Preparation

Levers for Change: Southeast Region State Initiatives to Improve High Schools

This report examined strategies used in Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina to improve student achievement and, ultimately, high school graduation rates to ensure that students are equipped with 21st century skills and knowledge. Information on state-level high school reform initiatives in each state and state profiles were then analyzed to identify themes or “levers for change.” The report provides a detailed description of each lever and aims to give policymakers ideas about approaches to consider.

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. 

Effects of a College Access Program For Youth Underrepresented in Higher Education: A Randomized Experiment

This study evaluates the EXCEL program, a college access program, which promotes underrepresented youth attending a higher education institution by guaranteeing a scholarship to a sponsoring university and providing various enrichment activities. Eighty-three eighth grade students with a GPA of B and above and standardized test scores at grade level or above were randomly assigned to attend EXCEL or to a control group. Results revealed that students involved in the program were not significantly more likely to attend college than students in the control group.

Evaluation of the Early College High School Initiative: Select Topics on Implementation

This third annual report on the national evaluation of the Bill & Melinda Gates Foundation's Early College High School Initiative focuses on the 2005-06 implementation year. ECHS appears to have some preliminary positive impacts on student outcomes and the overall implementation and development of ECHS is progressing. 

Outcomes and Measures for College and Career Success: How Do We Know When High School Graduates Meet Expectations?

This brief, the fourth in the College and Career Development Organizer series, summarizes the outcomes and measures of college and career success that have been collected and organizes this information into three key threads: 1) On-track indicators; 2) Attainment and authentication; 3) Accountability and improvement feedback. Along with a brief description of each thread, key components are highlighted and examples of each type of outcome and measure are provided.

Pathways and Supports for College and Career Preparation: What Policies, Programs, and Structures Will Help High School Graduates Meet Expectations?

This brief, the third in the College and Career Development Organizer series, summarizes the pathways and supports of college and career preparation that have been collected and organizes this information into three key threads: 1) Personalized Learning Supports; 2) Rigorous Programs of Study; 3) Aligned Resources, Structures, and Supports. Along with a brief description of each thread, key components are highlighted and examples of each type of pathway and support are provided.

College and Career Development Organizer [Brief]

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.

Dual enrollment students in Florida and New York City: Postsecondary outcomes

This brief summarizes a study designed to assess the effectiveness of dual enrollment programs with increasing high school graduation and college achievement. Data from participating dual enrollment students in Florida and New York City and a comparison group were collected, with a specific emphasis on students in Career and Technical Education (CTE) programs. Results suggested that dual enrollment did encourage college success for students, including students in CTE programs, and particularly so for males and low-income students

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