Based on interviews with educators who are rethinking and revising secondary math coursework, this report describes the role of higher education in influencing high school math reform nationally and in three particular states.
Using administrative data from a large state community college system, this paper examines whether being exposed to a higher percentage of dual enrollment peers influences non-dual enrollment enrollees’ performance in college courses.
College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation
This paper estimates the patterns and sources of White–Black and White–Hispanic enrollment gaps in Advancement Placement (AP) and dual enrollment programs across several thousand school districts and metropolitan areas in the United States.
Using descriptive methods as well as a quasi-experimental approach, this report examines the early college outcomes of Florida high school students who enrolled in a dual enrollment college algebra course.
This paper examines challenges embedded within the prevailing high school mathematics course sequence, which prioritizes algebra, and explores innovations that aim to provide curricula and pedagogy more aligned with students’ academic and career goals.
High School Dual Enrollment in Florida: Effects on College Outcomes by Race/Ethnicity and Course Modality
Using data on two cohorts of Florida students who started public high school in 2007 and 2012, this report analyzes dual enrollment course-taking and outcomes by racial/ethnic group (Black, Hispanic, White) and course modality (face-to-face on-college-campus, face-to-face off-campus, and online).
Based on research conducted in three states, this report identifies five principles that undergird the strategies and practices of equitable dual enrollment partnerships between high schools and colleges.
Drawing on interviews with 96 first-year community college students, this journal article compares the roles of students' on- and off-campus relationships in providing information and support.
Using Florida as a case study, this Change Magazine article describes the complexities of implementing effective college readiness reforms and offers insights for policymakers looking to improve student success.
Based on interviews with stakeholders in 11 states and other data, this brief describes the design, implementation, and effectiveness of math transition courses and identifies major trends in course development.
High schools across the country are implementing transition curricula to boost college readiness. This short publication offers an overview of course design options for educators thinking about implementing transition courses.
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.