1 

U.S. Department of Education

Office of Planning, Evaluation and Policy Development

Policy and Program Studies Service

Issue Brief: College-Level Coursework for High School Students 

April 2017

Introduction

In 2014–15, the high school graduation rate reached a record high of 83 percent (U.S. Department of 

Education 2016). Despite the gains, over half a million students still drop out of high school each year 

(U.S. Department of Education 2015). High schools have adopted various strategies designed to keep 

students who are at risk of not graduating in school and on track for earning the credits required to 

graduate. “At-risk” students are defined as those failing to achieve basic proficiency in key subjects or 

exhibiting behaviors that can lead to failure and/or dropping out of school. Dropout prevention 

strategies are diverse; they vary in type of program, services offered, frequency, intensity, and duration 

of contact with target students.

The U.S. Department of Education (Department) sponsored the National Survey on High School 

Strategies Designed to Help At-Risk Students Graduate (HSS), which aimed to provide descriptive 

information on the prevalence and characteristics of dropout prevention strategies for at-risk students. 

The survey collected data in the 2014–15 school year from a nationally representative sample of 

2,142 public high schools and focused on 13 specific high school improvement strategies1 identified by a 

panel of external experts and senior Department officials. This brief on college-level coursework for 

high school students is the eighth in a series of briefs being released with key findings about these high 

school improvement strategies. 

Definition of College-Level Coursework for High School Students 

The HSS defined college-level coursework for high school students as an advanced curriculum that 

provides students with postsecondary learning experiences while they are still in high school, allowing

students to earn college credit in some instances. For the purpose of this brief, college-level coursework 

includes such models as early college high schools (ECHS), a schoolwide model that provides students 

the opportunity to earn an Associate’s degree while in high school; Advanced Placement (AP), collegelevel courses for which students can receive college credit if they earn qualifying scores on an end-ofcourse exam; International Baccalaureate (IB), a high school diploma program that integrates critical 

thinking skills with college-level courses and a senior project; dual enrollment, a strategy to encourage 

students to take more rigorous coursework, including academic and technical courses at the college 

level, and potentially earn college credit; and Cambridge/Advanced International Certificate of 

Education (AICE), a high school diploma program that emphasizes college-level courses across different 

subjects such as math, science, languages, arts, and humanities. 

 

1 The survey examined 13 strategies that are designed to improve high school outcomes for at-risk students. These strategies 

are: (1) academic support classes, (2) academic tutoring, (3) career-themed curriculum, (4) case management services, 

(5) college-level coursework, (6) competency-based advancement, (7) credit recovery, (8) early warning systems, (9) high 

school transition activities, (10) mentoring, (11) personalized learning plans, (12) social services, and (13) student support 

teams. See http://www2.ed.gov/about/offices/list/opepd/ppss/reports-high-school.html for the series of briefs.
2 

Although taking college-level classes in high school originated in efforts to provide advanced students 

opportunities to learn college material, many high schools use this strategy to serve general education

students and in some cases at-risk students who may be better engaged by advanced courses and/or 

benefit from acquiring college course credit (Education Commission of the States 2016). One challenge, 

however, with using this approach as a strategy for at-risk students is ensuring sufficient academic 

readiness. Some schools mediate this by providing academic supports that may include tutoring, 

counseling, and academic support classes (National High School Center 2007). 

Research on College-Level Coursework for High School Students 

Some college-level coursework models have been shown to have a positive effect on student outcomes 

like attendance, high school graduation, college enrollment, and college completion. These studies

compared the outcomes of program participants with those of nonparticipants (the comparison group) 

and tried to account for differences between the two groups in their characteristics and orientations 

(e.g., motivation or perseverance).2

Early college high school. Two experimental studies found that ECHS students were more likely than 

comparison students to stay in and graduate from high school, score higher on standardized 

assessments in English language arts and mathematics, pass end-of-course exams, enroll in college, and 

earn a college degree (Berger et al. 2013, 2014; Edmunds et al. 2012, 2015). Approximately half of ECHS 

students and comparison students in the two study samples were economically disadvantaged. 

