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Featured Articles

Diving Into the Pool: An Analysis of Texas Community College Students’ Transfer Institution Choice Sets

by Huriya Jabbar, Eliza Epstein, Wesley Edwards & Joanna D. Sánchez
This qualitative study explores how community college students constructed their “choice sets” and made decisions about where to transfer.
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Opening the Gates: Detracking and the International Baccalaureate

by Allison Atteberry, Sarah E. LaCour, Carol Burris, Kevin G. Welner & John Murphy
This study explores participation rates and achievement patterns for high school students exposed to detracked curriculum that provided open access to International Baccalaureate courses.
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Book Reviews

Teach Truth to Power: How to Engage in Education Policy

by David R. Garcia
reviewed by Tye Ripma & David Edward DeMatthews


Survival of the Fit: How Physical Education Ensures Academic Achievement and a Healthy Life

by Daniel Fulham O'Neill
reviewed by Ashley Phelps


The Ethical Use of Data in Education: Promoting Responsible Policies and Practices

by Ellen B. Mandinach and Edith S. Gummer
reviewed by Joanna Alcruz


Publishing in TCR
To submit work to the Teachers College Record, please use our online submission system. To access the system, use the link "Submit My Work," found in the Member Center. The submission system will explain our publishing guidelines, and will allow you to upload your manuscript. Please consult the following Editorials for additional information.

Envisioning the Future of TCR

by Michelle G. Knight-Manuel
Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good.
Research Note
Barely Scrapes the Surface: How Scholarship Receipt Complicates Holistic Supports for Community College STEM Students from Low-Income Backgrounds
by Xueli Wang, Yunwei Wang & Brit Wagner
Financial burden represents a long-standing challenge facing community college students from low-income families, especially those pursuing science, technology, engineering, and mathematics (STEM) pathways. Accordingly, financial assistance has emerged as a major policy initiative, often offered in conjunction with wraparound support services, such as advising, tutoring, and structured course offerings. Although extant quantitative evidence has demonstrated the promise of financial aid as part of a holistic support structure, there is limited research on the ways in which financial aid interfaces with other types of supports, as well as the experiences of involved students and those in supporting roles. This qualitative case study delved into the lived experiences of individual students and faculty and staff in supporting roles within a new scholarship program at a small community college. Based on in-depth interviews as our primary data source, our findings show that providing financial support is not an omnipotent approach to fully supporting students. Instead, the students as scholarship recipients negotiated a complex set of expectations and assumptions from program faculty and staff who wrestled with an “ideal” student support model. Our study offers new insights toward robust and thoughtful holistic supportive systems that fully honor students’ holistic life contexts, challenges, and strengths.
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