College Preparation & Readiness
Holzman, B., Stroub, K., Kennedy, C. C., & Lewis, B. (2019). "The Role of College Prep Course Offerings and Course-Taking in Long-Term Educational Outcomes." Houston Education Research Consortium, Rice University.
In this study, we describe the distribution of college prep course offerings across Texas and determine which school characteristics are associated with higher and lower numbers of course offerings. We also examine how college prep course offerings are related to student-level college prep course-taking and, in turn, how course-taking behaviors are related to long-term educational outcomes. This investigation of the distribution of college prep course offerings across Texas high schools reveals that more college prep courses are offered at larger, urban and suburban schools with higher levels of academic achievement and lower levels of economic disadvantage. Offering more college prep courses is associated with higher levels of course-taking, which, in turn, is associated with improved chances of completing a postsecondary credential, particularly for lower-achieving students.
Related product: working paper in progress
In this study, we describe the distribution of college prep course offerings across Texas and determine which school characteristics are associated with higher and lower numbers of course offerings. We also examine how college prep course offerings are related to student-level college prep course-taking and, in turn, how course-taking behaviors are related to long-term educational outcomes. This investigation of the distribution of college prep course offerings across Texas high schools reveals that more college prep courses are offered at larger, urban and suburban schools with higher levels of academic achievement and lower levels of economic disadvantage. Offering more college prep courses is associated with higher levels of course-taking, which, in turn, is associated with improved chances of completing a postsecondary credential, particularly for lower-achieving students.
Related product: working paper in progress
Holzman, B., & Duffy, H. (2020). "Transitioning to College and Work, Part II: A Study of Potential Enrollment Indicators." Houston Education Research Consortium, Rice University.
In this study, we examine three potential indicators of college enrollment among Houston ISD students who were in seventh grade during fall 2007 and fall 2008. The Chicago indicator is based on earning enough course credits to advance to the next grade level and having at most one semester grade of F. The HERC indicator is designed to predict college enrollment and is based on attendance, average course grades, and advanced course credits earned. The state indicator is designed to predict college enrollment and is based on the College-Ready Graduates measure in the Texas Education Agency’s accountability system, which is based on test scores. We find that the HERC indicator is more effective at predicting college enrollment in later grade levels, than the Chicago and state indicators. In addition, we find that the ninth grade is when a substantial share of students do not meet the Chicago and HERC indicators. We show dissimilar patterns with the state indicator, perhaps because test scores do not change much throughout middle and high school and may not reflect changes in student motivation or effort.
Related product: working paper in progress
In this study, we examine three potential indicators of college enrollment among Houston ISD students who were in seventh grade during fall 2007 and fall 2008. The Chicago indicator is based on earning enough course credits to advance to the next grade level and having at most one semester grade of F. The HERC indicator is designed to predict college enrollment and is based on attendance, average course grades, and advanced course credits earned. The state indicator is designed to predict college enrollment and is based on the College-Ready Graduates measure in the Texas Education Agency’s accountability system, which is based on test scores. We find that the HERC indicator is more effective at predicting college enrollment in later grade levels, than the Chicago and state indicators. In addition, we find that the ninth grade is when a substantial share of students do not meet the Chicago and HERC indicators. We show dissimilar patterns with the state indicator, perhaps because test scores do not change much throughout middle and high school and may not reflect changes in student motivation or effort.
Related product: working paper in progress