Advanced Placement. One quasi-experimental study found that students who took AP courses were 

more likely than comparison students to graduate from high school and enroll in college (Jeong 2009). 

Another quasi-experimental study found that students who took AP courses and passed their AP exams 

were more likely than comparison students to earn a college degree even after controlling for students’ 

eighth-grade mathematics test score and free and reduced-price lunch status (Long, Conger, and 

Latarola 2012). Descriptive research, however, has shown that AP exam passing rates are relatively low 

for minority and economically disadvantaged students, even among those who complete AP courses. 

One study found that of students who took AP courses in English, mathematics, science, or social 

studies, only 11 percent of African American, 14 percent of Hispanic, and 13 percent of low-income 

students actually passed the corresponding AP exams compared with 35 percent of white students and 

higher income students (Dougherty, Mellor, and Jian 2006). 

Dual enrollment. Two experimental studies found that dual enrollment students were more likely than 

comparison students to stay in and graduate from high school, score higher on standardized

assessments in English language arts and mathematics, pass end-of-course exams, enroll in college, and 

earn a college degree (U.S. Department of Education 2017). 

 

2 This brief uses terms like experimental and quasi-experimental studies to distinguish two types of studies appropriate for 

determining the effects of a strategy or practice. An experimental study (also known as a randomized controlled trial) is the

most rigorous approach because it creates a participant group and a nonparticipant group through a random process like a 

lottery to ensure that the characteristics of the two groups are equivalent before any had a chance to participate. This means 

the impact of the strategy or practice—estimated by comparing the outcomes of the two groups—is not influenced or 

“biased” by differences between the groups on characteristics that are hard to measure but could affect the outcomes (e.g., 

motivation, perseverance) (Dynarski and Kisker 2014). A quasi-experimental study (also known as a quasi-experimental 

design study or QED) takes those already participating and creates a nonparticipant group by selecting students who are

similar to the participants in terms of their demographic and socioeconomic characteristics. Because participants can differ 

from nonparticipants in important ways that are not measured in the study, confidence in the results of a quasi-experimental 

study is not as strong as for an experimental study.
3 

International Baccalaureate. One quasi-experimental study found that students who participated in the 

IB program were more likely than comparison students to enroll in a four-year college and persist for 

two years at a four-year college (Coca et al. 2012).

Survey Findings on College-Level Coursework for High School Students 

This survey did not examine the effectiveness of college-level coursework for high school students but 

instead described the kinds of schools that offer college-level coursework and their approaches to 

implementing the strategy. This analysis included an examination of four school characteristics: (1) size, 

(2) poverty, (3) locale, and (4) graduation rate. Only statistically significant differences within school 

characteristics (at p < .05) are discussed; non-statistically significant differences are not reported. School 

characteristics were defined in the following ways: 

School size. School size categories consisted of small schools (fewer than 500 students), medium 

schools (500–1,199 students), and large schools (1,200 or more students) based on 2013–14

Common Core of Data (CCD) student enrollment data. 

School poverty. Poverty levels were based on 2013–14 CCD free or reduced-price lunch (FRPL) and 

total CCD school enrollment data. The poverty categories were low-poverty schools (below 

35 percent students with FRPL), medium-poverty schools (35–49 percent students with FRPL), and 

high-poverty schools (50 percent or more students with FRPL).

School locale. School locale included three mutually exclusive locales from the CCD: rural schools, 

suburban/town schools, and city schools. 

Graduation rate. School classification by graduation rate was based on three categories: low

graduation rate (67 percent or lower graduation rate), medium graduation rate (68 to 89 percent 

graduation rate), and high graduation rate (90 percent or higher graduation rate).

Summary of Key Findings

• Three-quarters of all high schools (75 percent) offered college-level coursework to at least some 

students in 2014–15; an estimated 27 percent of all high school students participated in collegelevel coursework, according to school principals. 

• High-poverty high schools were less likely than low-poverty high schools to offer college-level 

coursework; low-graduation-rate high schools were also less likely than high-graduation-rate 

high schools to offer college-level coursework. Large high schools were more likely than small 

high schools to offer college-level coursework, and more suburban and rural high schools than 

city high schools offered college-level coursework.

