Evidence-based Practice: Accelerated postsecondary pathways Breadcrumb Home Evidence-based Practices Accelerated Postsecondary Pathways Definition The WWC recommends that high schools offer courses of study that allow students to earn college credits, with an explicit goal of having a certain number of transferable credits upon high school graduation.1 Growing research, including studies that meet WWC standards, demonstrates that participation in accelerated postsecondary pathways (such as early college high schools and dual enrollment) have positive effects on high school graduation and postsecondary enrollment and completion.2, 3, 4, 5 However, the evidence is not consistent for all types of accelerated coursework. In particular, there is mixed evidence on whether taking AP classes alone improves outcomes.6, 7 Passing an AP exam (earning college credit), however, has positive impacts on college admissions scores and on-time postsecondary degree completion.8, 9 Related indicators Outcomes & Milestones College preparatory coursework completion Early college coursework completion High school graduation Selection of a well-matched postsecondary institution Senior summer on track Postsecondary enrollment directly after high school graduation Postsecondary certificate or degree completion Related essential questions Do students have access to quality school environments, including quality curricula and instruction, experienced teachers, effective leaders, and adequate funding? Do students have access to and complete rigorous and accelerated college preparatory coursework? Are students taking the necessary steps to apply to college after high school with sufficient counseling support? Are students graduating from high school on time and successfully transitioning into further education, training, or employment? Are students matriculating to well-matched postsecondary institutions that successfully graduate their students with credentials of value? References 1What Works Clearinghouse (WWC). (2017a). Practice guide level of evidence video. Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/multimedia/39#:~:text=For%20each%20recommendation%20in%20a,rigorous%20research%20supporting%20the%20recommendation2An, B. P. (2013). The impact of dual enrollment on college degree attainment: Do low-SES students benefit? Educational Evaluation and Policy Analysis, 35(1), 57–75. https://doi.org/10.3102/0162373712461933 3Berger, A., Turk-Bicakci, L., Garet, M., Song, M., Knudson, J., Haxton, C., Zeiser, K., Hoshen, G., Ford, J., Stephan, J., Keating, K., & Cassidy, L. (2013). Early college, early success: Early college high school initiative impact study. American Institutes of Research. https://eric.ed.gov/?id=ED5772434Edmunds, J. A., Unlu, F., Glennie, E., Bernstein, L., Fesler, L., Furey, J., & Arshavsky, N. (2017). Smoothing the transition to postsecondary education: The impact of the early college model. Journal of Research on Educational Effectiveness, 10(2), 297–325. https://eric.ed.gov/?id=EJ1135800 5Shields, K. A., Bailey, J., Hanita, M., & Zhang, X. (2021). The effects of accelerated college credit programs on educational attainment in Rhode Island. U.S. Department of Education, Institute of Education Sciences, Regional Educational Laboratory Northeast & Islands. https://ies.ed.gov/ncee/rel/Project/5680 6Warne, R. T. (2017). Research on the academic benefits of the advanced placement program: Taking stock and looking forward. SAGE Open, 7(1). https://doi.org/10.1177/21582440166829967Prince Hagood, L., Webber, K., & Bell, A. (2017). Investigating the causal effects of advanced placement programs on timely degree completion. University System of Georgia. http://sft.yuelaihuoyun.com/research/assets/research/documents/publications/Investigating_Causal_Effects_of_AP.pdf8See Warne (2017).9Smith, J., Hurwitz, M., & Avery, C. (2017). Giving college credit where it is due: Advanced placement exam scores and college outcomes. Journal of Labor Economics, 35(1). https://doi.org/10.1086/687568