High Schools that Work Follow-up Study of 2004 High School Graduates: Transitioning to College and Careers from a High Schools That Work High School

This study assesses how the High Schools that Work initiative prepares students for college and careers. The report also presents strategies that district and school leaders can use to help students become more prepared for transitioning from high school to college and careers.

Advancement Via Individual Determination: Method Selection in Conclusions About Program Effectiveness

This evaluation of Advancement Via Individual Determination (AVID) showed statistically significant differences between AVID and comparison students on measures of enrollment in eighth grade algebra, language arts grades, school absences, and college attendance, favoring AVID students. 

LAUSD College-Prep Plan Faces Uphill Struggle, Harvard Study Says

A Harvard study found that just 16 percent of Los Angeles Unified School District’s (LAUSD) Class of 2011 passed the classes needed to attend California's public universities, an indicator of the challenges facing the district as it makes rigorous college-prep courses a requirement for graduation. Researchers tracked LAUSD’s Class of 2011 from the time students entered ninth grade, creating a snapshot of how many graduated four years later and how many completed the A-G curriculum.

Preparing for Change: A National Perspective on Common Core State Standards Implementation Planning

This study from Education First and the Editorial Projects in Education Inc. (EPE) Research Center examines state implementation plans on the Common Core State Standards (CCSS). Study findings from a summer 2011 survey of state education officials of 50 states and the District of Columbia show that all CCSS-adopting states but one have developed plans to implement the CCSS. Authors further analyze the implementation plans and report on details including plans for specified areas and professional development.

Determinants of Students’ Success: The Role of Advanced Placement and Dual Enrollment Programs

This study examines whether Advance Placement (AP) and Dual Enrollment (DE) programs improve college access and success. Student records were obtained for two cohorts of all high school students in Florida. The study found that both AP and DE are associated with positive outcomes; however, DE students are more likely than AP students to attend college, but less likely to first enroll in a four-year college.

An investigation of educational outcomes for students who earn college credit through the college-level examination program

This study investigated the short- and long-term outcomes of the College-Level Examination Program (CLEP) compared to students who earned comparable credit through the Advanced Placement Program (AP) and through traditional course enrollment. Results are reported with respect to graduation rates, patterns of additional courses taken, academic performance, and SAT scores.

Defining the Intensity of High School Mathematics: Distinguishing Between College-Ready and College-Eligible Students

This study examines high school characteristics that influence high school graduates to be college-ready. The analysis used longitudinal data from a nationally representative sample of eighth grade students. Findings indicate that there should be an increase in academic rigor and higher expectations, greater emphasis on students being continuously enrolled in mathematics courses throughout high school, and completion of senior year mathematics homework out of school all contribute a college-ready graduate.


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