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.
In this journal article, researchers examine whether, how, and for whom a new counseling model aimed at providing college-related social resources may improve college enrollment. Following nearly all seniors in Chicago Public Schools from their senior year through the fall after high school, the findings indicate that coaches may improve the types of colleges that students attend by getting students to complete key actions.
This journal article discusses findings from a study that used a randomized controlled trial to assess 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. The findings indicate that Early Colleges had positive impacts on college enrollment and college completion as well as students’ high school experiences.
This brief highlights evidence-based practices related to early college high schools that promote college and career readiness.
This journal article provides a review of causes and policy solutions of two equity problems: (a) Too many college students from disadvantaged backgrounds in the United States do not complete their coursework with any college credential, whereas others earn degrees or certificates with little labor market value; and (b) many of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. Solutions include those focused on both individual students and institutional reform.
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.
This journal article discusses a study investigating the short- and longterm impacts of "GO Centers," a student-run, college information program that provides information about all aspects of the college-going process to academically prepared Texas public school students on the margin of attending college. The results indicate that GO Centers led to a large increase in college application rates and a small increase in college enrollment rates but no increase in college completion rates.
This journal article discusses a study investigating whether college readiness improved among high school students affected by the early stages of the Common Core State Standards (CCSS) implementation and whether students from different backgrounds and types of high schools were affected differently. In the case of the CCSS transition in Kentucky, the findings suggest that students continued to improve their college readiness, as measured by ACT scores, during the early stages of CCSS implementation. Furthermore, evidence suggests that the positive gains students that made during this period accrue to students in both high- and low-poverty schools.
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.
AIR, in collaboration with 2M Research and Education Strategies Group, is designing and executing the National Evaluation of Career and Technical Education Under Perkins V. The evaluation will assess the implementation of CTE under the new law, how CTE participation and outcomes are evolving over time, and the effectiveness of CTE strategies permitted under Perkins V in improving key student outcomes. The evaluation will satisfy a legislative mandate in Perkins V and will give Congress and other policymakers a comprehensive assessment of CTE under the new law.