Does an Early College Readiness Signal Discourage College Application and Enrollment?

Jackson, Jacob

doi:10.1080/19345747.2014.984885

Cited by 10 publications

(6 citation statements)

References 24 publications

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“…There are several mechanisms through which early assessment policies are intended to improve student outcomes related to college enrollment, first year coursetaking in college, and potentially longer-term postsecondary outcomes like degree completion. First, early assessment policies provide a signal to students of their level of college readiness, which can remove information barriers to college access by increasing students' awareness of their level of preparation and the feasibility of college admissions (e.g., Foote et al 2015;Hyman 2017;Jackson 2015). Students can then decide whether to use this information through actions such as changing senior year course selections or modifying plans for applying to college.…”

Section: Overview Of Early Assessment and Underlying Conceptual Frameworkmentioning

confidence: 99%

“…These findings suggest that students were not deterred from applying to CSUS from a signal of not being exempt from remedial coursework. Jackson (2015) further investigated whether early college readiness signals from the EAP may discourage college applications and enrollment using data on firsttime-in-college (FTIC) applicants from all 23 CSU campuses. A regression discontinuity design was used to examine outcomes among students who scored just above or below the EAP cutoff for an exempt score in English.…”

Section: Impacts and Implementation Of Early Assessment Policies Early Assessment Impacts On College Enrollmentmentioning

confidence: 99%

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Reforming Transitions from High School to Higher Education

Mokher¹

2021

Higher Education: Handbook of Theory and Research

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Every year millions of high school students graduate unprepared for college-level work, resulting in persistent challenges with high remediation rates and low levels of degree attainment in postsecondary education. Policymakers have responded with a variety of reform efforts at the state and local levels including early assessments of college readiness, senior year transition courses in math and English for students at risk of placement into developmental education in college, summer bridge programs, and Early College High Schools. The purpose of this chapter is to explore the intended mechanisms of these reforms for academically unprepared students, the impacts on both short-term and long-term outcomes of postsecondary success, and common challenges to implementation. The empirical evidence on the effectiveness of these college readiness reforms is largely mixedwith the exception of Early College High Schools, which tend to demonstrate more consistently positive impacts on student success. The chapter concludes with considerations for future reform efforts and additional research to support academically underprepared students.

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Section: Overview Of Early Assessment and Underlying Conceptual Frameworkmentioning

confidence: 99%

Section: Impacts and Implementation Of Early Assessment Policies Early Assessment Impacts On College Enrollmentmentioning

confidence: 99%

Reforming Transitions from High School to Higher Education

Mokher¹

2021

Higher Education: Handbook of Theory and Research

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“…This information is also delivered to the students’ high school counselors, who are encouraged to recognize these students for their efforts. The provision of relatively simplistic information on academic performance has produced mixed results on students’ educational outcomes, ranging from positive (e.g., Papay, Murnane, and Willett ()) to null (Foote, Schulkind, & Shapiro, ; Jackson, ). We do not find evidence that this aspect of the intervention—providing information to students on their relative academic ability—has any meaningful impact on academic preparation in high school, yet it does induce students in some regions of the country to target and attend more elite institutions, suggesting that low‐cost provision of certain types of information to Hispanic students can potentially improve their transition into and through college.…”

Section: Introductionmentioning

confidence: 99%

College Enrollment and Completion Among Nationally Recognized High‐Achieving Hispanic Students

Gurantz¹,

Hurwitz²,

Smith³

2016

J Policy Anal Manage

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Hispanic high school graduates have lower college completion rates than academically similar white students. As Hispanic students have been theorized to be more constrained in the college search and selection process, one potential policy lever is to increase the set of colleges to which these students apply and attend. In this paper, we investigate the impacts of the College Board's National Hispanic Recognition Program (NHRP), which recognizes the highest‐scoring 11th‐grade Hispanic students on the PSAT/NMSQT, as a mechanism of improving college choice and completion. The program not only informs students about their relative ability, but it also enables colleges to identify, recruit, and offer enrollment incentives. Overall, we find that the program has strong effects on college attendance patterns, shifting students from two‐year to four‐year institutions, as well as to colleges that are out‐of‐state and public flagships, all areas where Hispanic attendance has lagged. NHRP shifts the geographic distribution of where students earn their degree, and increases overall bachelor's completion among Hispanic students who traditionally have had lower rates of success. These results demonstrate that college outreach can have significant impacts on the enrollment choices of Hispanic students and can serve as a policy lever for colleges looking to draw academically talented students.

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“…NHRP status can impact students' college-going decisions, and ultimately degree completion, through two primary mechanisms. First, research has shown that many high-performing students may not apply to the set of elite institutions where they are eligible, and that informational interventions can shift where students apply and ultimately enroll (Hoxby & Turner, 2013, 2015. 1 NHRP students receive a clear and straightforward piece of information that identifies them as exceptional academic performers.…”

Section: Introductionmentioning

confidence: 99%

“…This information is also delivered to the students' high school counselors, who are encouraged to recognize these students for their efforts. The provision of relatively simplistic information on academic performance has produced mixed results on students' educational outcomes, ranging from positive (e.g., Papay, Murnane, and Willett (2015)) to null (Foote, Schulkind, & Shapiro, 2015;Jackson, 2015). We do not find evidence that this aspect of the intervention-providing information to students on their relative academic ability-has any meaningful impact on academic preparation in high school, yet it does induce students in some regions of the country to target and attend more elite institutions, suggesting that low-cost provision of certain types of information to Hispanic students can potentially improve their transition into and through college.…”

Section: Introductionmentioning

confidence: 99%