The College and Career Readines and Success Center closed on September 30,2019 because the grant cycle for the U.S. Department of Education Comprehensive Centers ended. The information on this website will no longer be updated. Visit www.air.org for updates on college and career readiness.
This paper examines the the relationship between high school preparation, college choice and postsecondary outcomes for Chicago Public School (CPS) students in an effort to improve educational attainment.
This report from the Annenberg Institute for School Reform discusses whether or not New York City (NYC) public high school graduates are prepared for college success. The author uses national research as well as NYC high school achievement and college admissions and performance data to address four key questions: 1) How should we think about being ready for college? 2) Are New York City public high school graduates ready for college? 3) Is the college readiness system adequate for promoting college readiness?
This resource from EPIC discusses the findings from the Texas College and Career Readiness Initiative (TCCRI). The authors highlight the dimension of the TCCRI that is focused on improving alignment between high school and college in Texas.
Information Brief 96-1 illustrates factors that can help ethnic minorities be better prepared for college.
This longitudinal study examines the dynamic between high school curricula and students’ persistence through their first 3 years of a four-year college. Findings demonstrate a consistent advantage in terms of staying on track to obtain a bachelor's degree for those that completed rigorous high school curricula and somewhat so for those that completed mid-level curricula when compared to their peers who completed a core or lower-level curricula.
This study evaluates which high school graduates attending the Florida Community College System would be eligible to attend the State University System (SUS) based on the change in admission criteria, which allows for the acceptance of any student graduating in the top 20% of their class who also completed the 19 credits required for admission.
This study examines if participation in the Advanced Placement (AP) program predicts early college grades and retention. Second year retention and first semester grade point average data of a sample of 28,000 Texas high school students who attended public universities were used. It was found that there is no evidence that the average student is positively affected from AP participation more so than a non-AP curriculum strong in math and science.
This study examines the extent to which Advanced Placement (AP) and other honors-level courses taken in high school play a role in student’s performance in college. Data from a sample of 81,445 freshmen entering the University of California were examined. It was determined that the number of AP and honors courses taken in high school has little to no relationship to students’ performance in college.
