Below you’ll find scholarly works published by members of the CCRI group in the last 4 years. (Additional references are available upon request.) For reports and materials on grant-funded projects please see the research projects on our website.
Taylor, J., Kauppila, S. A., Cortez-Lopez, E., Soler, M. C., Bishop, C., Meza, E., McCambly, H., & Bragg, D. D. (2017, May). The implementation and outcomes of Credit When It’s Due (CWID) in 15 states. Seattle, WA: Community College Research Initiatives, University of Washington.
Malin, J. R., Bragg, D. D., & Hackmann, D. G. (2017). College and career readiness and the Every Student Succeeds Act. Educational Administration Quarterly, 1-30.
Wheatle, K., Taylor, J., Bragg, D. D., & Ajinkya, J. (2017). The potential of degree reclamation: A path to reclaiming the nation’s unrecognized students and degrees. Washington, D.C.: IHEP. Retrieved from http://ccri.uw.edu/wp-content/uploads/2017/05/IHEP-Brief4-1.pdf
Bragg, D. D. (2017). The case for evaluating student outcomes and equity gaps to improve pathways and programs of study. D. Jackson Smith & S. Starobin (Eds.). New Directions for Community Colleges, 178, 55-66.
Bragg, D. D., & Soler, M. C. (2017). Policy Narratives on Applied Baccalaureate Degrees: Implications for Student Access to and Progression Through College in the United States. Journal of Vocational and Technical Education, 69(1), 123-146.
Yeh, T. L. (2017). Process evaluation: College Access Corps Program 2014-17. Final report prepared for Washington Campus Compact.
Bragg, D. D., & Krismer, M. (2016). Using career pathways to guide students through programs of study. N. Maxwell, & A. Person (Eds.), New Directions for Community Colleges, 176, 63-72.
Bragg. D. D., McCambly, H., & Durham, B. (2016). Catching the spark: Student activism and student data as a catalyst for systemic transformation. Change, 48(3), 36-47.
Bragg, D. D., & Soler, M. C. (2016). Shining light on higher education’s newest baccalaureate degrees and the research needed to understand their impact. In X. Wang (Ed.), New Directions for Institutional Research, 170, 61-72.
Meza, E. A., & Zumeta, W. (2016). Public Higher Education. In J. C. Shin & P. Teixeira (Eds.), Encyclopedia of International Higher Education Systems and Institutions (pp. 1–10). Dordrecht: Springer Netherlands.
Plecki, M. L., Elfers, A. M., St. John, E., & Yeh, T. L. (2016). Practitioners’ responses to Washington’s required use of student growth measures in teacher evaluation. In Kimberly Kappler Hewitt & Audrey Amrein-Beardsley (Eds.), Student Growth Measures in Policy and Practice: Intended and Unintended Consequences of High-Stakes Teacher Evaluations. New York: Palgrave Macmillan.
Bragg, D. D. (2015). President Obama’s career-technical education and workforce development Initiatives: Will they matter? E. Zamani-Gallaher (Ed.), The Obama Administration and Educational Reform: Toward New 21st Century Schools for the Global Knowledge Economy. Bingley, United Kingdom: Emerald Group Publishing Limited.
Pickel, J., & Bragg, D. D. (2015). Pathways to Results: The case for equity-focused continuous improvement. In E. Castro (Ed.). Understanding equity in community college practice, New Directions for Community Colleges, 172, 43-56.
Plecki, M. L., Elfers, A. M. & Yeh, T. L. (2015). Washington’s Teacher and Principal Evaluation System: Efforts to Support Professional Development. Research commissioned by the Washington State Office of the Superintendent of Public Instruction. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington.
Plecki, M. L., Elfers, A. M., St. John, E., & Yeh, T. L. (2015). Washington’s Teacher and Principal Evaluation System: Goal Setting and Measures of Student Growth for Instructional Improvement. Final report prepared for the WA Office of Superintendent of Public Instruction.
Zamani-Gallaher, E., Lester, J., Bragg, D. D., & Hagedorn, L. (Eds.). (2015). The community college reader (4th ed.). Boston: Pearson Custom Publishing.
Bragg, D. D., & Taylor, J. (2014). Toward college readiness: How different models produce similar results. American Behavioral Scientist, 1-24.
Meza, E., & Zumeta, W. (2014). Policies and Patterns in US For-Profit Higher Education. International Higher Education, 76(Summer), 13–14.
Oertle, K., & Bragg, D. D. (2014). Transitioning students with disabilities: Community college policies and practices. Journal of Disability Policy Studies.
Bragg, D. D. (2013). Pathways to college for underserved and nontraditional students: Lessons from research, policy and practice. In A. Jones & L. Perna (Eds.), The state of college access and completion (pp. 34-56). New York, NY: Routledge/Taylor Francis.
Knapp, M. S., Feldman, S., & Yeh, T. L. (2013). Learning-focused leadership in urban high schools: Response to demanding environments. Journal of School Leadership, 23(2), 253-286.
Ruud, C. M., & Bragg, D. D. (2013). Applied baccalaureate degrees in the context of baccalaureate education. In N. Remington & R. Remington (Eds.), Alternative pathways to the baccalaureate: Do community colleges offer a viable solution to the nation’s knowledge deficit? Sterling, VA: Stylus Publishing.
Knapp, M. S. & Yeh, T. L. (2012). Student diversity: Clarifying meanings. In J.A. Banks (Ed.), Encyclopedia of Diversity in Education (pp. 2088-2091). Thousand Oaks, CA: Sage.
Yeh, T. L. (2010). Service-learning and persistence of low-income, first-generation college students: An exploratory study. Michigan Journal of Community Service Learning, 16(2), 50-65.