05/08/2024 | Press release | Distributed by Public on 05/08/2024 14:16
Student test scores are not the only indicator of future college success.
New research led by University of Michigan education economist Sarah Cohodes provides insights into how different K-12 educational environments shape college preparation, enrollment and graduation outcomes.
[Link]Sarah CohodesUsing randomized admissions lotteries for Massachusetts charter schools enabled the researchers to estimate the causal impact of different approaches used in urban and nonurban schools. The study covers a broad range of metrics, including standardized test scores, Advanced Placement (AP) and SAT participation, high school graduation rates and college enrollment and graduation data.
"Our results suggest multiple educational pathways can be effective," said Cohodes, associate professor at U-M's Ford School of Public Policy. "Even in nonurban settings, where we initially observed a decrease in standardized test scores, students were enrolling in and completing a four-year degree program. Urban and nonurban charter schools use different models but both settings can generate good college outcomes."
As a result, Cohodes cautions against over-reliance on standardized test scores as the sole measure of educational effectiveness, especially for evaluating longer-term outcomes like college graduation. The findings also highlight the necessity for diverse educational models to cater to different student populations and foster college success through varied pathways.
Among the key findings:
Cohodes said further research into the practices and factors that lead to success in college is important for educational leaders and policymakers aiming to replicate successful strategies.
Cohodes' co-author on the study is Astrid Pineda of Teachers College at Columbia University.
Written by Rebecca Cohen, Ford School of Public Policy