The Impact of Transition Intervention in High School on Pathways Through College.
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| Title: | The Impact of Transition Intervention in High School on Pathways Through College. |
|---|---|
| Authors: | Xu, Zeyu1 (AUTHOR), Backes, Ben1 (AUTHOR) bbackes@air.org, Goldhaber, Dan1,2 (AUTHOR) |
| Source: | Community College Review. Apr2023, Vol. 51 Issue 2, p216-245. 30p. |
| Subject Terms: | *Preparedness, *High school curriculum, *College curriculum, *High schools, *High school graduates, *High school students |
| Geographic Terms: | Kentucky |
| Abstract: | Objective: In 2009, the Kentucky General Assembly found unacceptable and costly the ongoing high numbers of high school students requiring remediation once they enter higher education. The state passed legislation to better align secondary and college education, establishing a diagnostic cycle that would become its Targeted Interventions (TI) program. Using 11 years of panel data, this study tracked college progression of seven cohorts of students in order to estimate the impacts of this program. Method: Using student-level administrative data from the state of Kentucky that tracks students from high school through college, a difference-in-regression-discontinuity design was used to compare how students just below college readiness benchmarks fared relative to those just above once TI was implemented. Results: The TI program significantly increased the likelihood that students took at least 15 credits during their first term, a key predictive measure for college completion. However, these early effects did not translate into detectable impacts on the likelihood of earning enough credits to graduate from college or likelihood of transfers from a 2-year to a 4-year college. One possible explanation for this pattern is that TI appears to have crowded out other core courses in high school, especially in math, without increasing total instructional time. Findings suggest that the standards used by high schools to judge student progress toward college readiness may be consistent with the skills needed to place out of developmental courses, but not sufficient to better prepare students for college-level instruction. Contributions: To our knowledge, this is the first study to explore how TI shapes longer term college outcomes. The transition curriculum, while helping students avoid the need for college developmental courses, did not help a measurable share of students develop necessary skills to progress through college relative to what they would have otherwise taken. A possible explanation for these findings is that high school-to-college transition interventions that do not increase total instruction time do not sufficiently move the needle on the college preparedness among high school graduates. For states concerned with the number of students entering college deemed not college ready, it appears that high school-to-college transition interventions that supplant instead of supplement regular high school curriculum have a limited scope for impact on long-run college success. [ABSTRACT FROM AUTHOR] |
| Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 162243559 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Impact of Transition Intervention in High School on Pathways Through College. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Xu%2C+Zeyu%22">Xu, Zeyu</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Backes%2C+Ben%22">Backes, Ben</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bbackes@air.org</i><br /><searchLink fieldCode="AR" term="%22Goldhaber%2C+Dan%22">Goldhaber, Dan</searchLink><relatesTo>1,2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Community+College+Review%22">Community College Review</searchLink>. Apr2023, Vol. 51 Issue 2, p216-245. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+curriculum%22">High school curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22College+curriculum%22">College curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+graduates%22">High school graduates</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Objective: In 2009, the Kentucky General Assembly found unacceptable and costly the ongoing high numbers of high school students requiring remediation once they enter higher education. The state passed legislation to better align secondary and college education, establishing a diagnostic cycle that would become its Targeted Interventions (TI) program. Using 11 years of panel data, this study tracked college progression of seven cohorts of students in order to estimate the impacts of this program. Method: Using student-level administrative data from the state of Kentucky that tracks students from high school through college, a difference-in-regression-discontinuity design was used to compare how students just below college readiness benchmarks fared relative to those just above once TI was implemented. Results: The TI program significantly increased the likelihood that students took at least 15 credits during their first term, a key predictive measure for college completion. However, these early effects did not translate into detectable impacts on the likelihood of earning enough credits to graduate from college or likelihood of transfers from a 2-year to a 4-year college. One possible explanation for this pattern is that TI appears to have crowded out other core courses in high school, especially in math, without increasing total instructional time. Findings suggest that the standards used by high schools to judge student progress toward college readiness may be consistent with the skills needed to place out of developmental courses, but not sufficient to better prepare students for college-level instruction. Contributions: To our knowledge, this is the first study to explore how TI shapes longer term college outcomes. The transition curriculum, while helping students avoid the need for college developmental courses, did not help a measurable share of students develop necessary skills to progress through college relative to what they would have otherwise taken. A possible explanation for these findings is that high school-to-college transition interventions that do not increase total instruction time do not sufficiently move the needle on the college preparedness among high school graduates. For states concerned with the number of students entering college deemed not college ready, it appears that high school-to-college transition interventions that supplant instead of supplement regular high school curriculum have a limited scope for impact on long-run college success. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Community College Review is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/00915521221145325 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 216 Subjects: – SubjectFull: Preparedness Type: general – SubjectFull: High school curriculum Type: general – SubjectFull: College curriculum Type: general – SubjectFull: High schools Type: general – SubjectFull: High school graduates Type: general – SubjectFull: High school students Type: general – SubjectFull: Kentucky Type: general Titles: – TitleFull: The Impact of Transition Intervention in High School on Pathways Through College. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Xu, Zeyu – PersonEntity: Name: NameFull: Backes, Ben – PersonEntity: Name: NameFull: Goldhaber, Dan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 00915521 Numbering: – Type: volume Value: 51 – Type: issue Value: 2 Titles: – TitleFull: Community College Review Type: main |
| ResultId | 1 |
