This study explores whether students from low-income families and racial/ethnic minority groups have the opportunity to benefit in what is arguably the most rigorous type of credit-based transition program: the International Baccalaureate Diploma Programme (IBDP). The analyses first describe national longitudinal trends in characteristics of schools offering the IBDP and the characteristics of students within schools who enroll. The analyses draw on data from the International Baccalaureate database, which include individual-level data on more than 400,000 IBDP students from 1995 through 2009, as well as data from the Common Core of Data from the National Center for Education Statistics. The article also draws on data collected from a survey of IBDPs in Florida to document variations in the opportunity to benefit from available IBDPs.
In this article, the authors examine the literature on accreditation in postsecondary education in the United States and, in particular, on accreditation as it influences historically Black colleges and universities (HBCUs). First, the authors discuss some of the challenges of preparing a literature review on this topic. Second, they explain what accreditation entails in the United States, including a description of accrediting agencies and the accreditation review process. Third, they review both the academic and the more general literature on accreditation in general. Fourth, they review both the academic and the general literature on accreditation as it shapes HBCUs. Finally, they discuss lessons learned from the literature, including both gaps and areas for improvement.
This study draws on data collected from case studies of four precollege outreach programs and a survey of program administrators to explore the ways that youth-oriented precollege outreach programs may promote the educational attainment of the parents of participating students. The results suggest that precollege outreach programs may expand the “worldview” of participating students’ parents to include enrollment in an educational program as a realistic option and provide parents with information required for this enrollment. The results also suggest that, despite the potential role of precollege outreach programs in promoting the educational attainment of participating students’ parents, low current educational attainment and insufficient financial resources are substantial deterrents to enrollment.
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