This post is the last in a series following the May 29 webinar, “The Use of Individualized Learning Plans (ILPs) to Help Students to be College and Career Ready,” where presenters are responding to questions submitted by participants.
The National Longitudinal Studies and other data demonstrate how students with disabilities are lagging behind their peers. Students with disabilities graduate from high school at lower rates, attend and graduate from postsecondary institutions less frequently, and achieve lower rates of competitive employment.
Expanding College Opportunities for High-Achieving, Low Income College Students, a study from Stanford Institute for Economic Policy Research (SIEPR), examined the effect of interventions on the college application and enrollment choices of high-achieving, low income students.
This study examines a pre-college academic enrichment program, the Skills Enhancement Approach. This program included the participation of 117 high school students from 10 schools who took sessions focused on topics related to the American College Test (ACT). Some of the preliminary results included: high parental support, improved overall student test performance on the simulated ACT, strong correlation between reading and science scores on the simulated tests, and improved student attitudes.
This study examines the relationship between academic motivation and self-efficacy and participation in career development interventions. A national sample of 293 high school students was analyzed based on these sentiments and their participation in 44 career development interventions. The study revealed that there was no association between the participation in these interventions and academic motivation or self-efficacy.
This study evaluates the Gaining Early Awareness and Readiness for Undergraduate Programs (GEARUP), which targets low-income students and their families in order to increase knowledge, preparation and expectations for postsecondary education. The researchers compared a sample of 18 middle schools and 18 comparison schools. Overall GEARUP had positive effects on parent and student knowledge of postsecondary education, higher parent involvement and expectations for their children.
This study evaluates Talent Development, a school reform model that seeks to raise expectations of teachers and students and prepare students for postsecondary education and employment. The researchers followed 20 cohorts of ninth-grade students from five high schools for four years . Results showed that Talent Development had a positive impact on academic course credits earned, attendance and promotion rates during students’ first year of 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.
Implementing response to intervention (RTI) in high schools requires educators to work across traditional boundaries. This brief presents a portrait of RTI implementation in three Colorado high schools as well as the state and district practices that support implementation at the school level.