Transition: High School to College

The Impacts of Upward Bound: Final Report for Phase I of the National Evaluation

This randomized controlled trial evaluation examined the impact of Upward Bound. Although students could participate in the program for three to four years, the study found that 35 percent left after the first year and it is estimated that another 20 percent left before they graduated from high school. Furthermore, the study only had a few positive impacts on students during high school. For example, in comparison to the control group, students in the treatment group were expected to complete more years in high school and obtain more credits in math and social studies.

The College Ladder: Linking Secondary and Postsecondary Education for Success for All Students

This compendium describes several secondary-post-secondary learning options (SPLOs) and highlights the research that assesses their effectiveness. SPLOs include dual enrollment, Advanced Placement (AP), Tech Prep, Middle College High Schools (MCHS) , early college high schools (ECHS), programs serving disadvantaged youth, college access programs [such as International Baccalaureate (IB)], Career Academies, and summer enrichment programs.

Paving the Way to Postsecondary Education: K-12 Intervention Programs for Underrepresented Youth

This report from the National Center for Education Statistics (NCES) identifies and reviews selected K-12 postsecondary education college access programs. Information on how the program works and under conditions and limitations on the research are discussed, and characteristics of effective programs based on the research is provided.

A Study of the Effect of the Talent Search Program on Secondary and Postsecondary Outcomes in Florida, Indiana and Texas: Final Report From Phase II of the National Evaluation

This retrospective study examined the effects of Talent Search on a cohort of students who participated in the program in one of three states (Florida, Indiana, and Texas) and were ninth graders from 1995-1996. Overall, the study found that Talent Search participants were more likely than a comparable control group to enroll in a public college or university, especially two-year institutions, in their state by the 1999-2000 school year. They were also more likely to apply for federal financial aid.

Transition Planning/Coordinating Interventions for Youth with Disabilities: A Systematic Review

This practice-based review from the National Secondary Transition Technical Assistance Center provides a summary of research that examines the impact of transition planning/coordinating interventions on the transition and transition-related outcomes of high school aged students with disabilities. Results provide support for the use of student planning and student development interventions.

The Transition Planning Process

This data brief from the National Center on Secondary Education and Transition (NCSET) provides findings from the National Longitudinal Transition Study 2 (NLTS2). It presents a national overview of the planning process involved in helping students with disabilities make the transition from high school to life after high school. Results indicate that there is variability in the extent to which laws and best practices regarding the transition planning process are followed.

Project Lead the Way Works: A New Type of Career and Technical Program

This study from the Southern Regional Education Board compared the outcomes of Project Lead the Way (PLTW) relative to the High Schools That Work (HSTW) program. The majority of study participants were white males who had parents that pursued postsecondary education. PLTW students had higher scores in math and science on the NAEP-referenced HSTW Assessment than similar HSTW career/technical students in comparable career/technical fields and all fields.

Promoting College Access and Success: A Review of Credit-based Transition Programs

This report examines the research literature on credit-based transition programs: dual enrollment, Advanced Placement (AP), International Baccalaureate (IB), Tech Prep, and Middle College High Schools (MCHS). It includes the variation in implementation and summarizes findings from 21 research evaluations. Recommendations on future research are provided.

Social/Communication Interventions and Transition Outcomes for Youth with Disabilities: A Systematic Review

This meta-analysis of 30 studies examines whether social and/or communicative skills interventions helped to improve transition or transition related outcomes in high school aged students with disabilities. Results showed 1) little support for interventions aimed at augmentative and alternative communication; 2) modest support for interventions focused on the acquisition of conversation skills or social skills training. The authors were unable to conduct a meta-analysis of Interventions designed to reduce inappropriate social behaviors.


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