During the past 3 decades, the U.S. school population has witnessed an unprecedented growth in the number of foreign-born children and children of immigrants (Capps, Fix, Murray, Passel, & Herwantoro, 2005). One concern that policymakers have about this demographic growth is these children's adaptation to the U.S. school system. Their future success as adults hinges on how well they do in school as children. An indicator of students' well-being in school is their engagement-the affective component of schooling that includes students' enthusiasm about, interest in, and attachment to school (Newmann, 1992). However, it is also important to consider how children of immigrants perceive their school climate because this shapes both their engagement and their academic achievement. How adolescents view and feel about school is associated with their cognitive achievement (Anderson, 1982), which in turn influences adolescents' access to postsecondary education and labor market success (Farkas & Vicknair, 1996;Jencks & Phillips, 1998). Thus, understanding adolescent students' academic achievement and school engagement would be useful for guiding policies. On the one hand, if immigrants' children fall behind We thank William Gerhardt for his useful research assistance.

This study is a randomized controlled trial that assessed the impact of Early College High Schools on students' high school graduation, college enrollment, and college degree attainment, as well as students' high school experiences using extant data and survey data. The study included 10 Early Colleges that enrolled students in Grades 9 to 12 in 2005 through 2011 and used a lottery for admissions, and 2,458 students who participated in those admission lotteries. The study time frame covered Grade 9 through 2 years post high school for all students and 4 years post high school for the oldest student cohort. It found that Early Colleges had positive impacts on college enrollment and college completion as well as students' high school experiences.

Policymakers and practitioners are increasingly interested in students’ deeper learning skills, or the interpersonal and intrapersonal skills students need to succeed in school, careers, and civic life. This article presents evidence about whether the concept of deeper learning—applied across a variety of approaches—has potential merit as a means for education improvement. The analysis, based on 16 high schools implementing a school-wide approach to promoting deeper learning within the context of small schools, indicates that students who attended schools focused on deeper learning reported greater opportunities for deeper learning, greater competency in some deeper learning domains, had higher rates of graduating from high school, and were more likely to enroll in 4-year colleges than similar students who attended comparison schools.

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