*Names of supervised graduate student co-authors are underscored
[13] Ran, F. X., & Bickerstaff, S. (In Press). Connecting faculty development and student outcomes: Evidence from faculty professional development in two community colleges. Community College Journal of Research and Practice.
[12] Ran, F. X., Eze, J., & Lin, Y. (In Press). Disentangle the curriculum and structural effects of math pathway reforms: Evidence from Maryland community college system. Research in Higher Education. Also available as EdWorkingPapers
[11] Ran, F. X., & Lee, H. (2025). Does corequisite remediation work for everyone? An exploration of heterogeneous effects and mechanisms. Education Finance and Policy. Also available as EdWorkingPapers
Media coverage: the Hechinger Report
Math Values Op-Ed: Supporting Students Across Readiness Levels in Corequisite Models
[10] Xu, D., Ran, F. X., & Zhou, X. (2023). Adopting online learning in college developmental education coursework: Impact on course persistence, completion, and subsequent success. American Journal of Distance Education 37(1), 1-17.
[9] Ran, F. X., & Lin, Y. (2022). The effects of corequisite remediation: Evidence from a statewide reform in Tennessee. Educational Evaluation and Policy Analysis, 44(3), 458–484. An earlier version available as CCRC Working Paper No.115.
Brookings Brown Center Op-Ed: Rethinking Remedial Programs to Promote College Student Success
[8] Xu, D., & Ran, F. X. (2022). The disciplinary differences in the characteristics and effects of non-tenure-track faculty. Educational Evaluation and Policy Analysis, 44(1), 50–78. Also available as EdWorkingPapers
[7] Bickerstaff, S., & Ran, F. X. (2021). A role for disciplinary societies in supporting community college adjunct faculty. New Directions for Community Colleges, 2021(194), 151-158.
[6] Xu, D., & Ran, F. X. (2021). The impacts of different types of college instructors on students’ academic and labor market outcomes. Journal of Policy Analysis and Management, 40(1), 225-257.
[5] Ran, F. X., & Sanders, J. (2020). Instruction quality or working condition? The effects of part-time faculty on student academic outcomes in community colleges introductory courses. AERA Open. An earlier version available as CCRC Working Paper No. 112.
Media coverage: The Chronicle of Higher Education; Campus Technology
[4] Xu, D., & Ran, F. X. (2020). Noncredit education in community college: students, course enrollments, and academic outcomes. Community College Review. An earlier version available as CCRC Working Paper No. 84
[3] Ran, F. X., & Xu, D. (2019). Does contractual form matter? The impact of different types of non-tenure track faculty on college students’ academic outcomes. Journal of Human Resources, 54(4), 1081-1120. An earlier version available as CAPSEE working paper
[2] Xu, D., Ran, F. X., Fink, J., Jenkins, D., & Dundar, A. (2018). Collaboratively clearing the path to a baccalaureate degree: Identifying effective 2-to 4-year college transfer partnerships. Community College Review, 46(3), 231-256. An earlier version available as CCRC Working Paper No. 93
[1] Salkever, D., Gibbons, B., & Ran, X. (2014). Do comprehensive, coordinated, recovery-oriented services alter the pattern of use of treatment services? Mental health treatment study impacts on SSDI beneficiaries’ use of inpatient, emergency, and crisis services. The Journal of Behavioral Health Services & Research, 41(4), 434-446
[2] Li, X., Ran, F. X., Chhikara, D., Beamer, Z., & Xu, D. (2025+). Mixed-Methods Insights into Corequisite Math Models: Enrollment, Completion, and Stakeholder Perspectives. Under review.
[1] Ran, F. X., Lee, H., & Eze, J. (2024+). Corequisite reform modality: The implementation and student outcomes of online corequisite courses. Under review.
[6] Ran, F. X., Bickerstaff, S., & Edgecombe, E. (2022). Improving college success for students in corequisite reading.
[5] Bickerstaff, S., & Ran, F. X. (2020). How did six community colleges design supports for part-time faculty?: a report on Achieving the Dream's engaging adjuncts project.
[4] Bickerstaff, S. E., Brock, T., Moussa, A., & Ran, F. X. (2020). Exploring the State of the Humanities in Community Colleges.
[3] Hughes, K. L., Belfield, C., Ran, F. X., & Jenkins, P. D. (2018). KCTCS Enhancing Programs for IT Certification (EPIC).
[2] Fink, J., Jenkins, P. D., Kopko, E. M., & Ran, F. X. (2018). Using data mining to explore why community college transfer students earn bachelor’s degrees with excess credits. CCRC Working Paper No. 100.
[1] Ran, X., & Cho, S. W. (2013). Lingerers in the Community College.