GSE Faculty Research
Document Type
Review
Date of this Version
11-1-2007
Publication Source
Growth and Justice
Abstract
This paper provides information to inform a discussion of how to allocate resources to increase the educational attainment of Minnesota’s population by focusing on one aspect of the educational pipeline: the transition from high school to college. The paper draws on existing research and policy reports that examine: (1) demographic characteristics, college enrollment, and degree attainment for the United States and the state of Minnesota; (2) promising practices in Minnesota and the nation that are designed to facilitate the transition from high school to college; and (3) the effectiveness (including the cost effectiveness) of programs that facilitate the transition from high school to college.
The paper begins by describing the individual and societal benefits of college enrollment and the status of college access and degree completion in the United States and Minnesota. The paper then describes three resources required for college access and success (financial, academic, and information) and forces that limit the availability of these resources. Next, the paper identifies programs that are designed to improve the transition from high school to college and reviews evidence of program effectiveness. The paper concludes by offering recommendations for improving the transition from high school to college.
Recommended Citation
Perna, L. W. (2007). Improving the Transition From High School to College in Minnesota: Recommendations Based on a Review of Effective Programs. Growth and Justice, Retrieved from https://repository.upenn.edu/gse_pubs/354
Included in
Accessibility Commons, Higher Education Commons, Social and Cultural Anthropology Commons
Date Posted: 25 May 2016