Search Results: (1-15 of 15 records)
|NCEE 2023003||Possible Ways of Increasing College Access Among Adults from Underserved Backgrounds: A Study of College Transition Text-Based Messaging
For adults with low incomes and potential first-generation college-goers, enrolling in college can be challenging. The U.S. Department of Education-funded Educational Opportunity Centers (EOCs) provide supports to help navigate some of the barriers to enrollment, including assistance with completing college and financial aid application processes, academic advising, and personal counseling. This study tested a text messaging program provided as a supplement to EOCs' typical services. The program included a set of personalized, automated text messages focused on how to secure financial aid, complete key college enrollment steps, and navigate other potential barriers to college entry. Clients from 18 EOCs were randomly assigned to receive the text messages in addition to typical EOC services or to receive typical EOC services only. The study compared the Free Application for Federal Student Aid (FAFSA) completion and college enrollment rates of these two groups to determine the effectiveness of the messaging program.
|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.
|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.
|REL 2021072||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.
|NCES 2018043||Participation in High School Career and Technical Education and Postsecondary Enrollment
This 2-page Data Point uses data from the Education Longitudinal Study of 2002 to look at the relationship between high school CTE coursetaking and later enrollment in postsecondary education.
|NCEE 20154014||National Longitudinal Transition Study Data Files
This data file contains data from the National Longitudinal Transition Study (NLTS). NLTS was launched in 1987 to examine the characteristics and school experiences of youth with disabilities transitioning from secondary school to early adulthood. The longitudinal study includes a nationally representative sample of over 8,000 secondary special education students ages 13 to 21 (in the 1985-86 school year), drawn to represent youth in each of the federal special education disability categories. NLTS data were first gathered in 1987 (wave 1) and again in 1990-91 (wave 2) to examine youths' experiences through secondary school and into their early adult years. In this file, data from the publicly available dataset are mapped to the original data collection instruments and recoded to their original format to make it possible to examine trends across studies.
|REL 2014042||The College Readiness Data Catalog Tool: User Guide
The College Readiness Data Catalog Tool and User Guide enable states, districts and other educational entities to assess the presence of college readiness indicators in extant data sets and identify gaps that may present challenges in developing future indicator systems. The College Readiness Data Catalog tool is a flexible Excel workbook that provides a shell for organizing and tracking student data relevant for measuring college readiness. The user guide also includes a sample data catalog summary report and a template for a data catalog summary report. Created by REL Northeast and Islands for the US Virgin Islands College and Career Readiness Research Alliance, the tool may be used by any educational organization to determine whether it has sufficient data to study college readiness indicators.
|NCES 2013002||Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11
This report provides national estimates about dual enrollment programs and courses at postsecondary institutions. The estimates presented in this report are based on an institution survey about dual enrollment programs and courses offered by the postsecondary institutions during the 2010-11 school year.
|REL 2012018||How Prepared are Subgroups of Texas Students for College-Level Reading? Applying a Lexile®-Based Approach
Many students graduate from high school unprepared for the rigorous reading required in entry-level college and career work. This brief builds on a recent report (Wilkins et al. 2010) that used the Lexile measure (a method for measuring the reading difficulty of prose text and the reading capability of individuals) to estimate the proportion of Texas grade 11 public school students in 2009 ready for entry-level college reading in English. The previous study examined the overall grade 11 Texas student population; this brief uses the same methodol-ogy to present similar readiness estimates for student subgroups as defined by 10 character-istics that Texas uses for its state accountability system. An Excel® tool was created to enable school administrators to more easily compare the preparation of grade 11 students to read entry-level English textbooks from University of Texas (UT) system schools with that of stu-dents overall or selected subgroups of students statewide.
|NCES 2011234||Postsecondary and Labor Force Transitions Among Public High School Career and Technical Education Participants
This set of Issue Tables provides information on the transition of high school career and technical education (CTE) participants into postsecondary education and the labor market during the first 2 years after their high school graduation, from 2004 to 2006. Data are drawn from the Education Longitudinal Study, the most recent NCES longitudinal survey that followed students through and out of high school.
|WWC QRRS1214||WWC Quick Review of the Report "The Role of Simplification and Information in College Decisions: Results From the H&R Block FAFSA Experiment"
The Role of Simplification and Information in College Decisions: Results From the H&R Block FAFSA Experiment—This study examined whether assistance in filling out the Free Application for Federal Student Aid (FAFSA) increases the likelihood of filing the FAFSA, college enrollment, and financial aid receipt. The authors analyzed data on about 17,000 individuals in 156 H&R Block tax preparation offices in Ohio and North Carolina. It compares the outcomes of three research groups created through random assignment: a FAFSA treatment group; an information-only treatment group which received portions but not all of the FAFSA treatment; and a no-treatment control group. Each comparison was conducted for independent adults, both those with no previous college experience and those with some previous college experience, and dependent students—those who were high school seniors or recent high school graduates and financially dependent on their parents. The study rating in this WWC quick review has been revised to account for additional information on sample attrition provided by the study authors.
|REL 2011094||How Prepared are Students for College-Level Reading? Applying a Lexile-Based Approach
This study develops and applies a new methodology to determine the proportion of grade 11 students whose scores on a Texas English language arts and reading assessment indicate their readiness to read and comprehend textbooks used in entry-level English courses in the University of Texas system.
|REL 2010091||Are Texas' English Language Arts and Reading Standards College Ready?
This study compares alignment of the ACT and the American Diploma Project (ADP) national college readiness standards sets with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR) standards for grades 9-12 and analyzes their cognitive complexity. It finds that a majority of the content in the ACT and ADP standards sets is addressed to some extent by the TEKS ELAR standards and that the TEKS ELAR standards demand higher levels of cognitive complexity than do the other two standards sets.
|NCES 2010204||Getting Ready for College: Financial Concerns and Preparation Among the High School Senior Class of 2003−04
These Issue Tables draw on data from the Education Longitudinal Study of 2002 (ELS:02) to examine the extent to which parents and students were concerned about college affordability and financial aid availability. The tables also examine whether parents made financial preparations to pay for their children’s education and whether students applying to college also applied for financial aid and, if not, their reasons for not applying. The tables present estimates for all students and by a wide range of student, family, and high school characteristics.
|REL 2010086||A Systematic Comparison of the American Diploma Project College Readiness Standards with those of the ACT, College Board, and Standards For Success
This study of four national English language arts standards compares the content of three sets of standards with a benchmark set, the American Diploma Project (ADP), to see how closely the sets agree on what students should know in English language arts to prepare for college. The match between each of the three comparison sets and the 62 content statements in the ADP benchmark varies, from 77 percent of the statements for the College Board College Readiness Standards and 68 percent for Standards for Success to 34 percent for the ACT College Readiness Standards. But only 5 percent of the ADP statements fully match the content in all three comparison sets--27 percent when partial matching is also considered.
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