Transition: High School to College

This study addresses if the high school exit exam influences educational attainment and employment outcomes through analysis of data from the 2000 Census and the National Center for Education Statistics’ Common Core of data. The results revealed that this exam has the capacity to improve student and school performance and college enrollment and employment outcomes, but appears to exacerbate the inequality in educational attainment.

This study examines whether Advance Placement (AP) and Dual Enrollment (DE) programs improve college access and success. Student records were obtained for two cohorts of all high school students in Florida. The study found that both AP and DE are associated with positive outcomes; however, DE students are more likely than AP students to attend college, but less likely to first enroll in a four-year college.

This brief from the National College Access Network and Pathways to College Network synthesizes research on the college choice process, more specifically for low-income, first-generation, and minority students. The brief focuses on two aspects of college choice: fit (whether an institution meets a student's needs) and match (how an institutional selectivity relates to a student's academic ability). The brief also includes implications for practitioners, key considerations, and an interview with a representative from the National College Advising Corps.

This study examines high school characteristics that influence high school graduates to be college-ready. The analysis used longitudinal data from a nationally representative sample of eighth grade students. Findings indicate that there should be an increase in academic rigor and higher expectations, greater emphasis on students being continuously enrolled in mathematics courses throughout high school, and completion of senior year mathematics homework out of school all contribute a college-ready graduate.

This study explores the relationship between neighborhood characteristics and educational attainment (the likelihood of dropping out of high school and college completion) among white and black youth. In general, youth in higher-quality neighborhoods are less likely to drop out of high school and more likely to complete college. Neighborhood characteristics significantly contribute to the likelihood of disadvantaged black youth dropping out of high school but are not significantly related to their college attainment.

This study evaluates the Gaining Early Awareness and Readiness for Undergraduate Programs (GEARUP), which targets low-income students and their families in order to increase knowledge, preparation and expectations for postsecondary education. The researchers compared a sample of 18 middle schools and 18 comparison schools. Overall GEARUP had positive effects on parent and student knowledge of postsecondary education, higher parent involvement and expectations for their children.

This study examines the effect of career and technical education (CTE) transition programs on secondary student matriculation to postsecondary education. The study has 2 components 1) comparing secondary CTE and non-CTE students on academic experiences, achievement and transition to college and 2) exploring the effect of CTE programs on postsecondary students’ transition experiences and outcomes. Results revealed that participation in CTE programs were linked to outcomes such as: increased academic achievement, enrollment in dual-credit courses and college readiness.

This study assesses the effectiveness of bridge programs, which aim to provide interventions for high schools students to successfully transition into college. Results showed that effective bridge programs have strong relationships with their partner school district, have orientations and closing ceremonies, involve parents, implement formative and summative evaluations, and provide transportation, academic advising, professional development opportunities, and support services and labs to support instruction.