This is the final report from the Accelerating Student Success Through Credit-Based Transition Programs study, initiated by the U.S. Department of Education, Office of Vocational and Adult Education in 2003. This report highlights promising practices used by credit-based transition programs (CBTPs) to help students who might have been considered noncollege-bound prepare for college credit course work. The first section of the report describes the five study sites in California, Iowa, Minnesota, New York, and Texas; and examines how contextual features influence program implementation. The report then highlights findings regarding four key program features: student recruitment and selection processes; curriculum; support services; and data collection and use. The lessons learned from CBTP application in these sites can be applied to new programs in any state.
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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.
