Pathways to College Access and Success

Hughes, Katherine Lee; Karp, Melinda Jane Mechur; Fermin, Baranda J.; Bailey, Thomas R.

This report looks at the ways that credit-based transition programs (CBTPs) may help middle and low-achieving students enter and succeed in college. It highlights promising practices used by CBTPs to help students who might have been considered noncollege-bound prepare for college credit course work. The report also discusses the challenges that CBTPs face when trying to include such students. This report is the final report from the Accelerating Student Success Through Credit-Based Transition Programs study, which was initiated by the U.S. Department of Education, Office of Vocational and Adult Education (OVAE) in the fall of 2003. The goal of the study is to better understand the characteristics of CBTPs and the students they serve. These programs, such as Tech-Prep, dual or concurrent enrollment, International Baccalaureate (IB) and Middle College High School (MCHS), allow high school students to take college-level classes and earn college credit. They sometimes also provide services to support the main aspects of the high school-to-college transition. CBTPs are widespread and interest in them by policymakers, educators, parents, and students has increased in recent years. In addition, while these programs are not new, the idea that they should be accessible to a broader range of students is a new approach. In the past, CBTPs enrolled primarily academically proficient and high-achieving students. Today, however, a growing number of policymakers, education reform groups, and researchers argue that middle- and even low-achieving high school students may benefit from participation in these programs.


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More About This Work

Academic Units
Community College Research Center
Community College Research Center, Teachers College, Columbia University
Published Here
April 4, 2014