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Descriptors:
College Credits; Program Effectiveness; High School Students; First Generation College Students; Dual Enrollment; Academic Degrees; Educational Attainment; Comparative Analysis; Probability; Socioeconomic Status; Correlation

Abstract:
The study reviewed in this paper used data from the National Education Longitudinal Study (NELS:88) to examine the effects of dual enrollment programs for high school students on college degree attainment. The study further reported on whether the impacts of dual enrollment were different for first generation college students. Dual enrollment programs allow high school students to take college courses and earn college credits while still in high school. The study could potentially "meet What Works Clearinghouse (WWC) evidence standards with reservations." However, the WWC does not have enough information about baseline equivalence (i.e., the adequacy of the propensity score matching process) to determine the study rating. A more thorough review (forthcoming) will determine the rating for the study and report more fully on its results. [The following study is reviewed in this "Quick Review": An, B. P. (2013). "The impact of dual enrollment on college degree attainment: Do low-SES students benefit?" "Educational Evaluation and Policy Analysis".] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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High School Students; Advanced Placement; Community Colleges; Elementary Secondary Education; Academic Standards; Geographic Location; Dual Enrollment; Tuition; College Bound Students; College Credits; College Preparation; Time to Degree; Profiles; Academic Aspiration; Educational Policy; Program Effectiveness

Abstract:
In recent decades, as pressures have mounted to raise K-12 academic standards and move more students into and through college, high schools have provided a growing array of programs that offer college-level content. Frequent claims suggest that these programs raise academic standards, prepare students for college, and shorten the time to a baccalaureate degree, saving tuition costs and speeding entry into a career. This article compares the two most popular college-level programs, Advanced Placement (AP) and dual enrollment, and explains how choosing between the two is likely to be contingent on such varied factors as a school's geographic location and a student's academic profile and postsecondary aspirations. The authors also address how perceptions of AP's superiority have arisen from its popularity in top-ranked suburban high schools, perceptions that have influenced education policies and have led to the use of AP in schools where dual enrollment may be a better fit for students. Finally, they examine the efficacy of both programs in accelerating time to a baccalaureate degree. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dual Enrollment; Vocational Education; Partnerships in Education; College School Cooperation; High School Students; College Students; Philanthropic Foundations; Academic Support Services; Access to Education; Comparative Analysis; Longitudinal Studies; Control Groups; Experimental Groups; Outcomes of Education; Educational Indicators; Academic Persistence; Program Effectiveness; Graduation Rate; College Credits; Grade Point Average; Disproportionate Representation; Data Analysis; Community Colleges; At Risk Students; Federal Aid

Abstract:
The Concurrent Courses Initiative (CCI), funded by The James Irvine Foundation from 2008 until 2011, comprised eight secondary/postsecondary partnerships across California that offered dual enrollment programs with supplemental student supports. The goal of the CCI was to expand access to supportive, career-focused dual enrollment for students often underserved by such programs and underrepresented in higher education, with the expectation that participating students would prosper in college subsequently. We use longitudinal administrative data on individual students who participated in 2008-09 and 2009-10, compared with data on other students from their districts, to test for evidence of differences in outcomes. Relative to comparison students, CCI dual enrollees had similar GPAs but higher graduation rates in high school. CCI dual enrollees entered college at similar rates to the comparison group, but entered four-year institutions and persisted at higher rates. Notably, CCI dual enrollees accumulated more college credits than the comparison group, and this difference in credit accumulation grew over time. After two years in college, CCI dual enrollees had accumulated 20 percent more credits than their district peers. These are the results of the data pooled across the sites; we also report results for the individual sites, which vary. Appended are: (1) Partnership Overview; and (2) Supplemental Activities. (Contains 14 tables and 19 footnotes.)[To access "Bridging College and Careers: Using Dual Enrollment to Enhance Career and Technical Education Pathways. NCPR Brief" see ED533874.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Change; High Schools; Charter Schools; Secondary School Teachers; Principals; Assistant Principals; Teacher Attitudes; Administrator Attitudes; Teacher Characteristics; Teacher Evaluation; Faculty Mobility; Teacher Recruitment; Teacher Persistence; Teacher Effectiveness; Academic Achievement; High School Students; Interviews; Comparative Analysis; Student Surveys

