Accelerating Student Success through Credit-Based Transition Programs
An increasing national focus on the need for high academic standards, coupled with the growing importance of obtaining a postsecondary credential, has led to the expansion of programs that allow high school students to take college-level classes and potentially earn college credit while still in high school. These initiatives, collectively known as Credit-Based Transition Programs (CBTP), include dual enrollment, Tech Prep, Advanced Placement, International Baccalaureate and middle college high schools.
The Office of Vocational and Adult Education (OVAE) of the U.S. Department of Education funded the Accelerating Student Success project, which built on CCRC’s publication Promoting College Access and Success, also funded by OVAE. The purposes of the study were as follows:
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To describe the characteristics of successful credit-based transition programs.
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To identify state-level policies and statutes that support (or inhibit) the development and implementation of credit-based transition programs.
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To explore the idea that CBTPs may be effective for middle- and low-achieving students, identifying programmatic characteristics that may be important in supporting middle- and low-achieving students in their college courses and their transition from high school to college.
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To explore data collection by CBTP staff in order to develop ways to measure program impact.
The research questions were explored through an analysis of the policies of all 50 states, focus group interviews, and five case studies. The project is now completed, and all reports are available through the CCRC and OVAE web sites.
Project Staff:
Thomas Bailey, George and Abby O'Neill Professor of Economics and Education & Director, Institute on Education and the Economy -- Teachers College, Columbia University
Katherine L. Hughes, Assistant Director for Work and Education Reform Research -- Teachers College, Columbia University
Melinda Mechur Karp, Senior Research Associate -- Teachers College, Columbia University
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| Supporting College Transitions Through Collaborative Programming: A Conceptual Model for Guiding PolicyJournal Article by: Melinda Mechur Karp & Katherine L. Hughes — 4/1/2008Credit-based transition programs (CBTPs) allow high school students to take college-level classes and earn
college credit while still in high school. This article provides a theoretical rationale for policy makers’ enthusiasm for CBTPs.View Abstract | Download the PDFPathways to College Access and SuccessBrief by: Katherine L. Hughes, Melinda Mechur Karp, Baranda Fermin & Thomas Bailey — 2/7/2006CCRC Brief No. 27 summarizes the final report from the Accelerating Student Success through Credit-Based Transition Programs study. View Abstract | Download the PDFPathways to College Access and Success Paper by: Katherine L. Hughes, Melinda Mechur Karp, Baranda Fermin & Thomas Bailey — 10/7/2005In the past, credit-based transition programs enrolled primarily academically proficient and high-achieving students. Today, however, a growing number of policymakers, education reform groups, and researchers argue that middle- and even low-achieving high school students may benefit from participation in these programs. This report looks at five programs to understand how credit-based transition programs can help middle- and low-achieving students enter and succeed in college.View AbstractDual Enrollment/Dual Credit: Its Role in Career PathwaysBook Chapter by: Katherine L. Hughes, Melinda Mechur Karp, David Bunting & Janice Friedel — 9/1/2005This chapter in Dan Hull (Ed.)'s Career Pathways: Education with a Purpose (2005) explains the differences between articulation (which is predominant in typical Tech Prep consortia) and dual enrollment.View Abstract | Download the PDFState Dual Enrollment Policies: Addressing Access and QualityBrief by: Melinda Mechur Karp, Thomas Bailey, Katherine L. Hughes & Baranda Fermin — 4/2/2005CCRC Brief No. 26, based on a longer report of the same
title, examines how – and whether – access to dual
enrollment programs is influenced by state policies.View Abstract | Download the PDFState Dual Enrollment Policies: Addressing Access and Quality ReportPaper by: Melinda Mechur Karp, Thomas Bailey, Katherine L. Hughes & Baranda Fermin — 3/1/2004This important report analyzes dual enrollment legislation in all 50 states and examines whether these policies promote or inhibit the spread of dual enrollment programs. View Abstract | Download the PDFDual Enrollment Programs: Easing Transitions from High School to College Brief by: Thomas Bailey, Katherine L. Hughes & Melinda Mechur Karp — 3/1/2003CCRC Brief No. 17 examines transitions from high school to college and includes a discussion of Tech Prep.View Abstract | Download the PDFWhat Role Can Dual Enrollment Programs Play in Easing the Transition between High School and Postsecondary Education?Paper by: Thomas Bailey, Katherine L. Hughes & Melinda Mechur Karp — 3/1/2002This report elaborates on research pertaining to the coordination of high school exit and college entry standards; Tech Prep; dual enrollment; and more.View Abstract | Download the PDFTransition to CollegeBook Chapter by: Debra Bragg — 1/1/2002This book chapter provides an in-depth account of current issues surrounding high-school to college transitions. View Abstract |
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| | Presentations | Dual Enrollment: New Research on Student OutcomesThis ASHE symposium explored emerging evidence regarding the effectiveness of dual enrollment as a strategy for access to and success in postsecondary education for disadvantaged and non-academically-oriented youth.Conference: Association for the Study of Higher Education (ASHE) Conference 2006
Date: November 03, 2006 2:00-3:15pm
Location: Pacific Room , Hyatt Regency Orange County, Anaheim, CaliforniaIt's the Thought That Counts: Cognition and the Development of Role-Related IdentitiesDual enrollment programs are unique social locations in which high school students are subject to the same normative expectations and interpersonal interactions as regularly matriculated college students.Conference: American Sociological Association (ASA) 101st Annual Meeting
Date: August 14, 2006 2:30pm - 4:10pm
Location: Palais des congrès de Montréal, MontréalHigh School-College Collaborations: A Resource Dependency PerspectiveColleges and high schools are engaging in partnerships intended to increase postsecondary persistence. This discussion focused on why some partnerships are successful while others—with similar intentions and initial enthusiasm—are not. Conference: American Sociological Association (ASA) 101st Annual Meeting
Date: August 12, 2006 12:30-1:30pm
Location: Table 22 - Sociology of Education Roundtables, Palais des congrès de MontréalSupporting College Transitions through Collaborative Programming: A Conceptual Model for Guiding PolicyThis presentation, given at the ASA Annual Meeting, reveals why policymakers are enthusiastic about credit-based transition programs.Conference: 2005 Annual Meeting of the American Sociological Association
Date: August 13, 2005
Location: Philadelphia, PAStrategies for Articulation/TransitionThis webcast, produced by the National Dissemination Center for Career and Technical Education, aired on August 12, 2005, and featured CCRC's OVAE work.Date: August 12, 2005 3:00 p.m.
Location: Ohio State University, Center on Education for Training and Employment auditorium, 1900 Kenny Road, Columbus, OH. |
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