causal effects of guided pathways within states and across colleges that have adopted the approach.

Using data from the Education Longitudinal Study and a propensity score matching approach, this paper compares outcomes of four-year college students who earned either 1–10 credits or no credits at a community college.

This brief describes the motivation, research evidence, and equity implications that underlie the Ask-Connect-Inspire-Plan framework as a useful strategy for community colleges.