College: 4-year

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.

This brief from the National College Access Network and Pathways to College Network synthesizes research on the college choice process, more specifically for low-income, first-generation, and minority students. The brief focuses on two aspects of college choice: fit (whether an institution meets a student's needs) and match (how an institutional selectivity relates to a student's academic ability). The brief also includes implications for practitioners, key considerations, and an interview with a representative from the National College Advising Corps.

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.

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 examines the effect of career and technical education (CTE) transition programs on secondary student matriculation to postsecondary education. The study has 2 components 1) comparing secondary CTE and non-CTE students on academic experiences, achievement and transition to college and 2) exploring the effect of CTE programs on postsecondary students’ transition experiences and outcomes. Results revealed that participation in CTE programs were linked to outcomes such as: increased academic achievement, enrollment in dual-credit courses and college readiness.

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 the effectiveness of bridge programs, which aim to provide interventions for high schools students to successfully transition into college. Results showed that effective bridge programs have strong relationships with their partner school district, have orientations and closing ceremonies, involve parents, implement formative and summative evaluations, and provide transportation, academic advising, professional development opportunities, and support services and labs to support instruction.

This study analyzes the impact of prior mathematics achievement on the relationship between high school mathematics curriculum and student’s postsecondary mathematics performance. The analysis used mathematics course-taking and achievement data from eight college semesters for 1,588 students. Findings revealed that students were equally prepared for intense college mathematics coursework, regardless of the high school mathematics curriculum they completed.