This study evaluates a sample of test questions used by institutions for placement into entry-level, credit-bearing courses in English and mathematics. The report summarizes the nature of the tests currently in use, discusses what states and institutes of higher education can do to adequately measure college readiness and align their tests with the state high school standards.
This brief summarizes a study designed to assess the effectiveness of dual enrollment programs with increasing high school graduation and college achievement. Data from participating dual enrollment students in Florida and New York City and a comparison group were collected, with a specific emphasis on students in Career and Technical Education (CTE) programs. Results suggested that dual enrollment did encourage college success for students, including students in CTE programs, and particularly so for males and low-income students
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.
This study examines if Advanced Placement (AP) programs increase a student’s probability of completing high school and enrolling in college. Student coursework and academic achievement in secondary education were analyzed, and results showed that AP program participants complete high school and begin college at a significantly higher rate than nonparticipants.
This study examines the impact of the Texas Advanced Placement Incentive Program, which pays students and teachers for passing grades on advanced placement (AP) exams. Student outcomes were compared from before and after the adoption of the program to a selection of comparison schools. Results showed that participating students had a 30 percent increase in the number if students scoring above 1100 on the SAT or 24 on the ACT, and an 8 percent increase in students enrolling in college.
This study examines the impact of the Early Assessment Program (EAP), which is designed to give high school juniors information regarding their academic readiness for college-level work, on college-going behavior and remediation in college. Administrative records from California State University, Sacramento, and high school information were analyzed. The study revealed that students participating in EAP were on average less likely to need remediation in college, and this program tends to encourage high school students to increase their academic preparation
This study examines how much 6th-12th grade students who reported plans to attend college and their parents knows about the cost of attending college, and the level of college preparation they undergo. Parent and youth survey data is analyzed and the study reveals that many middle and high school students and their parents, particularly parents with lower income and education level, do not have an accurate idea of the cost of college tuition, and students that were involved in family decision making were more inclined to gather information about college.
This report evaluates the progress made in the implementing School-to-Work (STW) programs, which are designed to align the education system with the workplace by preparing students for college and employment opportunities. This evaluation surveyed local partnerships between schools and employers, case studies for states, surveyed 12th grade and college students, and analyzed the transcripts of students in the high school sample.
This study examined a sample of schools selected based on their success with assisting underrepresented students with being college ready in order to develop a definition of college readiness. 38 public high schools were visited to determine what programs, activities, practices, attitudes and cultures these schools had, and the study revealed seven main principals that assisted with fostering college readiness.
This study uses a nationally representative sample of parents to determine their perceptions of college costs and the extent to which misrepresentations are connected to family income and parental race/ethnicity and education. Results revealed that socioeconomically disadvantaged and minority parents are more likely to make larger errors when estimating the cost of college tuition, and parents, regardless of their race, ethnicity or socioeconomic status, provide predominately biased estimates of college costs.