Credit-based transition programs—such as dual enrollment, Tech Prep, Advanced Placement, International Baccalaureate, and middle college high schools—allow high school students to take college-level classes and potentially earn college credit. This study aimed to describe the characteristics of successful credit-based transition programs and identify state-level policies and statutes that support or inhibit their development and implementation. It examined whether credit-based transition programs were effective for middle- and low-achieving students and identified programmatic characteristics needed to support these students in their transition to college. The study also examined data collection by program staff in order to develop ways to measure program impact. These issues were explored through an analysis of the policies of all 50 states, focus-group interviews, and five case studies.
This project was funded by the Office of Vocational and Adult Education, U.S. Department of Education.
