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Written by Mark S. Schneider for American Institutes for Research (AIR), October 2011. See this page for the Executive Summary, as well as a link to the full report, available as PDF. From the Summary, "This report focuses on the high costs of the low retention and completion rates that are far too typical of community colleges."

Built by the Foundation Center, the PubHub offers over 6,500 (as of Nov 2011) foundation-sponsored reports, from research reports to case studies to issue briefs. All are presented via database, which offers both a keyword search and more extensive browse functions.

This page includes not only completion data, but also the 2011 national report, Time is the Enemy, with downloadable summary, tables, state profiles, and full report. In the Metrics That Matter Most section, see links for remediation enrollment figures and for remediation graduation metrics.

NAEP administers assessments in the areas of mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. These assessments are conducted periodically and adhere to a uniform approach using the same set of test booklets across the nation. This site represents the different components of the NAEP assessment. Another website, The Nation's Report Card (nationsreportcard.gov), publishes the results of the assessments.

A program of the Greater Texas Foundation (GTF). Studying a cohort of 250,000 students who were in 9th grade in 1997, data showed that 75,000 "who graduated high school and enrolled in college left empty-handed." GTF then worked with FSG Social Impact Advisors to look at persistence and completion as they restructured their post-secondary scholarship funding. Two related reports are available on this page.

"The Texas Higher Education Coordinating Board provides leadership and coordination for the Texas higher education system." Agency reports are available to download from the site.

Research & Reports page. Available resources include: research reports, tools, newsletters and policy briefs related to education reform and workforce development at local, state and federal levels.

In pre-Jam materials, participants recommended these specific publications: Nodine, T. (2009). Innovations in college readiness: How early colleges are preparing students underrepresented in higher education for college success. Washington, D.C. Cambridge, MA: Harvard Graduate School of Education & Jobs for the Future and Hoffman, N., & Vargas, J. (2010). A policymaker's guide to early college designs: Expanding a strategy for achieving college readiness for all.

by Ron Tanner, November 6, 2011 This article echoes some of what Geoff ? said several years ago. When I began teaching a course called "Writing for the Web," three years ago, I pictured myself scrambling to keep up with my plugged-in, tech-savvy students. I was sure I was in over my head. So I was stunned to discover that most of the 20-year-olds I meet know very little about the Internet, and even less about how to communicate effectively online. The media present young people as the audacious pilots of a technological juggernaut. Think Napster, Twitter, Facebook. Given that the average 18-year-old spends hours each day immersed in electronic media, we oldsters tend to assume that every other teenager is the next Mark Zuckerberg. Aren't kids crazy about downloading music, swapping files, sharing links, texting, and playing video games? But video games do not create savvy users of the Internet. Video games predate the Internet and have little to do with online culture. When games are played online, the computer is no longer an open portal to the world. It is an insular system, related only to other gaming machines, like Nintendo and Xbox. The only communication that games afford is within the closed world of the game itself-who is on my team? At their worst, games divert children from other, more enriching experiences. The Internet's chief similarity to video games is that both siphon off audiences from television, which will soon reside exclusively on the Internet. As a delivery system for television, film, and games, the Internet has proved itself a premier source of entertainment. And that's all that most young people know about it. Why wouldn't we educate students in sophisticated uses of the Internet, which is commanding an increasing amount of the world's time and attention? I'm not talking about a course on "How to Understand the Internet" or an introduction to searching for legitimate research-paper sources online (although that is useful, obviously

Isn't this what MCHS and ECHS do with their students to ensure college readiness and success? Excerpt: "Some institutions do require students to participate in specific programs-and they've seen positive results. For instance, Brazosport College, in Lake Jackson, Tex., began to require first-time students to take a student-success course in 2007. It teaches time-management skills and proper study habits. As a result, the fall-to-spring retention rate for students who completed the course jumped to 89 percent, compared with the baseline rate of 66 percent. Those students passed remedial courses at a higher rate than before, and as a result were more likely to stay enrolled in college, the report says."

Fifth Annual Early College High School Initiative Evaluation Synthesis Report. (PDF) Prepared by American Institutes for Research and SRI International for The Bill & Melinda Gates Foundation. August 2009.

Students at risk of dropping out have shown great capacity. See a news report about Challenge Early College High School and how it has helped to retain students at risk of dropping out.

U.S. News and World Report 2010 Bronze Best High School Winner for the third year in a row!

"The New York Performance Standards Consortium represents 28 schools across New York State. Formed in 1997, the Consortium opposes high stakes tests arguing that "one size does not fit all." The consortium has developed their own system for performance assessment, and also offers links to research, reports and data.

A report and a paper related to students' needs for support.  

Resources on College and Career Readiness (CCR) Act Pilot, including Conley's Comprehensive Model. These resources are on the site for Office of Community College Research and Leadership at the College of Education, University of Illinois at Urbana-Champaign.

Reports on the Illinois College and Career Readiness Act and other resources available on the site.

By Daniel T. Willingham, in American Educator, spring 2009, pp 4-13. Excerpted from his book, Why Don't Students Like School, published by John Wiley & Sons, 2009. This article was one of the assigned readings for MCNC's Principals and Directors meeting, Feb 2010.

Study of select Woodrow Wilson Foundation and Middle College National Consortium Early Colleges and how high school and college partners strive to align secondary and post-secondary standards with college readiness.

From About Us, the Clearinghouse is a non-profit and "the nation's trusted source for student degree and enrollment verification." In addition to "verification reporting systems," the organization also has a research arm.