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 examines the impact of interracial and interethnic dialogue, a model of intergroup contact that highlights the salience of racial and ethnic group membership, to improve intergroup relationships on college campuses. A field experiment involving 737 participants demonstrated that participants randomized to enroll in an intergroup dialogue course increased thinking about and understanding of race and racial/ethnic group membership more than the control group participants who were wait-listed for the course.
AIR is working with five open- and broad-access institutions across Texas to conduct a randomized controlled trial that assigns students to either corequisites or traditional developmental education courses and then compares 3-year outcomes in terms of course success, persistence, and degree completion. The goal of the study is to better understand the impact and implementation of corequisite courses in Texas community colleges.
AIR conducted a randomized controlled trial to determine the effects of Early College High Schools, which allow students to take a mixture of high school and college-level courses. The study examined the impacts of Early College High Schools on college enrollment and degree completion up to 6 years after expected high school graduation, in addition to a cost-benefit analysis of Early College High Schools. The goals of the study were to estimate the longer-term impacts of Early College High Schools on student postsecondary outcomes and compare the financial costs and benefits of these schools.
AIR is testing whether Castleman and Page’s “Summer Melt” text messaging intervention increases college enrollment, persistence, and credential attainment among college-intending seniors at high-poverty high schools when implemented at scale in routine educational settings. This randomized controlled study aims to extend existing research on the intervention by studying its cost effectiveness, implementation, and impact on student enrollment and persistence patterns.
AIR conducted an evaluation to assess the effectiveness and efficiency of Texas OnCourse online training programs, which provide instruction about preparing for high school, college, and future careers to middle school counselors and teachers. Together, the evaluation team and Texas OnCourse staff developed and employed end-of-module assessments and participant perception surveys to measure improvements in counselors’ knowledge of module content and determine program effectiveness on teacher and counselor outcomes. The aim of this research was to improve high school counselors’ awareness of college and career planning information.
The Center for Applied Research in Postsecondary Education (CARPE) at the American Institutes for Research held a webinar focused on the use of behavioral science ‘nudges’ in postsecondary settings. The webinar featured presentations by Professor Eric Bettinger of Stanford University, Principal Researcher Christina LiCalsi of AIR, and Associate Professor Lindsay Page of the University of Pittsburgh about the opportunity to leverage text messaging interventions and other virtual ‘nudges’ to increase college enrollment, persistence, and attainment.
Researchers at the Regional Educational Laboratory Southwest, operated by AIR, conducted a study examining the impact of providing parents with an informational brochure about the role of Algebra II in college access on students’ grade 11 Algebra II completion rates in Texas. One hundred nine schools, covering all 20 Educational Service Center regions in Texas, participated in the study.