How many students have you or a colleague helped get into college with a good financial aid package only to discover later that they never enrolled? Unfortunately, every year, thousands of 12th graders finish high school excited about going to college, only to fall off track. This is especially common among those whose families have little to no experience navigating the final steps they must take to matriculate.
This blog is cross-posted with the Education Policy Center at AIR, and was originally published on November 13, 2014.
According to new AIR analysis of an international survey by the Organisation for Economic Co-operation and Development (OECD), a surprisingly large number of adults in the United States cannot apply reading or math skills to solve simple real life problems.
This is the last in a series of four blog posts from the National College Access Network (NCAN) Conference in Phoenix, Arizona on September 15—17, 2014. These posts summarize findings from selected presentations at the NCAN Conference that provide concrete, actionable recommendations for practitioners on the following topics: increasing student awareness of “college match”; increasing STEM awareness and connecting with local businesses; structuring internships to prepare students for the workforce; and supporting first-generation college students.
This report argues that 15 credits, rather than 12, should be required for full-time college enrollment status. The report discusses why the number of credits taken each semester is important, presents rigorous research findings to support 15-credit strategies, and discusses some of the likely challenges associated with adopting these strategies.