• Among high schools that allowed at-risk students to participate in college-level coursework, the 

most common requirement was approval from a school administrator or guidance counselor 

(49 percent), followed by a teacher’s recommendation (47 percent).

• High schools provided different types of college-level coursework for at-risk students; the most 

common type was dual enrollment (85 percent), followed by AP courses (72 percent), ECHS

(28 percent), and IB (5 percent).

• The most common support that high schools provided to at-risk students participating in 

college-level coursework was tutoring (59 percent), followed by additional counseling 

(44 percent) and academic support classes (39 percent).
4 

What was the prevalence of college-level coursework in high schools?

In 2014–15, 75 percent of high schools nationwide offered college-level coursework to at least some 

students; an estimated 27 percent of all high school students participated in college-level coursework, 

according to school principals. The prevalence of college-level coursework for high school students

varied by school size, poverty level, locale, and graduation rate (Exhibit 1). 

Exhibit 1. Percentage of high schools that offered college-level coursework, 2014–15

Exhibit reads: In 2014–15, 75 percent of high schools nationwide offered college-level coursework to at least some students.

* p < .05. 

NOTE: The asterisk is placed on one case per comparison. Differences across school characteristics with two categories were 

based on comparisons between the two groups. Differences across school characteristics with three categories were based on 

goodness-of-fit across all three categories.

Unweighted n = 1,925. 

SOURCE: HSS survey of high school administrators, 2015 (Question 42).

Differences by school size. Large high schools were more likely than small high schools to offer 

college-level coursework (94 percent versus 63 percent).

Differences by school poverty. High-poverty high schools were less likely than low-poverty high 

schools to offer college-level coursework (66 percent versus 83 percent). 

Differences by school locale. More suburban and rural high schools than city high schools offered 

college-level coursework (77 percent of suburban high schools and 76 percent of rural high schools 

versus 70 percent of city high schools).

Differences by graduation rate. Low-graduation-rate high schools were less likely than highgraduation-rate high schools to offer college-level coursework (50 percent versus 85 percent).

How did high schools target students for participation in college-level coursework? 

Among high schools that offered college-level coursework, 73 percent offered it on a schoolwide basis, 

and 27 percent targeted selected students for participation. Schools can target students based on a 
5 

range of factors. Of high schools that targeted selected students, the most common factor was high 

academic performance (85 percent), followed by staff referrals (73 percent) and a particular grade level 

such as 10th grade (27 percent). Less common factors were those often associated with at-risk students, 

such as discipline issues (5 percent), poor academic performance (5 percent), and high school reentry 

(4 percent).3 The criteria schools used to identify students for participation in college-level coursework 

varied by school poverty level and school locale. There were no significant differences by school size or 

graduation rate (Exhibit 2).

Exhibit 2. Percentage of high schools that targeted specific student subgroups or issues for 

participation in college-level coursework, 2014–15

Exhibit reads: Among high schools that targeted selected students for participation in college-level coursework in 

2014–15, 85 percent targeted students performing above standards. 

Unweighted n = 368. 

SOURCE: HSS survey of high school administrators, 2015 (Question 45).

Differences by poverty level. High-poverty high schools were more likely than low-poverty high 

schools to target students performing below standards for participation in college-level coursework 

(7 percent versus 2 percent) and less likely to target students performing above standards 

(78 percent versus 93 percent). 

Differences by school locale. More city and suburban high schools than rural high schools targeted 

students with discipline issues for participation in college-level coursework (8 percent in city and 

suburban high schools versus 1 percent in rural high schools).

Did high schools require at-risk students to demonstrate their readiness for college-level coursework? 

