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Transition Intervention in High School and Pathway through College. Working Paper No. 255-0821

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Title: Transition Intervention in High School and Pathway through College. Working Paper No. 255-0821
Language: English
Authors: Xu, Zeyu, Backes, Ben, Goldhaber, Dan, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2021.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 50
Publication Date: 2021
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A160188
Document Type: Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Transitional Programs, Intervention, College Bound Students, College Readiness, Program Evaluation, Program Effectiveness, High School Seniors, Educational Attainment, College Credits
Geographic Terms: Kentucky
Abstract: A number of school districts and states have implemented transition intervention programs designed to help high school students graduate ready for college. This study estimates the effectiveness of a transition program implemented statewide in Kentucky for high school seniors called Targeted Interventions (TI). Using 11 years of linked panel data, this study tracks the college progression of seven cohorts of students as they move from high school into college. Using a difference-in-regression discontinuity design, we estimate the program's impact on college credit attainment and transfer as well as the extent to which the program has helped reshape pathways through college. We find that the TI program significantly increased the likelihood that students would take at least 15 credits during the first term in college, a key measure that has been shown to be predictive of college completion. These early effects, however, do not translate into statistically significant impacts on the likelihood of transfers from a 2-year to a 4-year college, or the likelihood of earning enough credits to graduate from college. We discuss some possible explanations for why the TI program did not lead to observable improvements in college transfer or credit accumulation.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2021
Accession Number: ED615015
Database: ERIC
FullText Text:
  Availability: 0
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink>
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  Data: A number of school districts and states have implemented transition intervention programs designed to help high school students graduate ready for college. This study estimates the effectiveness of a transition program implemented statewide in Kentucky for high school seniors called Targeted Interventions (TI). Using 11 years of linked panel data, this study tracks the college progression of seven cohorts of students as they move from high school into college. Using a difference-in-regression discontinuity design, we estimate the program's impact on college credit attainment and transfer as well as the extent to which the program has helped reshape pathways through college. We find that the TI program significantly increased the likelihood that students would take at least 15 credits during the first term in college, a key measure that has been shown to be predictive of college completion. These early effects, however, do not translate into statistically significant impacts on the likelihood of transfers from a 2-year to a 4-year college, or the likelihood of earning enough credits to graduate from college. We discuss some possible explanations for why the TI program did not lead to observable improvements in college transfer or credit accumulation.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 50
    Subjects:
      – SubjectFull: Transitional Programs
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: College Bound Students
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: High School Seniors
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: College Credits
        Type: general
      – SubjectFull: Kentucky
        Type: general
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      – TitleFull: Transition Intervention in High School and Pathway through College. Working Paper No. 255-0821
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              Y: 2021
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