Completing a program of study and earning a credential is a mark of student perseverance and success. Student completion rates can tell us how well colleges and universities support students in completing an educational program. A research study by the US Department of Education reported students who completed non-degree certificate programs had…

Despite legal protections within the Individuals with Disabilities Education Act (IDEA) and school requirements in place to provide educational access to students with disabilities, once they graduate from high school these students enroll and persist in college at lower rates compared to peers without disabilities. In addition, graduates of rural…

Student success in postsecondary education depends on academic preparation and on having the nonacademic knowledge, skills, and behaviors to successfully navigate the demands of postsecondary study. While nonacademic competencies are important for all students, rural and high-poverty populations face unique nonacademic challenges, such as access…

Earning a bachelor's degree or a post-secondary certificate can have a significant impact on a person's quality of life and financial future; however, statistics show that many high school graduates who continue to post-secondary studies do not complete their degree or certification. Adult education students (non-traditional students) are…

The Youth in Transition Survey is used to follow the postsecondary education (PSE) pathways and outcomes of Canadian youth over the mid 2000s. Students starting at community colleges and four year universities are analyzed separately. First program outcomes are reported, showing the proportions of students who leave their first programs but remain…

This article provides an overview of GED holders admitted into the Successful Transition and Retention Track (START) two-year pilot-project. An enhanced college-success course, career and mental-health counseling, and English and mathematics tutoring acclimated GED holders to college. Results suggest that postsecondary educational attainment of…

The purpose of this single case study was to gain a deeper understanding of the supports provided by postsecondary education institutions to students in Educational Opportunity Programs (EOPs). EOPs provide typically low-income, first generation, academically underprepared, and underserved students, who are often overlooked but show potential,…

One of the driving forces behind the design of the Pathways to Results (PTR) initiative is to dismantle and redesign systems to produce equitable outcomes. This notion of systems producing the exact outcomes for which they were designed can also be applied to the Pathways to Results methodology itself. After five years of leading PTR initiatives…

Three out of four jobs now require education or training beyond high school, yet some students face formidable barriers to attending college. Disruptions to K-12 education, trauma, loss, food insecurity, and housing instability are known impediments to the educational success of youth who have been in foster care. These types of challenges may…

The Learning Academic Skills Support program was designed to improve progression and retention rates for students articulating from vocational education into the Bachelor of Hospitality Management at Holmesglen Institute. The program is scheduled around the student experience during their first semester in higher education and incorporates…

Using a nationally representative longitudinal data-set, we examine the influence of precollege access programs on high school achievement, college preparation, postsecondary enrollment, and postsecondary persistence. Results do not show much difference in the level of academic preparation between participants and non-participants. However,…

Every year, the Student Transitions Project (STP) collects post-secondary enrollment and credential completion data from the twenty-five British Columbia (B.C.) public post-secondary institutions and links this data to secondary enrollment information via encrypted personal education numbers (PENs). Now comprising fourteen full years of…

This study examined the relations among research-identified non-academic indicators of post-school education and employment measured by the Transition Assessment and Goal Generator (TAGG), student grade point average (GPA), and percentage of time students with disabilities received instruction in the general education classroom. Participants…

This study examined the relations among research-identified non-academic indicators of post-school education and employment measured by the Transition Assessment and Goal Generator (TAGG), student grade point average (GPA), and percentage of time students with disabilities received instruction in the general education classroom. Participants…

Using from the second National Longitudinal Transition Study (Newman et al., 2011), the authors investigated longitudinal patterns of educational accommodations use in secondary and, later, postsecondary settings by students who are d/Deaf or hard of hearing (SDHH). The study focused on language and communication (LC) accommodations used primarily…