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Transition Out of High School
High School Standards for Transitions Out | Dual Enrollment and Advanced Placement | Early College High Schools | Career and Technology Education | Research on this Topic 
| Technical Assistance Responses
The transition from high school into the collegiate or workforce environments is also a key turning point in the lives of young people. The vast majority of jobs in today's economy require education attainment and technical skills. Regardless of their career or academic path after high school, young people must be knowledgeable and informed about the world in which they live and have the capacity to grapple with complex problems in order to maximize their professional and personal success.
Early College High Schools
Findings from the Early College High School Initiative: A Look at Best Practices and Lessons Learned Regarding a Dual Enrollment Program
This research brief on the Early College High School Initiative (ECHSI), a dual enrollment program developed by the Bill & Melinda Gates Foundation, examines lessons learned and best practices gleaned from an evaluation specific to the ECHSI, “Early College High School Initiative 2003-2005 Evaluation Report.” These findings help inform those interested in developing or implementing dual enrollment programs as a strategy to accelerate learning and help bridge transitions after graduation. (March 2007)
Integrating Grades 9 through 14: State Policies to Support and Sustain Early College High Schools
This report, authored by Nancy Hoffman and Joel Vargas of Jobs for the Future (JFF), provides an overview of ECHS models. It includes research on why they are beneficial and outlines what states need to consider in terms of legislation and collaboration in order to increases access to Early College High Schools and maximize the benefits and rewards to students who choose to participate.
Smoothing the Path: Changing State Policies to Support Early College High School
This report from Jobs for the Future (JFF) looks at successful state-level strategies and policy lessons learned from four states (Georgia, Ohio, Texas, and Utah) during the development of schools that undertake dual enrollment. It builds on an earlier JFF study, Integrating Grades 9-14: Policies to Support and Sustain Early College High Schools, that identifies barriers to implementing these innovative schools.
