Assessing College-Credit-In-High-School Programs as On-Ramps to Postsecondary Career Pathways for Underrepresented Students. Research Brief

Autor/inn/en	Steiger, Jessica; Fink, John; Jenkins, Davis
Institution	Columbia University, Community College Research Center (CCRC)
Titel	Assessing College-Credit-In-High-School Programs as On-Ramps to Postsecondary Career Pathways for Underrepresented Students. Research Brief
Quelle	(2023), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Disproportionate Representation; College Credits; Dual Enrollment; College Attendance; Postsecondary Education; Access to Education; Employment; Career Pathways; Models; Program Effectiveness; Advanced Placement Programs; Vocational High Schools; Articulation (Education); Barriers; Guided Pathways + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Doppelstudium; Attendance; Anwesenheit; Post-secondary education; Tertiäre Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Dienstverhältnis; Analogiemodell; Articulation; Artikulation (Ling); Artikulation; Aussprache
Abstract	Research shows that earning college credit while in high school increases students' chances of going to college directly after high school and of earning a college credential. Research also makes clear, however, that access to early postsecondary opportunities is uneven, with lower rates of participation among students of color, those from low-income families, and those from other groups underrepresented among college graduates (e.g., English learners and students with disabilities). Moreover, research indicates that to be effective with students who do not have clear plans for college after high school, solely enabling students to take college courses is not sufficient; students from underrepresented groups also benefit from outreach, advising, and strong teaching and academic support building on their interests to further motivate and guide them to pursue postsecondary education after high school. This brief examines research on the five most common college-credit-in-high-school models and assesses their potential as large-scale on-ramps to postsecondary programs that lead to career-path employment for students who have not been well served historically in the transition from high school to college and careers. (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01