This paper examines the ability of the freshman on-track indicator and off-track indicator to successfully predict graduation of high school freshman using student-level data collected for cohorts in two districts. The authors found the on-track indicator to be effective in predicting on-time graduation, even when controlling for student characteristics and grade 8 assessment scores. Also, students from both districts who were on track to graduate at the end of grade 9 did so on time and more than students who were off track.
Students Placed At-Risk
This report examines college enrollment rates of 2008 Virginia high school graduates using National Student Clearinghouse and Start Department of Education data. The analysis showed that sixty-two percent of graduates enrolled in a degree-granting institution within one-year of graduation; thirty-seven percent enrolled in four-year colleges and twenty-five percent in two-year colleges. The study also found Advanced-Study Diploma graduates had a higher enrollment rate than did Standard Diploma graduates.
This report examines the characteristics of Florida career academies in the 2006/2007 school year. Student and school-level data, as well as the Department of Education’s Common Core of Data from a nonrandom sample of 12 districts are analyzed. The findings reveal the types and locations of career academies, characteristics of the high schools offering career academies, and the number and characteristics of students enrolled in career academies.
This report describes the results of a mixed methods survey of acceleration programs in Florida. It compares Dual Enrollment with AP, IB, and AICE programs. The study found among Florida 11th and 12th graders in the 2006/2007 school year that 7.3% of students enrolled in a college credit or Dual Enrollment course were predominately White females who were not economically disadvantaged, and the majority of students in accelerated programs were enrolled in programs other than Dual Enrollment programs.
This report provides a detailed overview of early college programs in the United States, and makes a compelling case for the expansion of such programs as a means for increasing graduation rates and postsecondary attainment, especially for students at risk. The authors review key features of early colleges and their relative impact over and above traditional high schools and on college readiness and success. The authors also outline Jobs for the Future's plans to expand the early college network by establishing partnerships with other nonprofits as well as districts, states, and the U.S.
This report describes how Project Exploration, a STEM pipeline alternative, has identified a disproportionate exit of minority and female students from STEM programs. The authors used a mix of quantitative and qualitative data to assess efficacy of Project Exploration's efforts to engage minority and female students who traditionally are under-represented in the STEM pipeline. Based on the success of their alternative approach, the authors propose an alternative model of a STEM pipeline that is based on a matrix of progressive competencies.
This REL technical brief examines the use of Lexile-based assessment to determine the readiness of subgroups of 11th grade Texas students to read books used in first year college English courses. Differences in reading abilities were notable based on ethnicity, gender, SES, at-risk status, Limited English Proficiency status, education track (career and technical education vs. general education), and students receiving special education services.
This paper examines readiness assessments and transition curricula in all 50-states and Washington, D.C.
This paper examines the impact of dual enrollment on college degree attainment for low socioeconomic status (SES) students. The author examined data from the National Education Longitudinal Study of 1988, and data from a follow up study completed in 2000 resulting in a sample size of 8,800. The author found dual enrollment increases the probability of attaining a degree within 12-years of completing the 8th grade, and that dual enrollment did not hinder students from low SES backgrounds from attaining a degree.