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Research to Practice is a new CCRS Center blog series. Each month, CCRS Center staff will highlight the latest research from the Regional Educational Laboratories on college and career readiness topics. This is the first in the series.
This report highlights quasi-experimental and experimental research on promising approaches for increasing dropouts’ rate of GED attainment, other high school equivalency credentials, and successful transition to college. The report divides these interventions into three categories: college and career ready standards and curricula, GED-to-college “bridge” programs, and dual enrollment.
This report examines the graduation rates across the nation's colleges and universities, using data from the U.S. Department of Education. Institutions with highest and lowest graduation rates are included and the differences between these institutions are discussed. The report finds that there is great variability among graduation rates, even among institutions that have similar admission standards and admit students with similar backgrounds.
This report looks at data from student loan borrowers who dropped out of college and examines what happened to them six years after they initially enrolled in college. Key results include: more students are borrowing to attend college, borrowers who attended for-profit institutions took on larger amounts of debt, and borrowers who drop out have higher unemployment rates and make less money.
This report describes a measure created by Education Sector, the "borrowing to credential ratio", which calculates the total amount of money borrowed by undergraduates at a college divided by the sum of total number of degrees awarded by that college. The borrowing to credential ratio was calculated using data from 2006-07, 2007-08, and 2008-09. Key results include: the ratio has risen sharply in recent years, ratios at for-profits are higher than elsewhere, and there is a wide variation in ratios among states and elite colleges.
This brief focuses on the role that career and technical education (CTE) teachers can play in ensuring college and career readiness (CCR) for all students. The authors introduce who CTE teachers are and how current policies support and integrate them into schools. The authors argue that these teachers are critical to meeting the needs of students who may wish to enter a career without obtaining a 4-year college degree or for those who wish to gain experience in a field before obtaining a higher degree.
