Original Research

This report describes the effects that Project Graduation Really Achieves Dreams (GRAD) had on academic progress in select high schools in three states. Findings indicated that Project GRAD had a statistically significant positive impact on the number of students completing core academic curriculum in one site, some sites did not show an improvement in student academic preparation, and there were improvements made in attendance and promotion to 10th grade in some sites.

This study evaluates the impact of the Quantum Opportunity Program (QOP), a case management and mentoring program for high school students aimed at increasing high school graduation rates and college enrollment. It was found that sites implementing the QDP model generally did not meet enrollee needs for education or support services, and most enrollees attended fewer program activities, though there was significant variability by site.

This study from the Stanford Institute for Higher Education Research found that the overwhelming majority (80%) of Hispanic and African American students surveyed planned to pursue some kind of post-secondary education, but misaligned K-16 systems are putting up barriers to college access. Furthermore, high school assessments do not measure the same skills and knowledge that colleges require for entry.

This study assessed the relationship between the English language arts and reading assessment scores of 11th grade students and their ability to both read and comprehend textbooks used in entry-level college English courses. Findings revealed a 75 percent comprehension level for students, and that 51 percent of students can read 95 percent of first-year English textbooks used in entry-level college classes. 

This study compares block scheduling to traditional scheduling used for college level science courses. The researchers surveyed more than 7000 high school students enrolled in introductory college biology, chemistry, and physics courses. Survey results revealed that teaching methods were similar in both scheduling types. Students in AB scheduling, especially those in peer tutoring classrooms, performed less well then students in other scheduling conditions.

This study examines a sample of schools selected based on their success with assisting underrepresented students with being college ready in order to develop a definition of college readiness. Thirty-eight public high schools were visited to determine what programs, activities, practices, attitudes and cultures these schools had, and the study revealed seven main principals that assisted with fostering college readiness.  

This study evaluated if the knowledge and skills contained in the Common Core State Standards Initiative reflect what is important for college and careers. A national sample of instructors from 25 course categories in two- to four- year institutions were selected. Results suggested a positive correlation between proficiency in the Common Core State Standards and the extent of readiness students exhibit for a wide range of post-secondary courses.

This study examines the efficacy of the curriculum in the Early Assessment Program (EAP) 12th grade Expository Reading and Writing Course (ERWC) on proficiency rates for non-proficient incoming freshman students. Survey data was collected from both teachers who received ERWC professional development and implemented at least two modules of the ERWC curriculum and a comparison group of teachers, along with assessment data.

This study examined the effects of the Comprehensive Intervention Programs (CIP) on students’ preparedness for college. CIP provided a variety of activities and services intended to increase success in post-secondary education. Sixth grade students were tracked over a period of two years. The study did not find statistically significant program effects on CIP students’ standardized test scores in reading and math.