Many high schools reported special instances where allowing an at-risk student to participate in collegelevel coursework could be appropriate provided that the student could demonstrate readiness

(89 percent). A small percentage of high schools indicated that at-risk students do not participate in

 

3 As defined for the HSS, reentry students were those who dropped out of high school and then reenrolled.
6 

college-level coursework (11 percent). Among high schools that allowed at-risk students to participate in 

college-level coursework, the most common requirement was approval from a school administrator or 

guidance counselor (49 percent), followed by a teacher’s recommendation (47 percent). Requirements 

for at-risk students varied by school size, school poverty level, school locale, and graduation rate 

(Exhibit 3). 

Exhibit 3. Percentage of high schools that allowed at-risk students to participate in college-level 

coursework, by requirements imposed before participation, 2014–15

Exhibit reads: Among high schools that allowed at-risk students to participate in college-level coursework in 2014–15, 49 

percent required that the students receive approval from a school administrator or guidance/school counselor to participate.

Unweighted n = 1,271. 

SOURCE: HSS survey of high school administrators, 2015 (Question 50).

Differences by school size. Large high schools were more likely than small high schools to require atrisk students to have a teacher’s recommendation (56 percent versus 38 percent) or parental 

permission (29 percent versus 16 percent) before participating in college-level coursework. Large 

high schools were less likely than small high schools to require that at-risk students meet a gradelevel threshold such as 11th grade or 12th grade (30 percent versus 37 percent) before participating 

in college-level coursework. 

Differences by poverty level. High-poverty high schools were more likely than low-poverty high

schools to require at-risk students to obtain approval from a school administrator or guidance 

counselor (52 percent versus 43 percent), have a minimum GPA (34 percent versus 27 percent), 

have a satisfactory attendance record (22 percent versus 14 percent), or receive a minimum score 

on a standardized text or college placement exam (35 percent versus 24 percent) before

participating in college-level coursework. 

Differences by school locale. More city high schools than suburban and rural high schools required 

at-risk students to have a teacher’s recommendation (60 percent in city high schools versus 

46 percent in suburban high schools and 38 percent in rural high schools) or have a satisfactory 

attendance record (25 percent in city high schools versus 19 percent in suburban high schools and 

14 percent in rural high schools) before participating in college-level coursework. 
7 

Differences by graduation rate. Low-graduation-rate high schools were more likely than highgraduation-rate high schools to require at-risk students to have a satisfactory attendance record

(24 percent versus 15 percent) before participating in college-level coursework. 

What type of college-level coursework did high schools offer to at-risk students?

High schools that offered college-level coursework to at-risk students provided various types of 

advanced coursework. The most common college-level coursework for at-risk students was dual 

enrollment classes (85 percent), followed by AP courses (72 percent), ECHS (28 percent), and IB 

(5 percent). The types of college-level coursework offered to at-risk students varied by school size, 

school poverty level, school locale, and graduation rate.

Differences by school size. Large high schools were more likely than small high schools to offer atrisk students AP courses (92 percent versus 54 percent) or IB (14 percent versus 2 percent).

Differences by poverty level. High-poverty high schools were less likely than low-poverty high 

schools to offer at-risk students AP courses (67 percent versus 81 percent).

Differences by school locale. More city high schools than suburban or rural high schools offered atrisk students AP courses (80 percent in city high schools versus 77 percent in suburban high schools 

and 62 percent in rural high schools) or IB (10 percent of city high schools versus 6 percent of 

suburban high schools and 1 percent of rural high schools). More rural high schools than city or 

suburban high schools offered at-risk students dual enrollment classes (92 percent in rural high 

schools versus 78 percent in city high schools and 84 percent in suburban high schools). 

Differences by graduation rate. Low-graduation-rate high schools were less likely than highgraduation-rate high schools to offer at-risk students AP courses (48 percent versus 74 percent). 

What supports were available to at-risk students participating in college-level coursework? 

