The production of new education research, much like 90-degree days in Washington, D.C., this year, is endless. Once again, NCAN brings you findings from briefs and reports on a variety of topics in no more than one sentence each. Yes, really.
Condensing these reports into a sentence each obviously doesn’t do them justice, so please take a deeper dive into those that pique your interest.
A study examining the change in lifetime Pell eligibility from nine years to six years found that the shorter window increased “academic effort” among students in the University
System of Georgia as measured by continuous enrollment and credits attempted and accelerated time to completion but did not show effects on completion rates overall.
Florida passed a law allowing students to bypass remedial coursework, and students, especially Black and Hispanic students, enrolled following the change were more likely
to enroll in and pass introductory college-level courses during their first year.
In an era of increased focus on data privacy, the College Board warns that “parental consent requirements in education settings have been shown to reduce
student participation” and insists that K-12 systems sharing student data has benefits for students, notably through the College Board Student Search Service, participation in which dramatically increases the likelihood that underrepresented students
will send an SAT score to a postsecondary institution.
A randomized control trial of nearly 1,200 students who applied to 14 KIPP middle schools in five states and Washington, D.C., found statistically significant impacts on KIPPsters enrolling in
four-year institutions compared to the control group, and indeterminate effects on students enrolling in two- and four-year institutions and persisting into their second year of college.
The success of CUNY’s ASAP program is, or should be, well-known to NCAN members, but this replication at three Ohio community colleges finds statistically significant impacts on earning a degree
from any college (+15.6% compared to control group) and credit accumulation (+11 credits compared to control group) within three years.
Have a question or want to talk through some of the above? Need to flag a report or study for a future edition of this series? Drop me a line at email@example.com – I’d love to hear from you. Thanks for reading!