This report is designed to inform members of the policy, education, and research communities about existing state and institutional policies and practices associated with four accelerated learning programs Advanced Placement (AP), dual/concurrent enrollment, the International Baccalaureate (IB) Diploma Program, and Tech-Prep. The research conducted for this report set-out to determine if accelerated learning was a viable option to increase access to and success in postsecondary education among low income and underrepresented students. The report also provides recommendations to policymakers, researchers, practitioners, and external funding groups regarding future research and data accumulation; broadening participation and access; financing and financial aid; awarding postsecondary credit for accelerated learning; and collaboration between K-12 and higher education.
Search
Background and Context
In many states, recent legislation or gubernatorial priorities have focused attention on increasing access for high school students to post-secondary options. Small learning communities, advisory systems, individual learning plans, AP and IB classes, dual enrollment programs, exit exams, and the push to increase rigor of high school classes and graduation requirements are approaches states use to guide students through graduation and help them make successful transitions into college.
