Publications & ProductsSearch Results: (1-15 of 55 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2022127 | Education and Career Planning in High School: A National Study of School and Student Characteristics and College-Going Behaviors
A large proportion of high schools across the country have adopted education and career planning requirements intended to help students prepare for postsecondary education and to facilitate successful transitions to the labor market. This study used student and counselor survey responses from a nationally representative longitudinal dataset to examine the relationships between students’ participation in three core elements of education and career planning during high school and their application, coursetaking, and enrollment behaviors associated with the transition to college. Students who developed an education or career plan upon first entering high school in grade 9 were no more or less likely to submit the Free Application for Federal Student Aid, complete a college preparatory curriculum, apply to college, or enroll in college than students who did not develop a plan. However, for students who received support from a teacher or a parent to develop their plan and for students who met with an adult in school to review the plan at least once a year, developing a plan was significantly associated with several college-going behaviors. |
11/29/2021 |
| NCES 2021029 | 2012–2016 Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS): How reading and mathematics performance at age 15 relate to literacy and numeracy skills and education, workforce, and life outcomes at age 19
This Research and Development report provides data on the literacy and numeracy performance of U.S. young adults at age 19, as well as examines the relationship between that performance and their earlier reading and mathematics proficiency in PISA 2012 at age 15. It also explores how other aspects of their lives at age 19—such as their engagement in postsecondary education, participation in the workforce, attitudes, and vocational interests—are related to their proficiency at age 15. |
6/15/2021 |
| REL 2021073 | Using High School Data to Predict College Readiness and Early College Success on Guåhan (Guam)
On Guåhan (Guam), the large percentages of students enrolling in non-credit-bearing courses at Kulehon Kumunidåt Guåhan (Guam Community College) and Unibetsedåt Guåhan (University of Guam) have raised concerns about college readiness and early college success. Without adequate research on predictors of college readiness and early success among students on Guåhan, educators and other stakeholders find it difficult to identify and support students at risk of being underprepared for college. This study examined which student characteristics predicted college readiness and early college success among students who graduated from Guåhan high schools and enrolled at Kulehon Kumunidåt Guåhan or Unibetsedåt Guåhan between 2012 and 2015. Students' college readiness and early college success were assessed using three indicators: enrolling in only credit-bearing math and English courses during the first year of college, earning all credits attempted during the first semester of college, and persisting to a second year of college. About 23 percent of students met all three indicators and were thus classified as demonstrating college readiness and early college success. The percentages of students who met each individual indicator varied: 30 percent enrolled in only credit-bearing math and English courses, 43 percent earned all the credits they attempted, and 74 percent persisted to a second year. Various student characteristics predicted meeting all three indicators and each individual indicator. Graduates of John F. Kennedy High School and male students were the most likely to meet all three indicators and were the most likely to enroll in only credit-bearing math and English courses. Completing a high-level math course during high school positively predicted meeting the composite indicator of college readiness and early college success and of enrolling in only credit-bearing math and English courses and earning all credits attempted. A higher cumulative high school grade point average also positively predicted meeting all three indicators and each individual indicator. Kulehon Kumunidåt Guåhan enrollees were more likely than Unibetsedåt Guåhan enrollees to earn all credits attempted during their first semester. |
4/12/2021 |
| REL 2021071 | Do College and Career Readiness and Early College Success in Indiana Vary Depending on Whether Students Attend Public, Charter, or Private Voucher High Schools?
