College Track Postsecondary Outcomes: Benchmarking the Performance of the 9th Grade Cohort of 2009. Education Research Brief

Autor/inn/en	Gonzalez, Naihobe; Tilley, Charles
Institution	Mathematica
Titel	College Track Postsecondary Outcomes: Benchmarking the Performance of the 9th Grade Cohort of 2009. Education Research Brief
Quelle	(2019), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Preparation; Disadvantaged Youth; Access to Education; Grade 9; High School Students; College Applicants; College Bound Students; College Attendance; Academic Persistence; Program Effectiveness; College Readiness; At Risk Students; Gender Differences; Racial Differences; Minority Group Students; Low Income Students; First Generation College Students; Grade Point Average; Graduation + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Education; Access; Bildung; Zugang; Bildungszugang; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College applications; Studienbewerber; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Geschlechterkonflikt; Rassenunterschied; Abschluss; Graduierung
Abstract	This brief benchmarks the postsecondary outcomes of students in College Track, a comprehensive college preparation program for students from underserved communities. College Track and Mathematica have partnered to conduct a rigorous experimental evaluation of the program, but results will not be available for several years. In the meantime, Mathematica analyzed existing data to benchmark the postsecondary outcomes of College Track students in the 9th grade cohort of 2009 relative to other students in the same cohort with similar backgrounds. Compared to similar students, were students served by College Track more likely to apply to, enroll in, or persist in college? The following key findings emerged: (1) College Track completers were more likely than similar students to apply to multiple colleges; (2) College Track completers enrolled in college at higher rates than similar students, and were much more likely to enroll in four-year colleges specifically; and (3) Persistence in college was similar among students who enrolled in college, although College Track uses a stricter and more rigorous definition of persistence. (ERIC).
Anmerkungen	Mathematica. P.O. Box 2393, Princeton, NJ 08543. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: publications@mathematica-mpr.com; Web site: https://www.mathematica.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01