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.

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 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 report identifies type of high school enrollment (e.g., traditional public schools, charter schools, and private voucher schools) for Indiana students enrolled in grade 9 in 2010/11–2013/14 and examines their performance on indicators of college and career readiness and early college success.

This paper from the CALDER Center examines how different measures of teacher quality are related to students’ long-run trajectories. Comparing teachers’ test-based value-added to nontest value-added – based on contributions to student absences and grades – they find that test and nontest value-added have similar effects on the average quality of colleges that students attend. However, test-based teacher quality measures have more explanatory power for outcomes relevant for students at the top of the achievement distribution such as attending a more selective college, while nontest measures have more explanatory power for whether students graduate from high school and enroll in college at all.

This infographic examines five well-known, publicly available national college rankings systems chosen because of their widespread use and/or their focus on student outcomes.

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.