High schools that offered college-level coursework to at-risk students provided different supports to 

help them persist and succeed in these courses (Exhibit 4). The most common support for at-risk 

students participating in college-level coursework was tutoring (59 percent), followed by additional 

counseling (44 percent) and academic support classes (39 percent). The types of supports that high 

schools provided for at-risk students participating in college-level coursework differed by school size, 

school poverty level, school locale, and graduation rate. 
8 

Exhibit 4. Percentage of high schools that offered college-level coursework to at-risk students 

and the types of support provided to them, 2014–15

Type of 

support

All schools 

with collegelevel 

coursework 

for at-risk 

students

Low 

grad 

rate

High 

grad 

rate Large Small

High 

poverty

Low 

poverty City

Suburban Rural

Tutoring 59 53 56 67* 53 66* 51 72* 57 52 

Additional 

counseling 44 43 43 39 42 45 41 49 42 41 

Academic 

support classes 39 43 35 44* 36 40 37 49* 39 32 

Adult mentors 31 42* 28 26* 33 35* 26 34 31 29 

Peer mentors 21 18 20 24 20 23 20 25 21 18 

AVID classes 14 6* 13 36* 4 17* 12 21* 16 5 

Exhibit reads: Among high schools with college-level coursework for at-risk students in 2014─15, 59 percent offered tutoring 

to support their participation.

* p < .05. 

NOTE: The asterisk is placed on one case per comparison. Differences across school characteristics with two categories were 

based on comparisons between the two groups. Differences across school characteristics with three categories were based on 

goodness-of-fit across all three categories.

Unweighted n = 1,100. 

SOURCE: HSS Survey of high school administrators, 2015 (Question 51).

Differences by school size. Large high schools were more likely than small high schools to offer 

tutoring (67 percent versus 53 percent), academic support classes (44 percent versus 36 percent), or 

Advancement Via Individual Determination classes (AVID) (36 percent versus 4 percent) to support 

at-risk students participating in college-level coursework. Large high schools were less likely than 

small high schools to offer adult mentors (26 percent versus 33 percent) to support at-risk students 

participating in college-level coursework.

Differences by poverty level. High-poverty high schools were more likely than low-poverty high

schools to offer tutoring (66 percent versus 51 percent), adult mentors (35 percent versus 

26 percent), or AVID classes (17 percent versus 12 percent) to support at-risk students participating 

in college-level coursework. 

Differences by school locale. More city high schools than suburban or rural high schools offered 

tutoring (72 percent of city high schools versus 57 percent of suburban high schools and 52 percent 

of rural high schools), academic support classes (49 percent of city high schools versus 39 percent 

suburban high schools and 32 percent of rural high schools), or AVID classes (21 percent of city high 

schools versus 16 percent of suburban high schools and 5 percent of rural high schools) to support 

at-risk students participating in college-level coursework. 

Differences by graduation rate. Low-graduation-rate high schools were more likely than highgraduation-rate high schools to offer adult mentors (42 percent versus 28 percent) to support at-risk 

students participating in college-level coursework. Low-graduation-rate high schools were less likely 

than high-graduation-rate high schools to offer AVID classes (6 percent versus 13 percent) to 

support at-risk students participating in college-level coursework.
9 

How did high schools deliver college-level coursework? 

High schools delivered their college-level coursework to their students in different ways. For example, 

high schools might offer high-demand AP courses in person but allow some students to take less 

common AP courses through an online course provider. In some instances, schools might use a blended 

approach, combining online support with an in-person facilitator, in delivering a course like AP 

Computer Science A that has a required minimum of 20 hours of computer lab. Most commonly, 

college-level coursework for high school students was provided in person (89 percent), followed by 

online only (36 percent), and then as a hybrid model of online support blended with an in-person 

facilitator (25 percent). There were differences in this delivery mode for college-level coursework by 

school size, school locale, and graduation rate. There were no significant differences by school poverty 

level. 

Differences by school size. Large high schools were more likely than small high schools to offer

college-level coursework in person (97 percent versus 82 percent) and less likely to offer collegelevel coursework online only (20 percent versus 45 percent) or as a hybrid model of online support 

blended with an in-person facilitator (16 percent versus 30 percent).

Differences by school locale. More city and suburban high schools than rural high schools offered

college-level coursework in person (91 percent of city high schools and 92 percent of suburban high 

schools versus 83 percent of rural high schools), while more rural high schools offered college-level 

coursework online only (51 percent of rural high schools versus 22 percent of city high schools and 

30 percent of suburban high schools) or as a hybrid model of online support blended with an inperson facilitator (30 percent of rural high schools versus 20 percent of city high schools and 

23 percent of suburban high schools).

