Transition: High School to College

This study assessed the relationship between the English language arts and reading assessment scores of 11th grade students and their ability to both read and comprehend textbooks used in entry-level college English courses. Findings revealed a 75 percent comprehension level for students, and that 51 percent of students can read 95 percent of first-year English textbooks used in entry-level college classes. 

This report from ACT examines academic factors indicative of first-year college success and retention for high school students, specifically underrepresented racial/ethnic minority and low-income students. The report finds that college readiness, core curriculum, and taking additional coursework in math and science are directly related to college success. This report also discusses factors that lead to lower college success rates and presents recommendations for narrowing achievement gaps.

This study examines a sample of schools selected based on their success with assisting underrepresented students with being college ready in order to develop a definition of college readiness. Thirty-eight public high schools were visited to determine what programs, activities, practices, attitudes and cultures these schools had, and the study revealed seven main principals that assisted with fostering college readiness.  

This study evaluated if the knowledge and skills contained in the Common Core State Standards Initiative reflect what is important for college and careers. A national sample of instructors from 25 course categories in two- to four- year institutions were selected. Results suggested a positive correlation between proficiency in the Common Core State Standards and the extent of readiness students exhibit for a wide range of post-secondary courses.

This national study examines Phase I of the implementation of Talent Search, a federal program designed to encourage students to participate in the federal aid program for post-secondary education. This report provides program growth, regulatory and legislative changes that occurred during this period and how the program was operating in terms of  providing academic assistance, using technology to serve students, and issues faced when serving middle school students.

This study examined the effects of the Comprehensive Intervention Programs (CIP) on students’ preparedness for college. CIP provided a variety of activities and services intended to increase success in post-secondary education. Sixth grade students were tracked over a period of two years. The study did not find statistically significant program effects on CIP students’ standardized test scores in reading and math.

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.

This 4-year longitudinal study evaluates the experiences of high school graduates enrolled in tech prep programs in eight regions across the nation. The study reports on their demographics, college readiness risk indicators, vocational interests, and performance as a function of graduation requirements at their high schools. The researchers reported no differences between participants and non-participants of tech prep programs with regard to college enrollment rates and percentage of students completing a degree or certificate. 

This report reviewed whether high school students are meeting the high school course requirements needed for admission to four-year public universities in California. Patterns of high school course-taking associated with preparation for college and entry into California community colleges and four-year California State University and University of California institutions are documented. It was determined that students who complete college preparatory courses starting in 9th grade are more likely to complete the CSU and UC course requirements.