Original Research

Using Online Learning for Credit Recovery: Getting Back on Track to Graduation

This report from iNACOL explores how online and blended learning can provide schools with innovative ways to implement credit-recovery programs. Such programs allow students to move through the curriculum and achieve mastery at their own pace, which makes these programs especially beneficial to older students who are missing a large number of credits and do not have time for the traditional classroom.

Moving Beyond Access: College success for low-income, first-generation students.

This report addresses the challenges that face at-risk students who are the first in their family to attend college. The authors examine the constraints on college success for low-income, first-generation students and how colleges can promote success for this population. Recommendations include improving academic preparation for college, providing more financial support, and easing the transition to college through targeted on-campus programming. 

Using Technology to Support At-Risk Students’ Learning

This report discusses ways to effectively use technology to produce significant learning gains and increase engagement for at-risk students. The author examines different types of learning outcomes in technology-rich classroom environments and provides recommendations for how districts can identify which technologies are appropriate for the at-risk students they serve.  

Education at A Glance 2014: Highlights

This paper summarizes an extensive range of education statistics from the Organisation for Economic Co-operation and Development (OECD), with specific attention on the topics of school finance, school environment, education levels and student numbers, transition from higher education to the workforce, and the economic and social benefits of education. In addition to providing the data, OECD integrates analyses that identify key education trends and linkages to other relevant OECD resources.

Laying Tracks to Graduation: The First Year of Implementing Diplomas Now

This report explores how Talent Development Secondary, City Year, and Community in Schools formed the Diplomas Now project to reduce the dropout rate in urban secondary schools and prepare students for college and careers. Diplomas Now is a data-driven, tiered intervention model funded by the U.S. Department of Education's Investing in Innovation (i3) competition in addition to matching funds from private organizations. The program's model focuses on early warning indicators of on-time graduation, including attendance, behavior, and course performance.

Dual Credit and Advanced Placement: Do They Help Prepare Students for Success in College?

Using data from the University of Missouri, the researchers of this study investigate whether students who enter college with dual-enrollment credit and/or advanced placement (AP) credit achieve higher first-year grade point averages (GPAs) and demonstrate higher rates of retention; and, if so, whether those effects differ by the type of dual credit courses taken.

Early College Means Early Success for Students: Results from the Early College High School Initiative Impact Study

This report details the findings from an eight-year, longitudinal impact study of the Bill & Melinda Gates Foundation's Early College High School Initiative (ECHSI). The authors introduce ECHSI and provide an overview of Early College High Schools, pointing out that Early College High Schools are unique, offering supports that specifically provide students with a foundation from which to launch their postsecondary career.

Following Engineering Graduates

This study explores graduates of a baccalaureate-level program in Heating, Ventilation, and Air Conditioning (HVAC) Engineering Technology, and aims to determine the experience of graduates after they completed their degrees and began work in the field for which they were trained. The authors surveyed on-campus and on-line graduates, and their low response rate resulted in a non-representative sample. The authors found that graduates felt the program was useful in their employment, and that they had positive perceptions of the faculty and curriculum.


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