Differences by graduation rate. Low-graduation-rate high schools were less likely than highgraduation-rate high schools to offer college-level coursework in person (75 percent versus

88 percent).

Where did high schools provide college-level coursework? 

High schools offered college-level coursework for high school students in different settings, most likely 

to accommodate student transportation needs or to follow a program’s design such as with ECHSs that 

are typically located on a college campus. Most commonly, college-level coursework for high school 

students was provided at the student’s high school (94 percent), followed by a college campus setting 

(50 percent), and then at a different high school (10 percent). The setting for college-level coursework 

differed by school size, school poverty level, school locale, and graduation rate.

Differences by school size. Large high schools were more likely than small high schools to offer 

college-level coursework at the student’s high school (99 percent versus 90 percent).

Differences by poverty level. High-poverty high schools were less likely than low-poverty high 

schools to offer college-level coursework at the student’s high school (92 percent versus 

96 percent).

Differences by school locale. More city and suburban high schools than rural high schools offered 

college-level coursework on a college campus (54 percent of city high schools and 53 percent of

suburban high schools versus 44 percent of rural high schools).

Differences by graduation rate. Low-graduation-rate high schools were less likely than highgraduation-rate high schools to offer college-level coursework at the student’s high school 

(76 percent versus 96 percent).
10

Who taught college-level coursework for high school students? 

To offer different types of college-level coursework, high schools can draw from a pool of instructors 

beyond the school itself to teach specific courses. The most common instructors of college-level 

coursework for high school students were high school teachers (89 percent), followed by college 

professors (53 percent) and teachers provided by an online course provider (52 percent). There were no 

differences by school size, school poverty level, school locale, and graduation rate.

Methodology

The National Survey on High School Strategies Designed to Help At-Risk Students Graduate was a 

survey of 13 high school strategies designed to improve graduation rates among students at risk of 

dropping out and was administered in the 2014–15 school year. The 13 strategies are: (1) academic 

support classes, (2) academic tutoring, (3) career-themed curriculum, (4) case management services, 

(5) college-level coursework, (6) competency-based advancement, (7) credit recovery, (8) early warning 

systems, (9) high school transition activities, (10) mentoring, (11) personalized learning plans, (12) social 

services, and (13) student support teams.

The researchers selected a nationally representative sample of high schools4 using a random sampling 

approach, stratifying high schools based on graduation rate (from EDFacts)

5 and locale code (from NCES 

2013–14 Common Core of Data). The survey collected data from high school principals (or designees 

knowledgeable about programs and strategies) at sampled schools. The survey response rate was 

90 percent. The survey responses, after cleaning and processing, were analyzed in SAS and Stata using 

descriptive techniques that apply the appropriate statistical population weights to account for 

stratification by graduation rate and locale. 

Results reported in this brief reflect the full survey sample unless otherwise noted and are 

representative of U.S. public high schools nationwide. References in the text to differences between 

subgroups based on sample data refer only to differences that are statistically significant using a 

significance level of 0.05.

 

4 All U.S. public high schools providing instruction to 12th grade students in the fall of 2010 were included in the sampling 

frame unless (1) the lowest offered grade was 11th grade or higher, (2) there were fewer than five students in grades 

9 through 12, (3) the percentage of students enrolled in grades 9 through 12 was under 20 percent of the total school 

enrollment and the total number of students in grades 9 through 12 was fewer than 20, or (4) the school name contained 

one of nine keywords indicating juvenile detention center or hospital. Of the 103,813 total schools listed in the 2010–11 CCD, 

