New Report: The Impact of North Carolina’s Comprehensive Articulation Agreement Among Community College Transfer Students
In this new report on transfer, "The Differential Impacts of North Carolina’s Revised Comprehensive Articulation Agreement on the Outcomes of Black, Latin*, and White NCCCS-to-UNC-System Transfer Students," authors Melissa Whatley, Rachel Worsham, and Jonathan Loss examine the early impact of North Carolina’s revised (2014) Comprehensive Articulation Agreement (CAA) – designed to ease the transfer pathways between the North Carolina Community College System (NCCCS) and the University of North Carolina (UNC) System – and its impact on Black, Latin*, and white transfer students.
Viewpoints from College and Career Access Programs: New Report by Paul Schnorenberg, Greyson Norcross, Laura Maldonado, Patti Harris, Andrea DeSantis, and Sarah Deal
“In North Carolina, myFutureNC is working to ensure that by 2030, 2 million North Carolinians have a high-quality credential or postsecondary degree. This goal is necessary as only 1.6 million adults will meet the attainment definition in 2030, leaving a […]
Kenzie Bell, Jemilia S. Davis, Ph.D., and Callie Edwards, Ph.D. share policy brief on high-quality credentials for childcare workers
“If NC is to truly invest in our early childhood workforce, and reach the goal of 2 million North Carolinians holding high-quality credentials or postsecondary degrees by 2030, we must continue to invest in our bright spots while also creating […]
Melissa Whatley, Ph.D., Frim Ampaw, Ed.D., and Jemilia Davis, Ph.D., research transfer equity in access and completion for NC community college students
This report explores the demographics of students who transfer from North Carolina community colleges to public four-year institutions in the state and examines bachelor’s degree completion rates among these same demographic groups. Key findings include: Female students, American Indian/Alaska Native students, and Black/African American students comprise a larger percentage of community college students than they do transfer students...
Jason Taylor, Ph.D., and Melissa Whatley, Ph.D., explore credential completion and transfer outcomes at NC community colleges using IPEDS Outcome Measures
This report used data from a relatively new IPEDS survey, the Outcome Measures (OM) survey, to explore long-term credential and transfer outcomes at North Carolina’s community colleges. Findings include: More than half (55%) of entering North Carolina community college students either completed a community college credential (30%), transferred (24%), or were still enrolled (1%) within eight years...
New research by Monique Colclough, Ph.D., examines promising practices for community college-HBCU transfer student success
Colclough’s recent study looked at transfer practices and student support initiatives that influence student success and degree completion for all community college students who transfer to North Carolina’s public HBCUs. Based on findings, North Carolina’s Community Colleges and Public HBCU should consider: Flexible online degree completion opportunities that reflect best practices in remote teaching and learning...
Belk Center Research Associate, Renee Barger, Authors New Report: North Carolina Community Colleges and the CARES Act Student Emergency Aid
A new report authored by Belk Center Research Associate, Renee Barger, in collaboration with EdNC, examines NC Community Colleges’ planning processes for using the CARES Act student emergency funds, describes their methods of distribution, identifies how many students were helped, […]
Research Brief by Kara A. Battle, Ed.D. on Degree Completion in North Carolina Through a Dual Enrollment Pathway
Graduate of the Adult and Community College Education Ed.D. Program, Kara A. Battle, Ed.D. has developed a research brief about her study on the experiences of students who participated in dual enrollment (DE) programs at community colleges in North Carolina […]
Dr. Melissa Whatley, Belk Center Postdoctoral Scholar, Authors New Report: “International Education at North Carolina Community Colleges”
Belk Center Postdoctoral Research Scholar, Melissa Whatley, Ph.D., shares the findings of a survey administered by the North Carolina Community College System Office during the 2019-2020 academic year to explore how NC community colleges “develop a globally and multi-culturally competent workforce” (NCCCS, 2020).
Research Brief by Belk Center’s Dr. Monique N. Colclough on Faculty Professional Development
Dr. Monique N. Colclough, Senior Research Associate with the Belk Center, has created a research brief about the teaching and learning case studies for faculty professional development in North Carolina’s community colleges.