This report describes results from the Long-Term Impact of Early College High Schools Study--funded by the Institute of Education Sciences (IES) (#R305A210017)--which aimed to explore the long-term impacts of early college (EC) high schools on students' academic outcomes (e.g., college enrollment, degree attainment) and workforce, financial, and…

This article presents an exploratory case study examining the effects of different early college credit programs on time to baccalaureate degree attainment at a metropolitan Midwestern United States land grant university. We developed a Cox proportional hazards regression model of a students' time to degree attainment as a function of their…

The Expository Reading and Writing Curriculum (ERWC) is a college preparatory English language arts course designed to enhance the abilities of students through rhetorical analyses of compelling issues and interesting texts. In order to inform the organizations that support the infrastructure of the ERWC as they seek to make the ERWC more widely…

To impact college enrollment rates, and subsequently college attainment throughout the United States, particularly among low socioeconomic status students, college enrollment outcomes must become a priority at the state, district, and school levels. Central school district offices across the United States face demands by educators and policymakers…

During the past decade, education leaders and policymakers have made significant investments to better align California's K-12 and postsecondary education systems and to address persistent disparities in educational attainment by race and socioeconomic status. This report distills important lessons emerging from these efforts, integrating the…

We examine the impacts of early college high schools, small schools of choice located on college campuses. These schools provide a no-cost opportunity for students to earn college credit--or a 2-year degree--while in high school. Using rich administrative data on multiple cohorts of students and quasiexperimental methods informed by the…

This study examines the relationships between school funding and students' college preparation, postsecondary enrollment, and postsecondary degree attainment, adding to the literature on how money matters in education. The author addresses how past school funding levels among Illinois public high schools may have been associated with students'…

Funded by an Investing in Innovation (i3) Validation grant, the Rural Innovative Schools (RIS) Project is the first widespread effort to scale up the early college model by implementing it in comprehensive high schools. This paper will present preliminary findings from the evaluation of this project. The impact study uses a quasi-experimental…

The changing nature of the U.S. economy has fostered concerns that too few students are successfully completing postsecondary education (Achieve, 2004). Three quarters of those who enter high school graduate within four years, with approximately 70 percent of those graduates enrolling immediately in some form of postsecondary education (Ross et…

Building on a previous randomized experiment of the impact of Early Colleges (ECs) (Berger et al., 2013), this follow-up study assessed longer-term impacts of ECs on students' postsecondary outcomes 6 years after expected high school graduation. It also explored the extent to which students' high school experiences mediate EC impacts.…

This study examined the high school experiences, graduation rates and post-secondary attendance rates of students who received need-based scholarships to attend private elementary schools from the Children's Scholarship Fund Baltimore (CSFB). CSFB provides funds to students from low-income families in the Baltimore area to attend the private or…

High school counselors potentially hold a key position to help increase the number of U.S. students receiving post-secondary degrees, particularly to address inequalities that prevent certain students from successfully transitioning to college. Using the model of student success (Perna & Thomas, 2008), this study reviewed the literature to…

This study is about persistence and perceived difficulties of gifted students in college explored through sociodemographic and academic characteristics. Two hundred and nine nongifted and 45 gifted participated in the study. A persistence scale along with sociodemographic variables were used to compare both groups. The groups shared many…

This report describes a follow-up qualitative study, conducted in 2006 by the Annenberg Institute for School Reform, of a small group of New York City high schools that, according to 2001 data, were "beating the odds" in preparing low-performing ninth-grade students for timely high school graduation and college going. The thirteen…

This study was conducted to discover and examine school-level characteristics that can affect change in high school graduates from being college-eligible to college-ready. Using the National Educational Longitudinal Study (NELS:88), the article describes and interprets the results. Findings indicate school personnel (principals, teachers,…