Indiana has a robust portfolio of high school options, including traditional public schools, charter schools, and private voucher schools that accept Indiana Choice Scholarships. This study identified the type of high school enrollment among students enrolled in grade 9 in 2010/11–2013/14 and examined their performance on indicators of college and career readiness and early college success. Charter school students and recipients of private school vouchers (voucher recipients) were most likely to belong to disadvantaged groups. After adjusting for student and high school background factors, students at private voucher schools who did not receive vouchers (nonvoucher students) performed similarly to or better than students in traditional public and charter schools on most indicators of college and career readiness; voucher recipients performed similarly to or better than students in traditional public schools; and among students who enrolled in an Indiana public college, students from all enrollment types performed similarly on indicators of early college success. |
3/15/2021 |
| NCES 2020125 | Dual or Concurrent Enrollment in Public Schools in the United States
This Data Point examines dual or concurrent enrollment at public schools in the United States with students enrolled in any of grades 9–12. |
12/1/2020 |
| REL 2021038 | Algebra I and College Preparatory Diploma Outcomes among Virginia Students Who Completed Algebra I in Grades 7–9
In Virginia, 52 percent of students graduated from high school with a college preparatory diploma in 2019. However, 31 percent of economically disadvantaged students and 15 percent of English learner students graduated with a college preparatory diploma. Recognizing the importance of mathematics in preparing students for college and careers, Virginia leaders are seeking to improve mathematics instructional programs and associated policy. As one part of their effort, this study was designed to learn more about Algebra I and graduation outcomes among students with similar mathematics proficiency in grade 5 who completed Algebra I in grade 7, 8, or 9 in Virginia. Using data from the Virginia Longitudinal Data System, the study followed a population of 61,200 students who were in Virginia public schools in grade 5 in 2009/10 and who graduated in 2016/17. Results describe students' prior mathematics performance, Algebra I performance, and college preparatory diploma attainment based on the grade level in which they completed Algebra I. The analyses used descriptive statistics and cross-tabulations of the overall study population as well as students identified as economically disadvantaged and English learner students. Fewer than half the students who completed Algebra I in grade 9 earned a college preparatory diploma, even when they earned advanced scores on the grade 5 mathematics assessments. Economically disadvantaged students who scored at the advanced level on the grade 5 mathematics assessment and completed Algebra I in grade 7 had an Algebra I pass rate that was 10 percentage points lower than that of the overall study population, and a rate of earning a college preparatory diploma 18 percentage points lower than that of the overall study population. Similar gaps in performance existed when economically disadvantaged students completed Algebra I in grade 8 or 9. |
10/20/2020 |
| WWC 2021001 | Success Boston Coaching Intervention Reports
This What Works Clearinghouse (WWC) intervention report summarizes the research on Success Boston Coaching, a coaching intervention for students who are traditionally underrepresented in college to help them transition from high school to college. Students are paired with a dedicated coach starting as early as the spring of their senior year of high school and receive coaching through their first two years in college. As Boston’s citywide college completion initiative, Success Boston partners with existing nonprofit organizations focused on coaching and mentoring to deliver these one-on-one coaching services. Nonprofit coaching partners may also provide students with other direct services such as tutoring and career readiness support, and financial support that includes scholarships, transportation subsidies, and funding for school-related materials and supplies. Based on the research, the WWC found that Success Boston Coaching has potentially positive effects on progressing in college and potentially positive effects on academic achievement for college students. |
10/7/2020 |
| REL 2020020 | Implementation of Career- and College‑Ready Requirements for High School Graduation in Washington
The Washington State Board of Education recently developed career- and college-ready (CCR) graduation credit requirements that are more aligned with career pathways and with admissions standards at the state’s universities. The requirements took effect for the class graduating in 2019, though some districts implemented them earlier and others received waivers to delay implementation until the class of 2021. Local and state education leaders in Washington state asked Regional Educational Laboratory Northwest to conduct a study of districts’ progress toward implementing the CCR graduation credit requirements from 2018 to 2019. The study looked at student groups from the class of 2018 that did and did not meet the CCR graduation credit requirements and also examined changes in student outcomes when districts increased fine arts, science, world languages, or total graduation credit requirements in any year between 2012/13 and 2017/18. The study found that the percentage of districts implementing all CCR graduation credit requirements increased from 9 percent in 2018 to 56 percent in 2019. The districts that adopted the new requirements by 2018 tended to have fewer students per teacher in required content areas than districts that did not meet all the requirements. About 27 percent of all 2018 graduates met the CCR graduation credit requirements, with gaps that suggest additional barriers exist for students of color, students eligible for the national school lunch program, current English learner students, and students who have low scores on grade 8 state assessments. Finally, past district-level increases in fine arts, science, world languages, and total graduation credit requirements showed little impact on student academic outcomes. |
