Publications

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.