College: 4-year

Math Matters: The Links between High School Curriculum, College Graduation, and Earnings

This study uses a nationally representative sample of students that were in grade 10 in 1980 that took the High School and Beyond Survey. The findings indicate that math courses do play an important role in predicting postsecondary education success for both men and women and students of different ethnic backgrounds, and students that took more advanced math courses on average had higher earnings.

Reaching the Goal: The Applicability and Importance of the Common Core State Standards to College and Career Readiness

This report by EPIC reveals that students who are generally proficient in the Common Core State Standards (CCSS) will likely be ready for a wide range of postsecondary courses. The more CCSS in which they are proficient, the wider the range of postsecondary-level classes they will be ready to undertake.

Estimating College Enrollment Rates for 2008 Virginia Public High School Graduates

This report analyzed data on college enrollment from the National Student Clearinghouse and on high school graduates from the Virginia Department of Education. Results showed that 62 percent of Virginia public high school graduates enrolled in degree-granting institutions within one year of graduation. Economically disadvantaged students and limited English proficient students had lower enrollment rates than their peers.

Helping Students Navigate the Path to College: What High Schools Can Do

This practice guide from the U.S. Department of Education examined studies of college access interventions. An expert panel recommended practices for promoting college access including use of college preparatory curriculum, assessment of the development of skills needed for college and surrounding students with adults and peers that reinforce college aspirations. Prepared by the What Works Clearinghouse (WWC), the guide notes the level of research evidence that demonstrates each recommendation’s effectiveness.

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.

Course-taking Patterns and Preparation for Postsecondary Education in California’s Public University Systems Among Minority Youth

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 two-year California community colleges and four-year California State University (CSU) and University of California (UC) 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.

High School Standards and Expectations for College and the Workplace

This study aimed to find out whether the expectations of the Central Region states match the expectations of colleges and the workplace, and if state standards for what students should know and be able to do in English language arts and mathematics are aligned with expectations common to two national studies on skills needed for entry to college and the workplace. Six states outside the region were selected as a comparison group. The report reveals specific findings on topics missing in the academic standards for the Central Region states.

STEM Learning In Afterschool: An Analysis of Impact and Outcomes

This report from the Afterschool Alliance looks at afterschool programs designed to improve science, technology, engineering, and math (STEM) skills, especially in students from underrepresented populations. The report analyzes evaluation reports on a variety of afterschool STEM programs and finds that benefits of these programs include improved attitudes about STEM fields and careers, increased STEM knowledge and skills, and higher likelihood of graduation and pursuing a STEM career.

Affirming the Goal: Is College and Career Readiness an Internationally Competitive Standard?

This brief from ACT, Inc. compares U.S. performance standards in reading and mathematics to those of other countries to determine if they are internationally competitive. The authors determine that the results of their research indicates the standards are competitive and also reinforce ACT's definition of college and career readiness as the appropriate goal for U.S. education to follow. The report goes on to list reasons why the U.S.

Incentives for Early Graduation: How Can State Policies Encourage Students to Complete High School in Less than Four Years?

This policy brief sponsored by Jobs For The Future discusses early high school graduation policies. The author examines the effects of early high school graduation policies including brief discussions on the purpose of early graduation policies, the costs and benefits of early graduation policies and designs of state policies.


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