Performance Profile

Research Documents

Title Author Copyright Summary Data Element
Early Warning! Why Reading by the End of Third Grade Matters Leila Fiester © 2010 Annie Casey Foundation This research supports the notion that reading proficiently by the end of third grade can be a “make-or-break” benchmark in a child’s educational development. Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skills by the end of third grade. Grade 3 Reading
Research on the IB International Baccalaureate Organization © 2007 International Baccalaureate Organization This presentation provides an overview of the International Baccalaureate (IB) organization and the results of studies related to its effect on student achievement, college acceptance, and post-secondary performance, International Baccalaureate
The Value of AP Courses and Exams The College Board © 2006 The College Board The College Board publication highlights the value of its AP program and its value as a predictor of college success. AP
Development of a College Readiness Benchmark and Its Relationship to Secondary and Postsecondary School Performance Jeffrey Wyatt
Jennifer Kobrin
Andrew Wiley
Wayne J. Camara
Nina Proestler
© 2011 The College Board This brief research summary supports the SAT college readiness benchmark of 1550 and the implications of what factors define college readiness. SAT
SAT Benchmarks Development of a College Readiness Benchmark and its Relationship to Secondary and Post Secondary School Performance Jeffrey Wyatt
Jennifer Kobrin
Andrew Wiley
Wayne J. Camara
Nina Proestler
© 2011 The College Board This full research report defines college readiness as predicted by the SAT. The results showed that students meeting the benchmark are more likely to enroll in college; return for their second and third years of college; earn higher grades in both high school and college; and are more likely to have taken a core curriculum as well as more rigorous courses in high school than those not meeting the benchmark. SAT
Truancy Reduction: Keeping Students in School Myriam L. Baker
Jane Nady Sigmon
M. Elaine Nugent
September 2001 US Department of Justice This brief asserts that students with the highest truancy rates have the lowest academic achievement rates, and because truants are the youth most likely to drop out of school, they have high dropout rates as well. The authors offer promising truancy reduction strategies and programs for implementation. Attendance
Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools: An Instrumental Variables Approach Michael A. Gottfried © 2009 American Educational Research Journal This study employed data from an urban Pennsylvania school district and affirms the positive and statistically significant relationships between student attendance and academic achievement for both elementary and middle school students. Attendance
Dropout Risk Factors and Exemplary Programs: A Technical Report © 2009 National Dropout Prevention Center at Clemson University and Communities In Schools, Inc. This study summarizes an exhaustive search of the literature regarding risk factors relating to dropping out of school. It also identifies exemplary, evidence-based programs that address the identified risk factors and conditions. Graduation Rate
Research on School Attendance and Student Achievement: A Study of Ohio Schools Dr. Douglas E. Roby © 2003 Education Research Quarterly Using data from schools in Ohio, this researcher suggests there is a statistically significant relationship between student attendance and student achievement in Ohio at the fourth, sixth, ninth, and twelfth grade levels. Attendance
Winning the Battle and Losing the War: Examining the Relation Between Grade Retention and Dropping Out of School Shane R. Jimerson
Gabrielle E. Anderson
Angela D. Whipple
© 2002 Wiley Periodicals, Inc. This review of research clearly demonstrates that early grade retention is one of the most powerful predictors of later school withdrawal. Promotion
Reading on Grade Level in Third Grade: How Is It Related to High School Performance and College Enrollment? Joy Lesnick
Robert M. Goerge
Cheryl Smithgall
Julia Gwynne
2010 Chapin Hill (at the University of Chicago) This study emphasizes the importance of early reading ability for future educational success. Specifically, third grade reading level was also shown to be a predictor of graduation and college attendance, even when demographic characteristics were included as controls. Grade 3 reading
The Relationship between Advanced Placement and College Graduation 2005 AP Study Series, Report 1 Chrys Dougherty
Lynn Mellor
Shuling Jian
2006 The National Center for Educational Accountability This research points to two key findings: 1. The percent of a school’s students who take and pass AP exams is the best AP-related indicator of whether the school is preparing increasing percentages of its students to graduate from college. 2. The importance of AP exam results indicates the need for schools and districts to pay close attention not only to the quality of teaching in Advanced Placement courses but also to improving the academic preparation of students prior to their enrollment in those courses. AP
The 20 Non-Negotiable Characteristics of Higher Performing School Systems Aligning District Practices to Support High-Quality Instruction National Center for Educational Achievement (NCEA) | ACT, Inc. © 2002 National Center for Educational Achievement (NCEA) NCEA offers a core practice framework that details significant research on schools that have greater success at growing students towards college and career readiness than their comparable schools. Achievement
On Course for Success A Close Look at Selected High School Courses That Prepare All Students for College and Work ACT, Inc., and The Education Trust ACT, Inc., and The Education Trust This study examined high schools with significant minority and low-income populations to discern what components put students on the course for success. Achievement
THE TOOLBOX REVISITED Paths to Degree Completion from High School Through College Clifford Adelman
U.S. Department of Education
The academic intensity of the student's high school curriculum still counts more than anything else in precollegiate history in providing momentum toward completing a bachelor's degree. Achievement
Is Retaining Students in the Early Grades Self-Defeating? Martin West Center on Children and Families Brookings Institution With student reading at third grade a known predictor of future success, retaining a student is a controversial and oft debated issue. Based upon Florida’s test-based promotion policies, the author stresses the need for appropriate interventions for retained students as a useful component of a comprehensive strategy. Promotion