22,447 high schools met the criteria to be included in the sampling frame. 5 There were 3,302 schools without graduation rate information in the 2010–11 EDFacts public use data set. The researchers 

used an imputation approach to assign these schools to either the high- or low-graduation-rate stratum. The imputation 

process began by examining the distribution of the high/low graduation rate classification for the 19,145 schools by sampling 

locale. The percentage of schools classified as high graduation rate was calculated separately for each locale sampling 

stratum; 68.4 percent of rural schools were classified as high graduation rate, 63.0 percent of suburban schools were 

classified as high graduation rate, and 41.0 percent of city schools were classified as high graduation rate. The research team 

randomly assigned each of the 3,302 schools with unknown graduation rates to the high graduation rate stratum with 

probability 68.4 if the school was classified as rural, with probability 63.0 if the school was classified as suburban, and with 

probability 41.0 if the school was classified as urban. The sample size was adjusted upwards to account for potential 

misclassification due to this method. In analysis, the researchers used the restricted-use 2013–14 EDFacts data and 

graduation rates published on school and district websites to fill in this missing data.
11

References

Berger, A., L. Turk-Bicakci, M. Garet, J. Knudson, and G. Hoshen. 2014. Early College, Continued Success: 

Early College High School Initiative Impact Study. Washington, DC: American Institutes for Research. 

Berger, A., L. Turk-Bicakci, M. Garet, M. Song, J. Knudson, C. Haxton, K. Zeiser, G. Hoshen, J. Ford,

J. Stephan, K. Keating, and L. Cassidy. 2013. Early College, Early Success: Early College High School 

Initiative Impact Study. Washington, DC: American Institutes for Research.

Coca, V., D. Johnson, T. Kelley-Kemple, M. Roderick, E. Moeller, N. Williams, and K. Moragne. 2012. 

Working to My Potential: Experiences of CPS Students in the International Baccalaureate Diploma 

Programme. Chicago, IL: The Consortium on Chicago School Research.

Dougherty, C., L. Mellor, and S. Jian. 2006. The Relationship between Advanced Placement and College 

Graduation. Austin, TX: National Center for Educational Achievement.

Dynarski, M., and E. Kisker. 2014. Going Public: Writing about Research in Everyday Language (REL 

2014–051). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National 

Center for Education Evaluation and Regional Assistance, Analytic Technical Assistance and 

Development.

Edmunds, J., l. Bernstein, F. Unlu, E. Glennie, J. Willse, A. Smith, and N. Arshavsky. 2012. “Expanding the 

Start of the College Pipeline: Ninth-grade Findings from an Experimental Study of the Impact of the 

Early College High School Model.” Journal of Research on Educational Effectiveness 5 (2): 136–159. 

Edmunds, J., F. Unlu, E. Glennie, L. Bernstein, L. Fesler, J. Furey, and N. Arshavsky. 2015. Smoothing the 

Transition to Postsecondary Education: The Impact of the Early College Model. Greensboro, NC: 

SERVE Center.

Education Commission of the States. 2016. Advanced Placement: Model Policy Components. Denver, CO: 

Education Commission of the States.

Jeong, D. 2009. “Student Participation and Performance on Advanced Placement Exams: Do StateSponsored Incentives Make a Difference?” Educational Evaluation and Policy Analysis 31 (4): 346–

366. 

Long, M., D. Conger, and P. Latarola. 2012. “Effects of High School Course-Taking on Secondary and 

Postsecondary Success.” American Educational Research Journal 49 (2): 285–322. 

National High School Center. 2007. Findings from the Early College High School Initiative: A Look at 

Best Practices and Lessons Learned Regarding a Dual Enrollment Program. Washington, DC: 

American Institutes for Research, National High School Center.

U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation 

and Regional Assistance, What Works Clearinghouse. 2017. WWC Intervention Report: Dual 

Enrollment Programs. Washington, DC: U.S. Department of Education.

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. 

2015. “Table 219.57. Population of 15- to 24-Year Olds Enrolled in Grades 10 through 12, Number 

Who Dropped Out (Event Dropouts), Percentage Who Dropped Out (Event Dropout Rate), and 

Percentage Distribution, by Selected Characteristics: 2014.” 

https://nces.ed.gov/programs/digest/d15/tables/dt15_219.57.asp

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. 

