Publications

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).