College: 4-year

Postsecondary Education and Training As We Know It Is Not Enough

In this conference paper, the author notes that good jobs require access to postsecondary education and training. There is a growing economic divide between adults with and without postsecondary education and training. The author recommends that policies be put into place that assist non-traditional students and students with barriers to access postsecondary education.

Achieving the Possible: What Americans Think About The College- and Career- Agenda

This brief discusses the findings from a poll, funded by Achieve, Inc., to gain insight on how the general public perceives the college and career-ready agenda in education. The results indicate that there is strong agreement that postsecondary education and training of some sort is needed in order to succeed and that strong standards and assessments are needed to ensure students graduate ready for postsecondary education.

Benefits of Additional High School Course Work and Improved Course Performance in Preparing Students for College

This ACT research report looks at the effectiveness of encouraging students to take more rigorous college-prep courses as a means of improving high school student achievement. The author uses data from ACT's 8th, 10th and 11/12th grade tests and compares it to student ACT scores in English, math, science, and reading. The report concluded that taking additional college prep courses or advanced or honor courses did not significantly increase achievement of students post-high school.

Are New York City's Public Schools Preparing Students for Success in College?

This report from the Annenberg Institute for School Reform discusses whether or not New York City (NYC) public high school graduates are prepared for college success. The author uses national research as well as NYC high school achievement and college admissions and performance data to address four key questions: 1) How should we think about being ready for college? 2) Are New York City public high school graduates ready for college? 3) Is the college readiness system adequate for promoting college readiness?

Retention, ACT Composite Score, and College GPA: What's the Connection?

This report from ACT discusses the correlation between student retention, ACT composite scores, and college grade point average. Though ACT Composite scores are effective predictors of academic success in general, the scores are more effective at predicting academic success among returning students than non-returning students. This finding, as well as the mean difference in grade point averages, suggest that students returning for a second year have overcome some of the academic and non-academic obstacles that influenced their counterparts not to return.

High School Academic Curriculum and the Persistence Path through College: Persistence and Transfer Behavior of Undergraduates 3 Years after Entering 4-year Institutions

This longitudinal study examines the dynamic between high school curricula and students’ persistence through their first 3 years of a four-year college. Findings demonstrate a consistent advantage in terms of staying on track to obtain a bachelor's degree for those that completed rigorous high school curricula and somewhat so for those that completed mid-level curricula when compared to their peers who completed a core or lower-level curricula.


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