Based on interviews and other data, this brief describes key elements of English transition curricula in seven states and highlights ways this type of intervention may help prepare students for college.
This brief published by Education Commission of the States discusses state approaches that systematically broaden dual enrollment access and provide pre-collegiate experiences to middle- and lower-achieving students.
This brief describes the availability of transition courses across the country and offers insights into curricular design and goals, subject-area focus, how students are selected to participate, and whether completion of transition curricula guarantees placement into college-level courses.
Can High School Transition Courses Help Students Avoid College Remediation? Estimating the Impact of a Transition Program in a Large Urban District
This paper examines the impact of one transition course model, the At Home in College program, offered to selected high school students in New York City by the City University of New York (CUNY).
This report uses student enrollment and degree records from the National Student Clearinghouse to examine who enrolls in community college dual enrollment courses and what happens to them after high school.
Computer-Mediated Developmental Math Courses in Tennessee High Schools and Community Colleges: An Exploration of the Consequences of Institutional Context
Using site visit data from three community colleges and four high schools, this paper explores how the institutional context of the high schools compared with that of the colleges in ways that may have affected the implementation and efficacy of computer-mediated mathematics.
Improving the Transition to College: Estimating the Impact of High School Transition Courses on Short-Term College Outcomes
This study uses a regression discontinuity design to estimate the effect of participation in a mathematics transition course on college-level math outcomes in West Virginia for the 2011–12 and 2012–13 high school senior cohorts.
This Jobs for the Future publication proposes research-based milestones of student momentum from twelfth grade through the first year of college, and suggests ways that local high school and college partners can collaborate to support student success.
Based on research as well as discussion among researchers, practitioners, and policymakers from seven states, this overview summarizes the state of knowledge on transition courses.
Based on a qualitative study, this report describes the implementation of transition courses in English and math in California, New York City, Tennessee, and West Virginia.
This chapter addresses structural systems reform and college completion, as well as the role of dual enrollment in ensuring equitable postsecondary outcomes.
This article features early college models and describes the variety of programmatic designs and student experiences.
Based on interview data, this discussion paper explores whether faculty and college leaders are considering or undertaking reforms of developmental education informed by the Common Core State Standards.
Reshaping the College Transition: Early College Readiness Assessments and Transition Curricula in Four States
Based on interviews with stakeholders in California, New York, Tennessee, and West Virginia, this report compares initiatives in these states related to early college readiness assessments and transition curricula.
This two-page policy brief summarizes research on early assessment and college readiness "transition courses" and makes recommendations for states considering the approach.
Improving Students' College Math Readiness: A Review of the Evidence on Postsecondary Interventions and Reforms
This CAPSEE working paper reviews current research on the effectiveness of interventions and reforms that seek to improve the math preparedness and success of high school students entering college.
Reshaping the College Transition: States That Offer Early College Readiness Assessments and Transition Curricula
This short paper identifies states in which local and statewide efforts have been made to implement early college readiness assessments and transition curricula.
The Common Core State Standards: Implications for Community Colleges and Student Preparedness for College
This NCPR working paper outlines the development of the Common Core State Standards (CCSS) and the CCSS-aligned assessments and argues that they can be used to support the mission of community colleges.
This report makes a series of policy recommendations for strengthening dual enrollment in Tennessee to ensure that the program contributes to Tennessee's college completion goals.
Preparing Students for College Learning and Work: Investigating the Capstone Course Component of Virginia's College and Career Readiness Initiative
This NCPR working paper documents the implementation of capstone courses in English and mathematics at more than 20 high schools across Virginia.