Double Jeopardy How Third-Grade Reading Skills and Poverty Influence High School Graduation Donald J. Hernandez © 2012 The Annie E. Casey Foundation Results of a longitudinal study of nearly 4,000 students find that those who do not read proficiently by third grade are four times more likely to leave school without a diploma than proficient readers. For the worst readers, those who could not master even the basic skills by third grade, the rate is nearly six times greater. Grade 3 Reading
ACT’s College Readiness System Meeting the Challenge of a Changing World ACT, Inc. © 2012 ACT, Inc. ACT’s research (2006b) has shown repeatedly that students benefit from participating in a longitudinal college readiness system that includes EXPLORE, PLAN, and the ACT. Data from this system show that using these programs: • increases educational achievement • encourages students to take more college-preparatory courses in high school • increases students’ college readiness • promotes educational and career planning • promotes college readiness of underrepresented minority students • promotes educational achievement in college, college enrollment, and persistence in college Plan
Taking College Courses in High School: A Strategy for College Readiness Ben Struhl
Joel Vargas
Jobs for the Future October 2012 There is no panacea when it comes to education policy, but a growing body of research suggests that allowing students in high school to complete even a single college class could significantly increase their chances of attending college and eventually graduating. After studying tens of thousands of Texas students who completed college courses in high school, this research found that these students attended and completed college within the state at much higher rates than students with similar backgrounds who did not take college courses in high school. College Courses in High School
Dual Credit in Oregon 2010 Follow-up An Analysis of Students Taking Dual Credit in High School in 2007-08 with Subsequent Performance in College Tom North
Jonathan Jacobs
Office of Institutional Research Oregon University System September 2010 This study highlights the impact of college in the high school:
  • Dual credit students have a higher college participation rate than high school graduates overall.
  • Dual credit students who go on to college continue to the second year at a higher rate than freshmen who
  • enter college without having earned dual credit.
  • Among freshmen who continue to the second year of college, dual credit participants earn a higher first year GPA.
  • Students who continue to the second year of college accumulate more college credit if they take dual credit in high school.
College Courses in High School
The Postsecondary Achievement of Participants in Dual Enrollment: An Analysis of Student Outcomes in Two States Melinda Mechur Karp
Juan Carlos Calcagno
Katherine L. Hughes
Dong Wook Jeong
Thomas R. Bailey
National Research Center for Career and Technical Education University of Minnesota This study examines the impact of dual enrollment participation for all students and specifically addresses value for CTE population. College Courses in High School (CTE)
Technical Skill Attainment and Post-Program Outcomes: An Analysis of Pennsylvania Secondary Career and Technical Education Graduates Sandra Staklis
Steven Klein
University of Louisville National Research Center for Career and Technical Education October 2010 Multivariate analyses indicate that, when controlling for race/ethnicity, gender, advanced science and math course taking, and GPA, the odds of enrolling in higher education for a student who scored at the advanced level on an occupation-specific exam are greater by a factor of 1.39, and on a workplace readiness exam by a factor of 2.22 than the odds for a student with a score at the below basic level. For those with scores at the competent level, the odds of enrolling in a postsecondary education institution are greater by a factor of 1.28 for students taking an occupation-specific exam and by a factor of 1.70 for students taking a workplace readiness exam than for those with scores at the below basic level. No association was found between earning an industry certification and postsecondary attendance. The highest odds ratios are those associated with students passing advanced math and science courses. The results indicate that, after controlling for technical skill level, certifications, race/ethnicity, gender, and GPA, the odds of enrolling in higher education for a student who passed three or more advanced math and science courses are higher by a factor of 3.83 for those taking an occupation-specific exam, and by a factor of 2.27 for those taking a workplace readiness exam than the odds for a student who did not pass any of these courses. This suggests that CTE concentrators taking both advanced academic and occupationally focused coursework may benefit from their studies. NOCTI/NIMS
Advanced Placement Exam-Taking and Performance: Relationships with First-Year Subject Area College Grades Bran F. Patterson
Sheryl Packman
Jennifer L. Kobrin
© 2011 The College Board. The purpose of this study was to examine the effects of Advanced Placement® (AP®) exam participation and performance on college grades for courses taken in the same subject area as students’ AP Exam(s). Students’ first-year college subject area grade point averages (GPAs) were examined in nine subject areas. Results indicate that for seven of the nine subject areas, students with a mean AP Exam grade of 3 or better significantly outperformed the reference group of non-examinees in the relevant subject area. AP
Identifying Factors that Contribute to Achievement Gaps NEA © Copyright 2002-2013 National Education Association The causes of achievement gaps are multiple and complexly interrelated, and they vary from school to school, district to district, and community to community. As a starting point, consider factors that have been identified in various studies as contributing to achievement gaps. Closing the Achievement Gap (Historically Underperforming)
Poverty, not Race, Holds Back Urban Students William L. Bainbridge and Thomas J. Lasley II Far more relevant than race or gender in predicting academic achievement are family socioeconomics and the education levels of students' parents (and of other adults close to them). The best predictor of a child's success in school is the education level of the parents, particularly the mother. Closing the Achievement Gap (Historically Underperforming)