Actionable research for education-focused policymakers and leaders
EdPolicyResearch.org
Our Areas of Expertise
Noncredit Education
Millions of community and technical college students enroll in the “hidden college” of noncredit occupational and basic skills programs every year. Is noncredit a launchpad to employment, an onramp to credit programs, or a dead end for students’ aspirations?
Upskilling and Reskilling
Many students enroll in community and technical colleges to take a few courses to reskill for new employment or upskill for career advancement with no intention of completing a college degree or certificate. Do these skills-building course sequences pay off for students, and, if so, which sequences and for whom? How can we help more students advance from high-value skills-building sequences to high(er)-value postsecondary credentials?
Stackable Credential Sequences
Stackable credentials are sequences of nested postsecondary certificates and degrees serving as ladders of progressively more advanced attainment in a field of study. They hold promise for helping students to advance educationally and economically while working or carrying other adult responsibilities. Do stackable credentials improve students’ employment opportunities and earnings, and, if so, which students benefit from them?
Education, Employment, and Earnings
Postsecondary institutions have responsibilities to ensure that students are able to leverage their education to secure stable employment and a family-sustaining income after graduation. How can institutions maximize the economic value of the credentials that they award? How does students’ return on investment differ by institution type, credential level, field of study, and geographic location?
Career and Technical Education (CTE)
Postsecondary career and technical education (CTE) programs provide students with the knowledge and skills to enter the workforce directly after college. How can states and colleges ensure that CTE programs lead to stable employment and a family-sustaining income, while also meeting the workforce needs of a thriving economy?
Adult Students
Students shouldering adult responsibilities, like full-time work and family care, comprise a growing share of the community college student population. States policymakers are increasingly focused on improving college graduation rates among adult students, seeking to reach individuals who never attended college or who have some college but no degree. Yet, colleges too often are organized around serving recent high school graduates in their late teens and early twenties. How can we ensure that community colleges deliver on the promise of access and opportunity for adult students?
Science, Technology, Engineering, and Math (STEM)
Community college transfer programs in science, technology, engineering, and mathematics (STEM) can open the door into STEM baccalaureate programs and high-paying careers for low-income, adult-age, and marginalized students. How can states and colleges achieve the full potential of STEM programs in community colleges?
Assessment, Placement, and Skill Development
One of the most determinative factors of whether a student will graduate from college is where they begin in the math and English curricula. Historically, colleges have tended to under-place students in math and English to the detriment of their chances of graduating. How can colleges ensure accurate assessment of students’ readiness and thereby maximize their likelihood of achieving college-level competency in basic subjects and ultimately graduating?
Postsecondary Education in Prison (PEIP)
Every year, more than 650,000 individuals return to communities after incarceration in a state or federal prison, and fewer than 1 in 20 has a postsecondary credential. Without a college education, it is difficult, if not impossible, for most of these returning citizens to secure stable employment and a living wage. How can states implement postsecondary education programs in prisons that meet the high level of need and provide returning citizens with the skills required to support their families, contribute to their communities, and avoid circumstances that can lead to reincarceration?
Other Research
Dr. Bahr and his team have built an extensive body of research on foundational topics that informs their current policy-relevant research on education and economic outcomes.
“Our research directly informs policy development and institutional practice aimed at reducing inequality, achieving educational attainment goals, improving workforce opportunities, and strengthening state economic vitality and growth.”
— DR. PETER RILEY BAHR, ASSOCIATE PROFESSOR