7/20/2020 |
| WWC 2020001 | Accelerated Study in Associate Programs (ASAP)
This What Works Clearinghouse (WWC) intervention report summarizes the research on Accelerated Study in Associate Programs (ASAP), an intervention for community college students that is designed to remove barriers to college success and completion for students seeking associate degrees. ASAP offers students financial, academic, and personal supports. Based on the research, the WWC found that ASAP will likely increase graduation, enrollment, and credit accumulation and persistence rates for community college students. |
11/5/2019 |
| NCEE 20194002 | Study of Enhanced College Advising in Upward Bound: Impacts on Steps Toward College
The U.S. Department of Education tested a set of promising, low-cost advising strategies, called Find the Fit, designed to help low-income and "first generation" students enrolled in the Department's Upward Bound program choose more selective colleges and stay in until they complete a degree. About 200 Upward Bound projects with 4,500 seniors agreed to participate. The projects were randomly assigned to receive Find the Fit to supplement their regular college advising (treatment group) or to offer their regular advising (control group). This first of three reports looks at Find the Fit's effects on students' steps toward enrolling in a more selective college. The study found that the enhanced advising increased the number and selectivity of colleges to which students applied. |
10/18/2018 |
| NCES 2017013 | College Applications by 2009 High School Freshmen: Differences by Race/Ethnicity
This report uses data from the High School Longitudinal Study of 2009 (HSLS:09) 2013 Update collection to look at college applications by high school freshmen four years later. |
8/31/2017 |
| REL 2017242 | Stated Briefly: Impacts of Ramp-Up to Readiness™ after one year of implementation
This "Stated Briefly" report is a companion piece that summarizes the findings from another report (REL 2017-241). This study examined whether the Ramp-Up to Readiness program (Ramp-Up) produced impacts on high school students' college enrollment actions and personal college readiness following one year of program implementation. The study also looked at Ramp-Up’s impact on more immediate outcomes, such as the emphasis placed on college readiness and the amount of college-related teacher-student interactions taking place in high schools. The impacts were studied in context by assessing the degree to which schools were implementing Ramp-Up to the developer's satisfaction. Forty-nine Minnesota and Wisconsin high schools were randomly assigned to one of two groups: (1) the Ramp-Up group that would implement the program during the 2014-15 school year (25 schools), or (2) the comparison group that would implement Ramp-Up the following school year, 2015-16 (24 schools). The researchers collected data from students and school staff during the fall of 2014, before program implementation and during the spring of 2015 after one year of implementation. The study team administered surveys to staff, surveys to students in grades 10-12, and the commitment to college and goal striving scales from ACT's ENGAGE instrument. Researchers also obtained extant student-level data from the high schools and school-level data from their respective state education agencies. The outcomes of most interest were students' submission of the Free Application for Federal Student Aid (FAFSA) and their scores on the two ENGAGE scales. Data indicated that following a single year of implementation, Ramp-Up had no impact on grade 12 students' submission rates for the FAFSA or on the commitment to college and goal striving of students in grades 10-12. However, the program did produce greater emphasis on college-readiness and more student-teacher interactions related to college. Implementation data showed mixed results: on average, Ramp-Up schools implemented the program with adequate fidelity, but some schools struggled with implementation and 88 percent of schools did not adequately implement the planning tools component of the program. Schools implementing Ramp-Up demonstrated a greater emphasis on college-readiness than comparison schools, but a single year of program exposure is insufficient to produce greater college readiness among students or FAFSA submissions among grade 12 students. Schools that adopt Ramp-Up can implement the program as intended by the program developer, but some program components are more challenging to implement than others. |
3/7/2017 |
| REL 2017241 | Impacts of Ramp-Up to Readiness™ after one year of implementation
This study examined whether the Ramp-Up to Readiness program (Ramp-Up) produced impacts on high school students' college enrollment actions and personal college readiness following one year of program implementation. The study also looked at Ramp-Up's impact on more immediate outcomes, such as the emphasis placed on college readiness and the amount of college-related teacher-student interactions taking place in high schools. The impacts were studied in context by assessing the degree to which schools were implementing Ramp-Up to the developer's satisfaction. Forty-nine Minnesota and Wisconsin high schools were randomly assigned to one of two groups: (1) the Ramp-Up group that would implement the program during the 2014–15 school year (25 schools), or (2) the comparison group that would implement Ramp-Up the following school year, 2015–16 (24 schools). The researchers collected data from students and school staff during the fall of 2014, before program implementation and during the spring of 2015 after one year of implementation. The study team administered surveys