The Impacts of Regular Upward Bound: Results from the Third Follow-up Data Collection

This third year follow-up study evaluated the impact of Upward Bound, a federally-funded precollegiate program that aims to assist economically disadvantaged students prepare for, enter and succeed in college. Students were randomly assigned into Upward Bound and control groups. The study found that although Upward Bound students were not more likely to attend post-secondary institutions or earned more credits, the study does suggest that Upward Bound may increase the likelihood of attending a four-year post-secondary institution.

Mind the Gaps: How College Readiness Narrows Achievement Gaps in College Success

This report from ACT examines academic factors indicative of first-year college success and retention for high school students, specifically underrepresented racial/ethnic minority and low-income students. The report finds that college readiness, core curriculum, and taking additional coursework in math and science are directly related to college success. This report also discusses factors that lead to lower college success rates and presents recommendations for narrowing achievement gaps.

Sponsora-Scholar: long-term impacts of a youth mentoring program on student performance

This study evaluates the effectiveness of Sponsor-a-Scholar, a program for at-risk high school students which offers a mentor, academic assistance, college counseling and other services through their first year of college. High school academic performance, participation in college preparation activities, students’ self esteem and college enrollment and retention were analyzed.

Creating College Readiness: Profiles of 38 Schools That Know How

This report provides a profile of 38 schools and details how these schools have implemented strategies to promote and advance college readiness. The report outlines each school, characteristics that make the school unique, and lessons learned from undertaking particular strategies. The report is organized into six sections: 1) alternative schools, 2) charter schools, 3) comprehensive schools, 4) early college high schools, 5) magnet schools, and 6) private schools. In several cases, schools may have utilized more than one strategy to achieve their goal.

Building Capacity to Promote College- and Career-Readiness for Secondary-Level English Language Learners: Policy Brief Featuring Austin, Texas

This policy brief discusses the growing second-language learner population in schools. Through case studies of schools in Austin and the Rio Grande Valley region of Texas, it provides state and federal policymakers recommendations for policy changes that can help schools increase student achievement among this population.

Policy Statement on ESEA Reauthorization

This policy statement from the Council of Chief State School Officers (CCSSO) provides reasons why the Elementary and Secondary Education Act (ESEA) should be reauthorized. The authors include recommendations for ESEA reauthorization in the four core areas of reform: standards, assessments, and accountability; data and reporting; teachers and leaders; and supports for next-generation learning.

What is Career and Technical Education?

This document explains how ACTE defines career and technical education (CTE), and the benefits it can bring about including dropout reduction, high GPA, higher test scores, and more successful students. It also provides statistics and sources that support the organization's position that CTE increases student achievement and helps meet the economic needs of a community.

Retention, ACT Composite Score, and College GPA: What's the Connection?

This report from ACT discusses the correlation between student retention, ACT composite scores, and college grade point average. Though ACT Composite scores are effective predictors of academic success in general, the scores are more effective at predicting academic success among returning students than non-returning students. This finding, as well as the mean difference in grade point averages, suggest that students returning for a second year have overcome some of the academic and non-academic obstacles that influenced their counterparts not to return.

Engaging Older Youth: Program and City-level Strategies to Support Sustained Participation In Out-of-School Time (Research Synopsis)

This research synopsis from the Harvard Family Research Project summarizes the findings of the full report, “Engaging Older Youth: Program and City-level Strategies to Support Sustained Participation in Out-of-School Time.” The report examines the program practices and structural features of out-of-school time (OST) programs in six U.S. cities that primarily serve low-income youth.

The Educational Experience of Young Men of Color: A Review of Research, Pathways and Progress

This report sponsored by the College Board identifies the research-based factors that contribute either to the persistence or to the attrition of young men of color within the education system. The author synthesizes the literature in context of the communities to find connections and intersections in the literature for each of these racial/ethnic groups.


Subscribe to RSS - Persistence