Fast Track to Success? A Mixed Methods Evaluation of Condensed Course Formats at Tennessee Community Colleges. EdWorkingPaper No. 25-1346
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| Title: | Fast Track to Success? A Mixed Methods Evaluation of Condensed Course Formats at Tennessee Community Colleges. EdWorkingPaper No. 25-1346 |
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| Language: | English |
| Authors: | Kaylee T. Matheny, Madison Dell, Gus Gluek, Rachel Baker, Eric Bettinger, Alex Monday, Hidahis Mesa, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 45 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Community Colleges, School Schedules, Minicourses, Nontraditional Students, Sex, Race, Grade Point Average, Outcomes of Education, Public Colleges, Academic Persistence, Time Factors (Learning) |
| Geographic Terms: | Tennessee |
| Abstract: | As colleges face increasing pressure to improve student outcomes, one solution gaining traction is the adoption of condensed courses (i.e., shortened academic terms). We employ quasi-experimental methods to estimate the effect of enrolling in a condensed course on course- and student-level outcomes at all public community colleges in Tennessee. We also leverage interviews with college faculty, students, and staff to examine potential mechanisms that explain these outcomes. Our findings indicate that enrolling in condensed courses leads to higher course grades and lower withdrawal rates. Qualitative analyses suggest students are more focused and motivated in condensed courses, and faculty adapt grading practices to manage the shorter course length. We find a more nuanced story regarding associations between condensed course-taking and longer-term outcomes. Despite finding positive associations between condensed course-taking and average GPA, we find mixed associations between condensed course-taking and persistence. We also find substantial heterogeneity based on the number of condensed courses a student took in their first semester. Analyses of student and faculty interviews reveal concerns about knowledge retention as well as challenges building relationships with peers and instructors. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678230 |
| Database: | ERIC |
| Abstract: | As colleges face increasing pressure to improve student outcomes, one solution gaining traction is the adoption of condensed courses (i.e., shortened academic terms). We employ quasi-experimental methods to estimate the effect of enrolling in a condensed course on course- and student-level outcomes at all public community colleges in Tennessee. We also leverage interviews with college faculty, students, and staff to examine potential mechanisms that explain these outcomes. Our findings indicate that enrolling in condensed courses leads to higher course grades and lower withdrawal rates. Qualitative analyses suggest students are more focused and motivated in condensed courses, and faculty adapt grading practices to manage the shorter course length. We find a more nuanced story regarding associations between condensed course-taking and longer-term outcomes. Despite finding positive associations between condensed course-taking and average GPA, we find mixed associations between condensed course-taking and persistence. We also find substantial heterogeneity based on the number of condensed courses a student took in their first semester. Analyses of student and faculty interviews reveal concerns about knowledge retention as well as challenges building relationships with peers and instructors. |
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