Promoting College Access and Success: A Review of Credit-Based Transition Programs.
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| Title: | Promoting College Access and Success: A Review of Credit-Based Transition Programs. |
|---|---|
| Language: | English |
| Authors: | Bailey, Thomas, Karp, Melinda Mechur, Columbia Univ., New York, NY. Community Coll. Research Center. |
| Peer Reviewed: | N |
| Page Count: | 46 |
| Publication Date: | 2003 |
| Sponsoring Agency: | Office of Vocational and Adult Education (ED), Washington, DC. |
| Document Type: | Reports - Research |
| Descriptors: | College Bound Students, College Preparation, Community Colleges, Cooperative Programs, Dual Enrollment, Higher Education, Institutional Cooperation, Tech Prep, Transfer Programs, Transitional Programs, Two Year Colleges |
| Geographic Terms: | U.S.; New York |
| Abstract: | This paper seeks to answer some of the many questions that exist about credit-based transition programs. The paper reviews 45 published and unpublished reports, articles, and books on the most common credit-based transition programs: dual enrollment, Advanced Placement (AP), International Baccalaureate (IB), Tech Prep, and middle college high schools (MCHS). The report examines the programs and their characteristics and reviews what is known about their ability to increase college access and success for a wide range of students. Though promoting college success for less-prepared students may seem counterintuitive, policy literature, program information, and practitioners advance a variety of arguments for why such programs can serve a wide variety of students. The benefits range from preparing students for the academic rigors of college to improving students' motivation through interesting courses and high expectations. The report divides the programs into three categories: (1) Singleton Programs, which are stand-alone college-level courses; (2) Comprehensive Programs, which subsume most of a student's academic experience; and (3) Enhanced Comprehensive Programs, which offer students college coursework coupled with guidance and support to ensure their success. Research on the impact of these programs is at an early stage, and this report found few quantitative research reports that measured the effects of program participation. (Contains 49 references.) (NB) |
| EIS Cited: | ED484631 |
| Journal Code: | RIEJUL2004 |
| Entry Date: | 2004 |
| Accession Number: | ED482497 |
| Database: | ERIC |
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