Evidence-based Practice: Accelerated postsecondary pathways Home Evidence-based Practices Accelerated Postsecondary Pathways Definition The WWC recommends that high schools offer courses and curricula that prepare students for college-level work and that provide opportunities for students who are ready for college-level work to earn college credits.1 These accelerated pathways can be offered through a variety of ways, including dual enrollment, Advanced Placement (AP), and/or International Baccalaureate (IB) programs. Recent evidence from systematic reviews and meta-analyses link dual enrollment participation to higher college enrollment, college GPA, credit accumulation, early persistence, full-time postsecondary enrollment, and postsecondary degree attainment, as well as fewer semesters and less time to completion. 2 WWC reviews and several quasi-experimental studies also report positive impacts on high school completion, college enrollment, and progress toward a postsecondary credential.3, 4, 5, 6However, the evidence is not consistent across all types of accelerated coursework. In particular, there is mixed evidence that taking AP classes or expanding AP course availability alone improves postsecondary outcomes.7, 8, 9 A qualifying AP exam score (earning college credit), however, has positive impacts on on-time bachelor’s degree completion and subsequent college course-taking.10, 11 Some emerging research links IB program participation to higher postsecondary enrollment, persistence, and completion, but this evidence is primarily descriptive or observational rather than causal.12, 13, 14 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 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 1Tierney, W. G., Bailey, T., Constantine, J., Finkelstein, N., & Hurd, N. F. (2009). Helping students navigate the path to college: What high schools can do (NCEE 2009-4066). National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.2An, B. P., & Taylor, J. L. (2019). A review of empirical studies on dual enrollment: Assessing educational outcomes. Utah Education Policy Center. https://cherp.utah.edu/publications/review_of_empirical_studies_on_dual_enrollment.php 3What Works Clearinghouse. (2017). Dual enrollment programs. Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/docs/interventionreports/wwc_dual_enrollment_022817.pdf 4Giani, M., Alexander, C., & Reyes, P. (2014). Exploring variation in the impact of dual-credit coursework on postsecondary outcomes: A quasi-experimental analysis of Texas students. High School Journal, 97(4), 200–218. https://eric.ed.gov/?id=EJ1026262 5Lee, J., Fernandez, F., Ro, H. K., & Suh, H. (2022). Does dual enrollment influence high school graduation, college enrollment, choice, and persistence? Research in Higher Education, 63(5), 825–848. https://eric.ed.gov/?id=EJ1341990 6Shields, 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 7Warne, 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/10.1177/21582440166829968Conger, D., Long, M. C., & McGhee, R., Jr. (2023). Advanced Placement and initial college enrollment: Evidence from an experiment. Education Finance and Policy, 18(1), 52–73. https://doi.org/10.1162/edfp_a_00358 9Owen, S. (2025). The Advanced Placement Program and educational inequality. Education Finance and Policy, 20(1), 1–32. https://doi.org/10.1162/edfp_a_00424 10Smith, 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/10.1086/68756811Gurantz, O. (2021). How college credit in high school impacts postsecondary course-taking: The role of Advanced Placement exams. Education Finance and Policy, 16(2), 233–255. https://doi.org/10.1162/edfp_a_00298 12Steiger, J., Fink, J., & Jenkins, D. (2023). Assessing college-credit-in-high-school programs as on-ramps to postsecondary career pathways for underrepresented students. Community College Research Center, Teachers College, Columbia University.13Leake, J., & Townsend, M. (2024). Postsecondary outcomes of IB Diploma Programme graduates in the U.S. National Student Clearinghouse.14Jennens, C., & Guler, N. (2025). The impact of International Baccalaureate courses: Experience and outcome differences for full IB diploma earners versus nondiploma earners in an urban school in the United States. Journal of Advanced Academics, 36(1), 71–92. https://doi.org/10.1177/1932202X241271179