Abstract:
With funding from the Bill and Melinda Gates Foundation, CRESST researchers conducted a multi-year evaluation of a major school reform project at Alain Leroy Locke High School, historically one of California's lowest performing secondary schools. We found the one-year teacher retention rate at GDL in 2010-2011 was 79%; Green Dot Locke teachers, overall, were more highly educated than their LAUSD counterpart (including their peers at neighboring high schools) in 2010-2011; and GDL teachers were more likely to be non-White and teacher staff were more racially diverse than LAUSD teachers. Comparing the teachers who stayed (i.e., "stayers") and those who left ("movers") as of 2010-2011 school year, we did not detect any significant differences in age, gender, years of teaching at GDPS, student growth percentile scores or student course pass rates between movers and stayers. We did find a difference in the percentage of teachers meeting or exceeding the evaluation standards, in favor of stayers, and White and English teachers were more likely to be movers. Exploring the relationship between available multiple measures of teacher quality, we found small correlations, between three evaluation scores and student growth percentile (SGP) scores. We also found small to medium positive relationships between teacher evaluation scores with Tripod measures, and the majority of these were statistically significant. While these correlations are not surprising, they are also not robust. Additionally, there was considerable variation across academies on numerous measures (e.g., teacher survey results, interview accounts). While the purpose of this report was not to investigate or compare professional capacity across academies, this appears to be an important part of the Green Dot Locke story to be examined more closely in the future. Appended are: (1) Teacher Interview Protocol; (2) Principal Interview Protocol; (3) 2010-2011 End Of Year Survey Results; and (4) Interview Comments on Green Dot Core Tenets. (Contains 22 tables, 7 figures and 33 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Comparative Analysis; Factor Analysis; Science Instruction; Effect Size; Student Surveys; Science Programs; Test Construction; Measurement; Models; Item Response Theory; High School Students; Secondary School Teachers; Outcome Measures; Control Groups; Experimental Groups; Scientific Concepts; Science Teachers; Science Education; Student Evaluation of Teacher Performance; Inservice Teacher Education

Abstract:
This study tested a student survey to detect differences in instruction between teachers in a modeling-based science program and comparison group teachers. The Instructional Activities Survey measured teachers' frequency of modeling, inquiry, and lecture instruction. Factor analysis and Rasch modeling identified three subscales, Modeling and Reflecting, Communicating and Relating, and Investigative Inquiry. As predicted, treatment group teachers engaged in modeling and inquiry instruction more than comparison teachers, with effect sizes between 0.55 and 1.25. This study demonstrates the utility of student report data in measuring teachers' classroom practices and in evaluating outcomes of a professional development program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Credits; Dual Enrollment; Non English Speaking; Career Development; Disproportionate Representation; Underachievement; High School Students; High Schools; Minority Groups; Comparative Analysis; Graduation Rate; Access to Education; Academic Persistence; Universities; Two Year Colleges

Abstract:
A three-year study tracking outcomes for approximately 3,000 students across California shows that career-focused dual enrollment programs can provide important benefits for those who are underachieving and underrepresented in higher education. Dual enrollment, which allows high school students to take college courses and earn college credit, was once geared primarily toward high-achieving students seeking greater academic challenge. The Concurrent Courses initiative comprised eight programs involving 10 colleges and 21 high schools across California. Among participating students, 60 percent were students of color and 40 percent came from non-English speaking homes. Extensive evaluation shows that program participants, compared with other students in their districts, were: (1) More likely to graduate from high school; (2) More likely to transition to a four-year college rather than a two-year college; (3) Less likely to take basic skills courses in college; (4) More likely to persist in postsecondary education; and (5) Accumulating more college credits. This paper presents program recommendations from the Concurrent Courses initiative. [For the main report, "Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs. Insight," see ED533756. For related report, "Dual Enrollment: Helping Make College a Reality for Students Less Likely to Go. Recommendations for Policymakers from the Concurrent Courses Initiative," see ED533753.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Aspiration; Occupational Aspiration; Family Characteristics; Investigations; Rural Youth; Educational Experience; Parents; Parent Attitudes; Expectation; Regression (Statistics); Academic Achievement; Noncollege Bound Students; High Schools; Predictor Variables; Education Work Relationship; Student Surveys; Measures (Individuals); Rural Education; High School Students

