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Author: Calcagno, Juan Carlos

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1 Do Student Success Courses Actually Help Community College Students Succeed?

Author(s):: Zeidenberg, Matthew; Jenkins, Paul Davis ; Calcagno, Juan Carlos
Date:: 2007
Subject:: Community college education
Content Type:: Reports
Publisher:: Community College Research Center, Teachers College, Columbia University
Permanent URL:: http://hdl.handle.net/10022/AC:P:19305

2 Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes

Author(s):: Calcagno, Juan Carlos; Crosta, Peter Michael; Bailey, Thomas R.; Jenkins, Paul Davis
Date:: 2006
Subject:: Community college education
Content Type:: Reports
Publisher:: Community College Research Center, Teachers College, Columbia University
Permanent URL:: http://hdl.handle.net/10022/AC:P:13238

3 Stepping Stones to a Degree: The Impact of Enrollment Pathways and Milestones on Community College Student Outcomes

Author(s):: Calcagno, Juan Carlos; Crosta, Peter Michael; Bailey, Thomas R.; Jenkins, Paul Davis
Date:: 2006
Subject:: Community college education
Content Type:: Working papers
Publisher:: Community College Research Center, Teachers College, Columbia University
Permanent URL:: http://hdl.handle.net/10022/AC:P:12714

4 Community College Student Success: What Institutional Characteristics Make a Difference?

Author(s):: Bailey, Thomas R.; Calcagno, Juan Carlos; Jenkins, Paul Davis; Kienzl, Gregory S.; Leinbach, D. Timothty
Date:: 2005
Subject:: Community college education
Content Type:: Working papers
Publisher:: Community College Research Center, Teachers College, Columbia University
Permanent URL:: http://hdl.handle.net/10022/AC:P:12717

5 Is Student-Right-to-Know All You Should Know? An Analysis of Community College Graduation Rates

Author(s):: Bailey, Thomas R.; Calcagno, Juan Carlos; Jenkins, Paul Davis; Leinbach, D. Timothy; Kienzl, Gregory S.
Date:: 2005
Subject:: Community college education
Content Type:: Working papers
Publisher:: Community College Research Center, Teachers College, Columbia University
Permanent URL:: http://hdl.handle.net/10022/AC:P:12716

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