Transition: High School to College

This study evaluates the performance of students enrolled in the College Board Advanced Placement Program (AP) compared to non-AP students on college outcome measures. Results revealed that AP students outperformed their non-AP counterparts with similar academic ability in all college outcome measures, and concurrent students typically earned more college credit hours in related subjects than other students, yet their GPAs were not higher.

This study examines the types of sources of information and approaches students use when making their decisions regarding postsecondary education, and the roles other individuals play and paths they follow regarding this decision. Information gathered from a literature review and 11 focus groups with 90 participants in eight states revealed that there was a lack of knowledge and about resources and general information on postsecondary education.

This report describes the effects that Project Graduation Really Achieves Dreams (GRAD) had on academic progress in select high schools in three states. Findings indicated that Project GRAD had a statistically significant positive impact on the number of students completing core academic curriculum in one site, some sites did not show an improvement in student academic preparation, and there were improvements made in attendance and promotion to 10th grade in some sites.

This 2-year study evaluates how Gaining Early Awareness and Readiness for Undergraduate Programs (GEARUP) and Advancement Via Individual Determination (AVID) affected the college plans of 4 cohorts of high school students. Findings showed that there were higher aspirations and college knowledge for AVID and GEARUP students, and considerably higher academic preparation for AVID students.

This study uses descriptive case studies of 15 high schools in five states to determine the effects of parental involvement on school context and college opportunity. Three common themes were identified in the case studies analyzed: (a) parents shape college opportunity for their children, but involvement varies based on socioeconomic status; (b) parental involvement is shaped by, and also shapes, the school context for college opportunity; and (c) parental involvement is also shaped by their knowledge of the higher education opportunities in their state.

This report presents a national study that examines K-16 policies and practices and student, parent, teacher, counselor, and administrator understandings of them. The findings showed that students, parents, and educators are either confused or misinformed about how students should properly prepare for college, and a great deal of inequalities between students in honors versus those in non-honors courses in regards to the quality and amount of college counseling they received existed.

This study uses a nationally representative sample of students that were in grade 10 in 1980 that took the High School and Beyond Survey. The findings indicate that math courses do play an important role in predicting postsecondary education success for both men and women and students of different ethnic backgrounds, and students that took more advanced math courses on average had higher earnings.

This report analyzed data on college enrollment from the National Student Clearinghouse and on high school graduates from the Virginia Department of Education. Results showed that 62 percent of Virginia public high school graduates enrolled in degree-granting institutions within one year of graduation. Economically disadvantaged students and limited English proficient students had lower enrollment rates than their peers.

This practice guide from the U.S. Department of Education examined studies of college access interventions. An expert panel recommended practices for promoting college access including use of college preparatory curriculum, assessment of the development of skills needed for college and surrounding students with adults and peers that reinforce college aspirations. Prepared by the What Works Clearinghouse (WWC), the guide notes the level of research evidence that demonstrates each recommendation’s effectiveness.

This report examined strategies used in Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina to improve student achievement and, ultimately, high school graduation rates to ensure that students are equipped with 21st century skills and knowledge. Information on state-level high school reform initiatives in each state and state profiles were then analyzed to identify themes or “levers for change.” The report provides a detailed description of each lever and aims to give policymakers ideas about approaches to consider.