Abstract:
The purpose of this study was to explore the postsecondary educational and occupational expectations of work-bound rural youth. Three groups of work-bound youth were identified (work-bound, work-bound with future educational plans, and work-bound but unsure/undecided about postsecondary education), and each group was compared to college-bound rural youth using results from a recent national investigation of the educational and occupational aspirations of rural youth. Results indicated that the majority of rural youth in this study planned to continue their education after high school (56%), followed by 34% who planned to work and further their education. Results of logistic regression analysis indicated that family characteristics and students' schooling experiences were the strongest predictors of work-bound status. Work-bound youth were more likely to report greater family economic hardship, lower parental expectations for completing college, and more negative schooling experiences than college-bound rural youth. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Students; Student Attitudes; Academic Aspiration; Student Educational Objectives; Educational Attitudes; Attitude Change; Student Motivation; Scholarships; School Personnel; Student Surveys; Interviews; Mixed Methods Research; Program Effectiveness

Abstract:
Student goals and aspirations are an important determinant of success in secondary schools and promote access to post-secondary education. This paper reports on changes in student attitudes, goals, and aspirations that result from the implementation of a universal scholarship program. The Kalamazoo Promise is an innovative reform effort that provides full tuition to any state school for students that graduate from the school district. A federally-funded evaluation is examining the impacts of this program drawing from multiple data sources including student surveys and interviews with students and educators in the school district. Students and professionals in the district report that students' aspirations have been affected and describe changes in educational ambitions and the intensity with which students pursue their identified objectives. Implications of findings are discussed, as well as the potential of the Kalamazoo Promise as a catalyst for systemic change in the district. (Contains 1 table and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Advanced Placement Programs; Social Attitudes; Foreign Countries; Family Income; Peer Acceptance; Parent Background; Educational Attainment; Academic Achievement; High Achievement; Secondary Education; Parents; High School Students; Online Surveys; Student Surveys; Parent Surveys; Statistical Significance; Educational Attitudes; Neoliberalism; Measures (Individuals); Academic Aspiration

Abstract:
The International Baccalaureate's (IB) branding and reputation targets academic high achievers aiming for university entrance. This is an empirical examination of the growing popularity of this transnational secondary credential amongst local populations in Australia, focusing on its uptake across the community, and the discourses underpinning its spread and popularity. This paper reports on online surveys of 179 parents and 231 students in schools offering the IB as an alternative to Australian state curricula. It sets out to understand the social ecology of who chooses the IB and who it chooses. Statistically significant differences between IB and non-IB choosers were found in terms of family income, parent education, student aspirations, transnational lifestyles and neoconservative, neoliberal and cosmopolitan beliefs. The analysis demonstrates how the reproduction of advantage is accomplished through choice behaviours in stratified educational markets. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcomes of Education; College Transfer Students; Research Reports; Student Attitudes; Surveys; Community Colleges; Academic Ability; Self Concept; Dual Enrollment; High School Students; Learner Engagement; Academic Advising; Student Characteristics; Academic Aspiration; Majors (Students); Statistical Data

Abstract:
Included in this addendum are the findings from the "Research Report: The Attitudes of Second-Year College Students" by transfer status. These data show the percentage of students within each group that agreed with each item. A total of 1,293 students from the original data set of 8,613 indicated transfer status. A demographic breakdown of the respondents is presented on page 7. (Contains 4 tables.) [For related report, "The Attitudes of Second-Year College Students: A National Pilot Study on the Challenges Students Face as They Transition to Their Second Year of Postsecondary Education. 2011 Pilot Study/Research Report," see ED536419.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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