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Is the Relationship Between AP® Participation and Academic Performance Really Meaningful?

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Date: 
2015-09-23
Maureen Ewing
Jessica Howell
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Is the Relationship Between AP® Participation and Academic Performance Really Meaningful?
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Strong academic performance in college, as measured by first-year grades, is important for a host of reasons, but perhaps the most critical reason is that students who perform well in their first year of college are more likely to earn a bachelor’s degree (Adelman, 2006). Research shows that Advanced Placement Program® (AP®) students, particularly those who earn higher AP Exam scores, are likely to earn higher first-year grade point averages (GPAs) and higher subject-area GPAs in college than students who do not take an AP Exam.

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A Review of the Role of College Counseling, Coaching, and Mentoring on Students’ Postsecondary Outcomes

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Date: 
2014-11-26
Christopher Avery
Jessica Howell
Lindsay Page
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  • Students from lower-income families have the greatest need for college counseling, yet have the least access to counselors.
  • Inadequate school finances, insufficient counselor training programs, and a lack of clarity about how school counselors should allocate their time generate barriers to effective college counseling.
  • A substantial number of novel counseling, coaching, and mentoring programs demonstrate effectiveness at increasing FAFSA completion, college application, college.
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A Review of the Role of College Applications on Students’ Postsecondary Outcomes

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Date: 
2014-11-26
Christopher Avery
Jessica Howell
Lindsay Page
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  • Students tend to submit too few college applications and do notapply to enough “reach” and“match” colleges.
  • The application barriers they face may be procedural,geographical, cultural,informational, or financial.
  • Potential solutions to reduce and remove these barriers includeprograms that substantially alterthe usual application processes,provide information about andsupport outreach by colleges,promote the use of collegeapplication fee waivers, andimprove college counseling.
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Can Applying to More Colleges Increase Enrollment Rates?

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Date: 
2011-10-01
Jonathan Smith
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Research Brief. Using a 2004 sample of students who applied to at least one four-year college, this research brief finds that applying to more colleges causally increases students’ probabilities of enrolling in a four-year college, especially for those lower-income students applying to only one or two colleges.

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Collegiate Remediation: A Review of the Causes and Consequences

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Date: 
2012-09-01
Michal Kurlaender
Jessica Howell
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Literature Brief. This brief gives an overview of the prevalence, causes, and consequences of college remediation, which aims to improve basic literacy skills among college students.

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K–12 Postsecondary Alignment and School Accountability: Investigating High School Responses to California’s Early Assessment Program

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Date: 
2012-09-01
Michal Kurlaender
Jacob Jackson
Jessica Howell
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Research brief. This brief studies California's introduction of the Early Assessment Program to bridge the gap between K-12 educational standards and postsecondary education requirements, similar to the Common Core State Standards movement.

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A Review of the Causes and Consequences of Students' Postsecondary Choices

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Date: 
2012-10-01
Jonathan Smith
Matea Pender
Jessica Howell
Michael Hurwitz
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Literature Brief. This brief gives an overview of the prevalence, causes, and consequences of students' postsecondary choices.

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The Role of High Schools in Students' Postsecondary Choices

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Date: 
2012-10-01
Michael Hurwitz
Jonathan Smith
Jessica Howell
Matea Pender
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Research Brief. This brief examines variation across U.S. public high schools in students' postsecondary choices. The results indicate that some high schools are substantially more successful than others at guiding students to choose postsecondary alternatives that are well-aligned to their academic credentials.

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Global Competency Education

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Date: 
2013-06-04
F. Tony Di Giacomo
Bethany G. Fishbein
Wanda Monthey
Catherine Pack
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Every year in the United States, millions of students graduate with some type of postsecondary credential—certificate, associate, or bachelor's degree—and discover they are not, or are identified as not being, adequately prepared to compete in the increasingly global economy. A recent McKinsey & Company study, Education to Employment, reported that less than half of U.S. student respondents believe their postsecondary studies improved their employment opportunities and half of U.S. employer respondents say a skills shortage is a leading reason for entry-level vacancies—and this trend is worldwide.
 
By 2018, the United States will need approximately 22 million new Associate's degrees or greater to fill new and replacement job projections, but will have three million fewer postsecondary degrees than needed. This reality brings forward the question: How do we ensure that those with a postsecondary credential are prepared for a rapidly changing and globalized economy?
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