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Previews a new analysis of education data on high schools in the 100 largest school districts that highlights the role of inadequate K-12 preparation as a barrier to post-secondary success for students who live in poverty. The report specifically focuses on the stark differences in the quality of college preparation that high school students receive based on their schools' concentration of poverty.
Presents early findings from Center for the Analysis of Postsecondary Readiness (CAPR)’s nationally representative survey of nearly 1,000 open-access and nonselective postsecondary institutions on development education in colleges and innovations eduators are developing and implementing to address their shortcomings.
Details the results from a national study on non-first-time students. This was the first national effort to benchmark the persistence pattern of non-first-time college students. Researchers found that only 33.7 percent completed their degree, compared with 54.1 percent of first-time students, raising concerns about how effectively our nation’s higher education system addresses the needs of returning students.
Provides a comprehensive examination of multiple measures placement and co-requisite remediation in California community colleges. As all colleges move toward compliance with a new Assembly Bill focused on broadening the scope and accelerating the pace of curricular change, this study sheds light on what colleges can expect to see in terms of both student outcomes and implementation challenges.
Reports on the progress of U.S. high school graduates relative to college readiness. The report is designed to help educators understand and answer the following questions: 1) Are your students graduating from high school prepared for college and career? 2) Are enough of your students taking core courses necessary to be prepared for success, and are those courses rigorous enough?
Evaluates the Accelerated Study in Associate Programs (ASAP), developed by the City University of New York. ASAP is a comprehensive and long-term program designed to address low graduation rates among students enrolled in associate’s degree programs. This study is a randomized controlled trial on the effects of ASAP on low-income students with developmental (remedial) education needs at CUNY.
Presents a recently updated federal website featuring resources, tools, policy guidance and information for parents, educators, administrators, service providers, and advocates for infants, toddlers, and youth with disabilities.
Reviews a research article on a study that examined whether taking a course with a tenure track professor versus a non-tenure track professor for first-term freshman-level courses (e.g., introductory economics) had an impact on students' future enrollment and performance in classes in the same subject.
Describes a call to action to transform public education and advance educational equity and excellence from prekindergarten through postsecondary learning by improving learning conditions and investing in every student's mental health and well-being.
Presents an evaluation of the Single Stop program and its impact on students' postsecondary outcomes. The authors examined the Single Stop program at four community college systems: Bunker Hill Community College, City University of New York, Delgado Community College, and Miami Dade College. The analysis indicates that use of Single Stop was associated with improved postsecondary outcomes.