Predictors of Postsecondary Success

The purpose of this brief is to provide information to state, district, and school personnel seeking support to determine whether their students are on a path to postsecondary success. The College and Career Readiness and Success Center (CCRS Center) has received technical assistance requests from a...

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Bibliographic Details
Published inCollege and Career Readiness and Success Center
Main Authors Hein, Vanessa, Smerdon, Becky, Sambolt, Megan
Format Report
LanguageEnglish
Published College and Career Readiness and Success Center 01.11.2013
Subjects
Attendance Patterns
Attention
Benchmarking
Child Health
Cognitive Ability
College Credits
College Readiness
Competence
Correlation
Early Childhood Education
Educational Research
Elementary Education
Elementary School Students
Emotional Development
Employment Qualifications
Full Time Students
Grade Point Average
High School Students
Interpersonal Competence
Job Skills
Literacy
Literature Reviews
Middle School Students
Persistence
Postsecondary Education
Prediction
Predictor Variables
Remedial Programs
Scores
Skill Development
Student Behavior
Student Characteristics
Success
Thinking Skills
Well Being
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Summary:The purpose of this brief is to provide information to state, district, and school personnel seeking support to determine whether their students are on a path to postsecondary success. The College and Career Readiness and Success Center (CCRS Center) has received technical assistance requests from a number of states regarding factors that predict postsecondary success, and this brief summarizes and expands on the information shared with these states. Specifically, we summarize early childhood through early postsecondary education research that identifies student skills, behaviors, and other characteristics that predict future academic and workplace success. We have attempted to focus on a variety of measures drawn from readily available data that schools, districts, and states are likely to have. Through this information, policymakers and practitioners can begin to inform the development and validation of factors to identify students who are not on a path to postsecondary success as early as prekindergarten and as late as their senior year of high school. These factors can inform practice and can be integrated into a longitudinal tracking mechanism to identify and monitor individual students who may need additional resources or supports at any point during their schooling. In addition, tracking and measuring factors of success across prekindergarten to early postsecondary education offer a prime opportunity to develop and evaluate systemwide improvement efforts. For example, these data may help identify particular grades, schools, or subgroups of students (e.g., English language learners) that need additional support, enabling both school and district personnel to develop and monitor the impact of policies, programs, or interventions designed to improve outcomes for targeted groups or for the system in general.