Publications

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.

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.

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.

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.

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.

Emerging early college models are providing opportunities for high school students to accrue college credits and experience themselves as successful ...

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.