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Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree.

The Lisbon Recognition Convention, developed by the Council of Europe and UNESCO, is the main international legal text on the international recognition of qualifications and has been ratified by more than 50 countries. Few Council of Europe conventions have achieved a greater number of ratifications, and the political importance of the Lisbon Recognition Convention is very considerable. The recognition of qualifications is a necessary, if not sufficient, condition for both student and labour mobility. To mark the 15th anniversary of the convention, this book examines some of the challenges to the international recognition of qualifications. The convention is an essential legal text, but it needs to be put into better practice. How can learners use their degrees and qualifications in a new country, without losing the real value of those qualifications? The authors, who come from a variety of backgrounds, review the policies and practice of recognition, link recognition to the broader higher education policy debate and consider the role of recognition in enabling individuals to move freely across borders. (HRK / Abstract übernommen).

This exploratory study assessed the relationship between participation in Ohio's College Credit Plus (CCP) program and subsequent first-year GPA following college or university matriculation. Positive correlations were found between first-year cumulative GPA and all three dimensions of the CCP program assessed: credit hours completed, number of general education courses taken, and number of career pathway courses taken. Regression analysis found general education courses accounted for more variance in first-year GPA than career path courses, although the Fischer's Z-test for an interaction effect was not significant. Interpretation of results emphasizes the need for comparative and longitudinal follow-up studies to establish causality.

It is well established that students who begin post-secondary education at a community college are less likely to earn a bachelor's degree than otherwise similar undergraduates who begin at a 4-year school, but there is less consensus over the mechanisms generating this disparity. We explore these using national longitudinal transcript data and propensity-score methods. Inferior academic preparation does not seem to be the main culprit: We find few differences between students' academic progress at each type of institution during the first 2 years of college and (contrary to some earlier scholarship) students who do transfer have BA graduation rates equal to similar students who begin at 4-year colleges. However, after 2 years, credit accumulation diverges in the two kinds of institutions, due in part to community college students' greater involvement in employment, and a higher likelihood of stopping out of college, after controlling for their academic performance. Contrary to some earlier claims, we find that a vocational emphasis in community college is not a major factor behind the disparity. One important mechanism is the widespread loss of credits that occurs after undergraduates transfer from a community college to a 4-year institution; the greater the loss, the lower the chances of completing a BA. However, earlier claims that community college students receive lower aid levels after transfer and that transfers disproportionately fail to survive through the senior year are not supported by our analyses.

Despite the long-standing centrality and growing prevalence of transfer in the American postsecondary system, students, college professionals, and policymakers decry the lack of credit transferability between colleges. However, limited research has examined the factors most related to the magnitude of credit loss students experience. This study investigated how students' pre-transfer academic characteristics, demographic characteristics, and the institutions they transferred to and from influenced the magnitude of credit loss they experienced. Data is drawn from statewide cohorts of vertical transfer students in two states: Hawaii and North Carolina. Although a number of demographic and pre-transfer academic factors were found to relate to credit loss, the predictors of credit loss varied appreciably across states. Given the significant variability in how states and postsecondary systems manage transfer and articulation, the findings point to the need for additional state-level research exploring the determinants of credit loss for transfer students.

While college education is a key to upward mobility, low-income students are substantially less likely to earn bachelor's degrees than their more economically advantaged peers. Prior higher education literature illuminates various factors contributing to student success, but few studies consider the role of family support after students enter higher education. We examine how two different forms of family support—emotional and financial—are related to academic outcomes (grades, credit accumulation, and persistence) among low-income college students. Our analyses, based on a sample of 728 first-year low-income students attending eight four-year institutions, indicate that family emotional support plays an important role in fostering positive academic outcomes. Family emotional support is beneficial for academic outcomes as it promotes psychological well-being and facilitates greater student engagement. Financial support is not related to the outcomes examined in the sample as a whole. However, interaction models point to variation by first-generations status wherein continuing-generation students benefit more from family financial support than their first-generation peers. Presented findings offer valuable insights into the role of families in supporting low-income students in college and can inform institutional policies and practices aimed at facilitating their success.

Considering the pivotal role of academic adjustment for student success, it is important to gain insight into how several motivational and behavioural factors affect academic adjustment and the extent to which academic adjustment influences student success. This empirical study investigated how intrinsic motivation, academic self-efficacy, self-regulated study behaviour and satisfaction with the chosen degree programme influenced academic adjustment in university and how these variables and adjustment affected three important indicators of student success: grade point average (GPA), attained number of credits (ECTS) and intention to persist. The sample consisted of 243 first-year university students in the Netherlands. Structural equation modelling showed that academic adjustment was influenced by intrinsic motivation, self-regulated study behaviour and degree programme satisfaction, which together explained 72% of the variance in adjustment. Motivational and behavioural variables did not influence GPA and credits directly but through academic adjustment. Furthermore, only satisfaction with the degree programme predicted intention to persist. These results point to the importance of academic adjustment in predicting university GPA and credits and the pivotal role of satisfaction with the degree programme in predicting intention to persist. Universities could integrate the development of self-regulated study skills—the biggest contributor to academic adjustment—in the first-year programme. Moreover, looking at the importance of students' satisfaction with the programme, communication and collaboration between secondary schools and universities should be enhanced in order to help students to choose a university degree programme that matches their abilities, interests and values.

The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school The curriculum was initially designed for \"superior\" students at exclusive private schools. Recently, however, the AP program has expanded to serve more students from marginalized backgrounds, and equitable access has become one of its core objectives. Scholars have questioned whether AP can continue to offer effective college preparation while expanding beyond the populations it was initially designed to serve. This literature review summarizes existing research on whether the AP program has achieved its dual goals of equal access and effectiveness. The extant literature suggests that, despite impressive gains in access to AP, significant barriers remain to its becoming a program that ensures equal access for all students and effectively prepares them for college coursework. Assessing whether these barriers can be overcome, however, demands new approaches to AP research.

An extensive theoretical and qualitative literature stresses the promise of instructional practices and content aligned with minority students' experiences. Ethnic studies courses provide an example of such \"culturally relevant pedagogy\" (CRP). Despite theoretical support, quantitative evidence on the effectiveness of these courses is limited. We estimate the causal effects of an ethnic studies curriculum, using a \"fuzzy\" regression discontinuity design based on the fact that several schools assigned students with eighth-grade GPAs below a threshold to take the course. Assignment to this course increased ninth-grade attendance by 21 percentage points, GPA by 1.4 grade points, and credits earned by 23. These surprisingly large effects suggest that CRP, when implemented in a high-fidelity context, can provide effective support to at-risk students.

Historically Black Texas Southern University n Houston is launching a new college that creates a pathway for people who started college, but did not complete their degree program.