This study explores the relationship between neighborhood characteristics and educational attainment (the likelihood of dropping out of high school and college completion) among white and black youth. In general, youth in higher-quality neighborhoods are less likely to drop out of high school and more likely to complete college. Neighborhood characteristics significantly contribute to the likelihood of disadvantaged black youth dropping out of high school but are not significantly related to their college attainment.
This resource guide synthesizes information collected through a review of more than 70 organizations focused on college and career readiness.
This brief, the second in the College and Career Development Organizer series, summarizes the goals and expectations of college and career readiness that have been collected and organizes this information into three key threads: 1) Core Content; 2) Pathways Content; 3) Lifelong Learning Skills. Along with a brief description of each thread, key components are highlighted and examples of each type of goal and expectation are provided.
In this brief, the National High School Center provides an overview of the College and Career Development Organizer. First, the brief describes the organizer and its intended use, providing specific examples of what it is and is not designed to do. Then, it walks potential users through the organizer to familiarize them with its content. Finally, the brief concludes with key considerations for those engaged in college and career readiness work.
A report from the National High School Center and the University of Chicago Consortium on Chicago School Research (CCSR) found that ninth grade course performance is more predictive of high school graduation for English Language Learners (ELLs) in Chicago Public Schools (CPS) than other ELL-specific indicators, including English language proficiency level and whether students experienced interruptions in their education. The study also found that ELL students who were newcomers to CPS after age 12 were less likely to graduate than other students with the same grades and attendance.
This study examines the long-term impact of Advanced Placement (AP) programs on measures of student success in college. Student performance data was collected of both AP students and a non-AP comparison group from 1998-2002 through their fourth year of college. Results revealed significant evidence of benefits of students that participated in AP courses and exams in regards to credit hours earned, four-year college graduation rates, and stronger GPAs.
This study examines the impact of Gateway to Higher Education, an intensive program which entails an extended year and day, information and support for college, enrichment experiences in sciences and math, and internships. Longitudinal data was examined for Gateway participants and a comparison group of students and site visits, focus groups and interviews were conducted. Findings showed significant differences in high school graduation and college attendance rates, completion of high school coursework and strong Scholastic Aptitude Test (SAT) performance.
This brief from Achieve provides advice to policymakers and practitioners on how to promote college and career readiness to the community at large. The document contains practical suggestions on phrasing when to help change the perception others may have of education reform being implemented.
This document states the need for statewide longitudinal data systems that can help facilitate sharing of student-level data across the education spectrum. The brief notes that doing this could help schools answer policy questions critical to increasing college and career readiness among students. Example questions include the number of high school graduates that have taken the required coursework to prepare for college, how many students are "on-track" for future success, etc.
This brief from Achieve identifies the key areas that state policymakers should consider in order to implement the new Common Core State Standards with fidelity. The brief provides suggestions for aligning these new standards with their existing standards and course requirements, as well as aligning assessments for collecting data and measuring achievement. The brief lists steps each state can take to ensure they are implementing the standards effectively.