In this journal article, researchers estimate the effects of Washington’s College Bound Scholarship program on students’ high school grades, high school graduation, juvenile detention and rehabilitation, and incarceration in state prison during high school or early adulthood. The findings indicate insignificant and substantively small or negative effects on these outcomes, calling into question the rationale for such early commitment programs.

AIR's Kathy Hughes coauthored a recent publication funded by Lumina foundation that seeks to better understand noncredit workforce education and its future. To assess the range of existing community college noncredit programs, interviews were conducted with administrators at 29 U.S. colleges. The data show that community college noncredit workforce education varies greatly across colleges, and many of its aspects are undergoing transformation.

This journal article discusses a study that investigated the effect of the expanded availability of online curricula on persistence in the field and toward a degree. The findings suggest that for the average person, taking an online course has a negative effect on the probability of taking another course in the same field and on the probability of earning a degree.

This article presents findings from one component of a three-year exploratory study of four two-year, intensive bridge programs.

This journal article discusses a qualitative study of a college coach program introduced in 12 nonselective Chicago Public Schools in fall 2004. It describes how the coach program works and analyzes key aspects that may explain its positive relationship with college enrollment outcomes.

This journal article discusses a study that used data from the Integrated Postsecondary Education Data System and the Delta Cost Project to identify institutional predictors of bachelor’s degree completion rates for Pell Grant recipients and nonrecipients at public and private not-for-profit 4-year institutions. The results suggest that Pell Grant recipients are relatively concentrated in institutions with demographic and structural characteristics associated with lower completion rates, including lower SAT scores, enrollment, and residential intensity.

This article describes a randomized controlled trial study that assessed the impact of Early College High Schools on students’ high school graduation, college enrollment, and college degree attainment, as well as students’ high school experiences using extant data and survey data.

Black College Leadership in PK–12 Education amplifies the research and perspectives of HBCU leaders, including four HBCU education deans, on how HBCUs help school districts optimize education for Black preschool, elementary and secondary students. Chapter 6, "HBCU's as a Pathway to Becoming a Scientist", includes the HBCU STEM Success survey work from the HBCU Core Project. 

This journal article investigates the research and policy implications of test optional practices, considering both sides of the debate. Drawing on the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, it provides a much-needed evaluation of the use and value of standardized admissions tests in an era of widespread grade inflation.

In this journal article, published in August 2021, AIR researchers used longitudinal data from Massachusetts that link high school course-taking records in career and technical education (CTE) to postsecondary student outcomes to provide the first empirical evidence linking characteristics of CTE teachers to later student outcomes.