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Peer reviewed
Direct linkShaun M. Dougherty – Education Finance and Policy, 2018
Earlier work demonstrates that career and technical education (CTE) can provide long-term financial benefits to participants, yet few have explored potential academic impacts, with none in the era of high-stakes accountability. This paper investigates the causal impact of participating in a specialized high school-based CTE delivery system on high…
Descriptors: Vocational Education, Human Capital, Evidence, Outcomes of Education
Yavuz, Olcay – Educational Research and Evaluation, 2016
This longitudinal quantitative study investigates how participation in the Comprehensive College Readiness Access and Success Program (CCRASP) affects underrepresented urban students' college persistence. Results revealed that CCRASP participation was associated with higher percentages of students enrolling in both 2- and 4-year colleges as…
Descriptors: Longitudinal Studies, Urban Schools, Counseling Services, Disadvantaged
Download full textShepherd, Jeff; Nelson, Barbara Mullins – Qualitative Report, 2012
A study was conducted utilizing Cross' (1981) barriers to adult learning as a framework to better understand how adults successfully complete their graduate studies. Participants in the study were solicited via Facebook and LinkedIn. Three female adult learners who persisted in their graduate studies while balancing demands outside academics…
Descriptors: Adult Learning, Graduate Students, Adult Students, Females
Friedlaender, Diane; Burns, Dion; Lewis-Charp, Heather; Cook-Harvey, Channa; Zheng, Xinhua; Darling-Hammond, Linda – Stanford Center for Opportunity Policy in Education, 2014
"Student-Centered Schools: Closing the Opportunity Gap" documents the practices and outcomes of four urban high schools that, through student-centered approaches, are preparing their students for success in college, career, and life by providing them with the building blocks of knowledge and skills they will need as adults. The schools…
Descriptors: Student Centered Learning, Urban Schools, High Schools, College Readiness
Espinosa, Lorelle L. – Harvard Educational Review, 2011
Supporting undergraduate achievement in science, technology, engineering, and mathematics (STEM) disciplines is paramount to ensuring our nation's continued scientific and technological advancement. In this quantitative study, Lorelle Espinosa examines the effect of precollege characteristics, college experiences, and institutional setting on the…
Descriptors: STEM Education, Human Capital, Undergraduate Study, Academic Achievement
Choy, Susan P.; Berkner, Lutz; Li, Xiaojie; Woo, Jennie; Lee, John; Topper, Amy – Office of Planning, Evaluation and Policy Development, US Department of Education, 2010
The Department of Education is vitally interested in whether the financial incentives provided by the grants affect student behavior. That is, will the Academic Competitiveness Grant (ACGs) induce more economically disadvantaged high school students to complete a rigorous high school program and enroll and succeed in postsecondary education? Will…
Descriptors: Federal Aid, Higher Education, Student Financial Aid, Federal Legislation
Russell, Melody L. – Negro Educational Review, The, 2005
Historically, lack of access to educational opportunities has been a constant and unfortunate reality for many African Americans. As a result of tracking and ability grouping many African American students lack the necessary accoutrement for persistence in the sciences. Some critical factors for the persistence and success of African American…
Descriptors: Urban Areas, Rural Areas, Academic Persistence, Educational Change
