The purpose of this qualitative case study is to gain insights into the activities and outcomes associated with participation in the Temple Education Scholars (TES) dual enrollment program, an initiative for seniors attending high school in a large city in the Northeast region of the United States. The objectives of this study are twofold: (1) to…

Self-reported perceptions of the impact of acceleration through an early college entrance program at the University of Iowa National Academy of Arts, Sciences, and Engineering (NAASE), revealed the program's contribution to students' overall development. Responses from a sample of 76-gifted participants to a 64-item survey offered insights about…

This action research explores the impact of social justice aligned performance tasks on the awareness of civic responsibility of adolescents. The primary question of this STEM education action research is what impact does integrating social justice aligned performance tasks in computer science and college-preparatory math courses have on the…

This interpretive phenomenological analysis explores the lived experience and self-efficacy beliefs of Vermont high school students who participated in a dual enrollment course. Vermont state policy makers have enacted legislation that supports dual enrollment in order to bridge the high school to college transition and create a better educated…

The Washington Legislature directed the State Board of Education (SBE) to provide an analysis of the equity and adequacy of new graduation pathway options through stakeholder outreach and engagement. This report contains the "Second Interim Graduation Pathway Options Report--July 2020" and the "Washington Graduation Pathway Options:…

The 2006 Carl D. Perkins Career and Technical Education Act required that all career technical education (CTE) programs offer secondary to postsecondary programs of study (POS), which integrate rigorous academics, offer dual enrollment options, and lead to an industry-recognized degree or credential. Focused on improving students' transition to…

The Early College High School Initiative is a program that provides college access to first-generation, minority, low-income and other under-represented populations by allowing them to take college classes while in high school. The goal of The Early College High School Initiative is to ease the transition to college by allowing the students to…

Georgia conducted a multiphase, mixed methods study over three years (2003-2006) to determine whether credit-based transition programs facilitate college access and success for students who participate in them. The study, conducted in collaboration with, and funding from, the Technical College System of Georgia (TCSG) and with cooperation from the…

Many educators consider the final year of high school to be a "vast wasteland," an epidemic of disengagement. Although high schools across the country have struggled with senioritis, responses to the problem have largely fallen into vertical acceleration, in which schools typically offer an array of AP courses or dual enrollment…