2016. “Table 1. Public High School 4-Year Adjusted Cohort Graduation Rate (ACGR).” 

https://nces.ed.gov/ccd/tables/ACGR_RE_and_characteristics_2014-15.asp
12

Appendix: College-level Coursework for High School Students (Survey Excerpt)

National Survey on High School Strategies Designed to Help At-Risk Students Graduate

42. In the 2014-15 school year, does your school have accelerated academic 

programs? 

(Please select only one) 

{Only allow one selection} Yes No

 

If user responds “Yes” to Q42, ask Q43 through Q52. Otherwise, skip to Q53.

43. Are accelerated academic programs offered to all students 

(school-wide) or to a specific subset of students? 

(Please select only one) 

{Only allow one selection}

All students 

(school-wide)

Subset of 

students

 

If user responds “All students” to Q43, skip to Q46.

If user responds “Subset of students” to Q43, ask Q44 through Q05.

44. On average, approximately what percentage of high school 

students in your school is offered an accelerated academic 

program in the 2014-15 school year?

{Slide bar for 0% to 100%}

45. Are any of the following subsets of students targeted for receiving accelerated 

academic programs? 

(Check all that apply)

Students with attendance issues (e.g., truancy) 

Students with discipline or behavioral issues 

Students performing below standards or grade level 

Students performing above standards or grade level 

Students in a particular grade level, regardless of performance 

Students recommended by high school staff (e.g., counselor or teacher) 

Re-entry students 

English Language Learners 

Other

(Please Specify________________)



This section asks about Accelerated Academic Programs. For the purposes of this survey, accelerated 

academic programs provide students with the opportunity to experience a postsecondary course or earn 

college credits while in high school (e.g., Early/Middle College, Advanced Placement [AP], International 

Baccalaureate [IB], dual enrollment, Cambridge/Advanced International Certificate of Education [AICE]).
13

46. On average, approximately what percentage of high school 

students in your school participates in an accelerated 

academic program in the 2014-15 school year?



{Slide bar for 0% to 100%}

47. How are accelerated academic programs typically delivered to your 

students? 

(Check all that apply) 

Online

As a classroom course 









Blended learning (e.g., online with an in-person facilitator)

48. Where are accelerated academic programs offered? 

(Check all that apply)

At your school

At another high school

On a college campus

In the students’ homes

{Load this option only if the user selects “Online” or “blended” in Q47} 









At another location

(Please specify: ___________)

49. Who leads or facilitates the accelerated academic programs delivered to 

your students? 

(Check all that apply)

A high school teacher, including those certified or hired as a college adjunct

A college professor

A teacher provided by the online course provider

{Load only if the user selects “Online” or “blended” in Q47}

Don’t know 

Other 

(Please Specify________________)
14

50. Are any of the following required for at-risk students to participate in 

these accelerated courses? 

(Check all that apply)





















Does not apply, at-risk students do not participate

Teacher recommendation

School administrator or guidance/school counselor approval

Grade level (e.g., only juniors or seniors may enroll)

Minimum GPA

Satisfactory attendance record

Minimum score on a standardized test or college placement exam (e.g., 

state test, SAT or ACT)

Parent involvement (e.g., parent contract)

Other

(Please Specify________________)

If user responds “Does not apply” in Q50, skip to Q53.

51. Do you provide any of the following supports to facilitate the enrollment 

and persistence of at-risk students in these courses? 

(Check all that apply)

Adult mentors 

Peer mentors 











Credit recovery 











Tutoring

Academic support classes

Additional counseling 

Advancement Via Individual Determination (AVID) classes

Other

(Please Specify________________)

52. What form of advanced coursework is offered to at-risk students? 

(Check all that apply)

Advanced placement (AP) courses for college credit

International Baccalaureate (IB), an international curriculum certified by the 

International Baccalaureate Organizations

Early college or middle college program (combining high school and college 

coursework to compress the time it takes to earn both a high school 

diploma and the first two years of college and/or an associate’s degree)

Dual high school and college enrollment classes (students earn both high 

school and college credit)

Other

(Please Specify________________)

The full survey is available at: http://www2.ed.gov/about/offices/list/opepd/ppss/reports.html#es