Original Research

Determinants of Students’ Success: The Role of Advanced Placement and Dual Enrollment Programs

This study examines whether Advance Placement (AP) and Dual Enrollment (DE) programs improve college access and success. Student records were obtained for two cohorts of all high school students in Florida. The study found that both AP and DE are associated with positive outcomes; however, DE students are more likely than AP students to attend college, but less likely to first enroll in a four-year college.

An investigation of educational outcomes for students who earn college credit through the college-level examination program

This study investigated the short- and long-term outcomes of the College-Level Examination Program (CLEP) compared to students who earned comparable credit through the Advanced Placement Program (AP) and through traditional course enrollment. Results are reported with respect to graduation rates, patterns of additional courses taken, academic performance, and SAT scores.

Predictors of Categorical At-Risk High School Dropouts

This research by Suh, Suh, and Houston examines key contributing factors to school dropout among three categories of at-risk students: those with low grade point averages, those who had been suspended, and those from low socioeconomic backgrounds. Using the National Longitudinal Survey of Youth-1997 (U.S. Bureau of Labor Statistics, 2002), the authors found that student dropout rates were affected depending on the student membership in those three at-risk categories. This research may be particularly useful to schools looking at factors related to student dropout rates.

Connecting entrance and departure: The transition to ninth grade and high school dropout

This research by Neild, Stoner-Eby, and Furstenberg used survey and student record data for a cohort of Philadelphia public school students. The authors found that ninth-grade outcomes add substantially to the ability to predict dropouts. They recommend that schools looking to decrease dropout rates focus on the high school transition year. This research may be particularly useful to districts or schools looking at ninth-grade indicators to predict those students at risk of dropping out of school.

Keeping On Track in Ninth Grade and Beyond: Baltimore’s Ninth Graders in 2007-08

This research by MacIver and MacIver analyzed Baltimore City Schools data for the 6,662 first-time ninth graders in 2007-08. The authors found chronic absenteeism was widespread, core course failure was even more common than chronic absenteeism, and suspensions were much less prevalent. They assert that to raise the graduation rate in Baltimore City will require specifically targeted efforts to increase attendance and reduce ninth grade course failure.

Destination Graduation: Sixth Grade Early Warning Indicators for Baltimore City Schools

This research by the Baltimore Education Research Consortium examined the drop out indicators from the Baltimore City Schools class of 2007. The authors identified chronic absence; failing English, or math, or both and/or a failing average for English, math science, and social studies; being at least one year overage; and being suspended for three or more days. This resource may be particularly useful for districts or schools looking to use drop out indicators in the middle grades to identify students in need of intervention efforts.

Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions

This article from Balfanz, Herzog, and MacIver discusses the early identification and intervention system for middle-grade schools that can be used to combat student disengagement and increase graduation rates. The authors used longitudinal analysis to demonstrate how four predictive indicators can be used to identify 60% of students who will not graduate from high school. They provide recommendations on combining effective whole-school reforms to increase graduation rates. This resource may be particularly useful to districts or schools looking to improve graduation rates.

Defining the Intensity of High School Mathematics: Distinguishing Between College-Ready and College-Eligible Students

This study examines high school characteristics that influence high school graduates to be college-ready. The analysis used longitudinal data from a nationally representative sample of eighth grade students. Findings indicate that there should be an increase in academic rigor and higher expectations, greater emphasis on students being continuously enrolled in mathematics courses throughout high school, and completion of senior year mathematics homework out of school all contribute a college-ready graduate.

The governance divide: A report on a four-state study of improving college readiness and success

This field research study reports on findings from Partnerships for Student Success (PSS), a four-state study that analyzed K–16 educational governance and policies at the state level that included analysis of organizational structures, leadership, finance, curricula and assessment, accountability, and data systems. Sources of the data included interviews conducted in Florida, Georgia, New York, and Oregon, a review of related literature and research, and data from relevant Web sites.

Early outcomes of the GEAR UP program

This study evaluates the Gaining Early Awareness and Readiness for Undergraduate Programs (GEARUP), which targets low-income students and their families in order to increase knowledge, preparation and expectations for postsecondary education. The researchers compared a sample of 18 middle schools and 18 comparison schools. Overall GEARUP had positive effects on parent and student knowledge of postsecondary education, higher parent involvement and expectations for their children.

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