This Statistics in Brief examines background and educational characteristics, plans for college, postsecondary enrollment, and postsecondary completion patterns of first-generation college students and their peers whose parents have college degrees.

This report examines the extent to which Arkansas’s middle school and high school indicators of postsecondary readiness predict a student postsecondary readiness outcome (an ACT score of 19 or higher) and success outcomes (enrolled in college for at least one term within eight years of beginning grade 6, and persisted in college by enrolling for more than one term within eight years of beginning grade 6).

These Research Explainers provide brief summaries of existing research on the CBE landscape, program design and implementation, and perceptions of CBE. This series is intended to be useful for practitioners, program leaders, and researchers—both those already working in CBE and those interested in pursuing work in this area.

This policy brief outlines a set of recommendations for establishing indicators of college and career readiness in Boston.

This report discusses three CTE-related research topics: (1) The associations between participation in CTE programs and later student outcomes, and the potential for variation in relationships across CTE career clusters and student groups; (2) the associations between CTE teacher qualifications and later student outcomes; and (3) student entry into Massachusetts’s RVTSs.

This brief lays out a framework for costing-out a community college education based on extending methods used at the K-12 level.

This report discusses barriers to success for community college students across the United States and provides an overview of promising practices and programs, many of which have not been tested or scaled.

This report examines the impact of corequisite remediation on students underprepared in reading and writing and whether corequisites have differential impacts on students with different characteristics.

This report, based on data obtained from the 2019 National Survey of Postsecondary Competency-Based Education, includes findings based on responses by more than 600 colleges and universities—the largest institutional sample to date—about their interest in or activity related to competency-based education.

This report presents findings from the 2020 National Survey of Postsecondary Competency-Based Education (NSPCBE), the third in a series of three annual surveys by the American Institutes for Research (AIR). The goal of the survey series is to understand and track the landscape of postsecondary competency-based education (CBE) in the United States, providing stakeholders—from institution leaders to policymakers—with an assessment of the field to inform their actions. Key topics of exploration include perceptions of CBE, interest in CBE, implementation, and adoption progress.