This report from the Regional Educational Laboratory Midwest examines the characteristics of students who attended different types of high schools in Indiana and the students' performance on indicators of college and career readiness and early college success.
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Do College and Career Readiness and Early College Success in Indiana Vary Depending on Whether Students Attend Public, Charter, or Private Voucher High Schools?
This report from the Hope Center for College, Community, and Justice examines the efficacy of a set of informational interventions using text-message communication delivered across a variety of institutions and geographic areas with a national sample of college undergraduates.
This report from the National Center for Education Evaluation (NCEE) presents results from an evaluation of approximately 4,800 college-intending seniors in high-need high schools participating in the federal college access program Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP).
Public universities are intent on increasing degree completion for many reasons. A stronger policy focus on completion and interest in removing students’ financial hurdles has led to a rapid proliferation of completion grant programs. This paper from our network research team at the Hope Center and APLU reports on a mixed-method implementation study of completion grant programs at seven broad- and open-access universities.
The study in this What Works Clearinghouse Review examined the impact of dual-credit courses on students' enrollment in college-level courses in high school and their ability to receive both high school and college credits upon completion of the course.
What Happens When You Combine High School and College? The Impact of the Early College Model on Postsecondary Performance and Completion
Early colleges are a new model of schooling in which the high school and college experiences are merged, shortening the total amount of time a student spends in school. This What Works Clearinghouse Review examined a study that used a lottery-based experimental design to examine the impact of the model on longer term outcomes, including attainment of a postsecondary credential and academic performance in 4-year institutions.