College Completion Strategy Guide

The College Completion Strategy Guide—a collaboration among MDRC, the State Higher Education Executive Officers Association, The Education Trust, and The Institute for College Access and Success—provides clear policy guidance and summarizes the research on strategies to increase college completion. With this strategy guide, state and system policymakers can advance meaningful change in higher education with evidence-based policy.

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Julie Strawn

Career pathways programs, which offer education and training in targeted industry sectors, have emerged as a strategy colleges can use to help people earn credentials and obtain jobs with family-sustaining wages. This brief offers recommendations drawn from rigorous research for how states and colleges can implement effective career pathways programs. 

Alexander Mayer, Kate Tromble

Research demonstrates that states and colleges can dramatically increase graduation rates, despite the considerable hurdles many students face. This brief shares recommendations based on one of the strongest bodies of evidence in higher education: research on multiyear programs that combine high-intensity advising, financial aid, and real-time data.

Jameson David Lopez

Tribal Colleges and Universities (TCUs) are well positioned to provide educational experiences aligned with Native American students’ goals. This brief highlights the important role TCUs play in Native American communities and offers policymakers recommendations for supporting TCUs in increasing college completion for Native American students.

Alexa Wesley Chamberlain , Amelia Parnell

Holistic advising (which offers students personalized, seamless, and timely support) is critical for increasing college persistence. However, adopting holistic advising means committing to collaborative, data-informed, and student-centered decision-making—which requires resources. This brief offers recommendations for how states and colleges can make these targeted investments to serve students more effectively.