to staff, surveys to students in grades 10–12, and the commitment to college and goal striving scales from ACT's ENGAGE instrument. Researchers also obtained extant student-level data from the high schools and school-level data from their respective state education agencies. The outcomes of most interest were students' submission of the Free Application for Federal Student Aid (FAFSA) and their scores on the two ENGAGE scales. Data indicated that following a single year of implementation, Ramp-Up had no impact on grade 12 students' submission rates for the FAFSA or on the commitment to college and goal striving of students in grades 10–12. However, the program did produce greater emphasis on college-readiness and more student-teacher interactions related to college. Implementation data showed mixed results: on average, Ramp-Up schools implemented the program with adequate fidelity, but some schools struggled with implementation and 88 percent of schools did not adequately implement the planning tools component of the program. Schools implementing Ramp-Up demonstrated a greater emphasis on college-readiness than comparison schools, but a single year of program exposure is insufficient to produce greater college readiness among students or FAFSA submissions among grade 12 students. Schools that adopt Ramp-Up can implement the program as intended by the program developer, but some program components are more challenging to implement than others. Additional studies need to examine Ramp-Up's impact on students' college enrollment actions, their college admission rates, and their success in college following multiple years of program exposure. Studies also should investigate whether implementation gets stronger in subsequent years as schools gain more experience with Ramp-Up's curriculum and processes. |
3/2/2017 |
| REL 2017229 | College and career readiness profiles of high school graduates in American Samoa and the Commonwealth of the Northern Mariana Islands
Stakeholders in American Samoa and the Northern Mariana Islands have identified the college and career readiness of high school graduates as a key concern; however, it has been unclear what data were available to determine student readiness for college and careers. This report examines the availability of college and career readiness indicators; how many of the Data Quality Campaign's 10 Essential Elements of high quality data systems were in place; and the college and career readiness of a graduating class within each jurisdiction. In American Samoa, the study found that data were available to construct five college and career readiness indicators and that six of the Data Quality Campaign's 10 Essential Elements were in place. In addition, the study found that, among the 843 high school completers in the American Samoa sample, students’ mean grade point average was 2.84, fewer than 50 percent took a math class beyond Algebra II, and most students scored at the below basic proficiency level on the SAT-10 reading and math exams. In the Northern Mariana Islands, data were available to construct six college and career readiness indicators, and three of the Data Quality Campaign's 10 Essential Elements were in place. Among the 587 high school completers in the Northern Mariana Islands sample, students' mean grade point average was 2.81, few students completed pre-calculus or calculus, and most students scored at the average proficiency level on the SAT-10 reading and math exams. |
2/28/2017 |
| REL 2017231 | What are the college outcomes after six years for Tennessee's high school class of 2007?
Regional Educational Laboratory Appalachia and the Tennessee Higher Education Commission (THEC) collaborated to conduct this study, which examines college enrollment, persistence, and performance for Tennessee's public high school class of 2007 six years after high school graduation. The study used student-level data from the Tennessee Department of Education to define the graduating cohort of 2007 and to describe students' demographic characteristics. These data were linked with postsecondary data from THEC and the National Student Clearinghouse (NSC). The NSC provided enrollment and degree-completion data for students enrolled in a public postsecondary institution, and THEC provided data on credits earned and grade point averages (GPA) for students enrolled in a Tennessee public postsecondary institution. Neither source provided data on private institutions, and NSC does not collect credit or GPA data. The study found that just over half of Tennessee's public high school class of 2007 enrolled in a public postsecondary institution within six years. Enrollment rates were highest for Asian or Pacific Islander students (62 percent), followed by White students (57 percent), Black students (52 percent) and Hispanic students (37 percent). Female students also enrolled at higher rates (60 percent) than male students (50 percent). Enrollment rates were highest in the fall immediately after high school (69 percent of those who enrolled within six years). About 16 percent of all graduates completed a four-year degree within six years. The completion rate was higher (37 percent) for students who enrolled immediately after high school. After one year, students enrolled full-time in a four-year institution earned more credits and had higher grade point averages than those in a two-year institution. Results highlight the higher success rates for students who enroll in postsecondary education full-time immediately after high school. The study also points to important subgroup differences—for example, low enrollment and completion rates among Black and Hispanic students. Additional study may reveal both why these differences exist and how they can be mitigated. Policymakers may consider replicating this approach for future cohorts of high school graduates reporting long-term outcomes back to individual districts and schools where local decision-makers can take action. |
2/8/2017 |
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