School-Embedded College Readiness Programs
Key Issue Overview
Embedding structured support into the school day can play a critical role in preparing students for postsecondary success. Programs such as Advancement Via Individual Determination (AVID), Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (FLIGHT), and OneGoal aim to integrate college readiness into students’ academic experiences, directly addressing gaps in traditional counseling and advising services.
Evidence suggests that implementation can vary depending on factors such as staffing, available resources, and school culture—challenges that may be more pronounced in rural contexts. In this section, we explore the evidence on the effectiveness of school-embedded college readiness programs and examine key implementation practices.
This collection of studies examines the outcomes of school-embedded college readiness programs. These interventions have consistently led to participation in rigorous coursework and college enrollment rates (Kolbe et al., 2018; Todhunter-Reid et al., 2020). OneGoal and FLIGHT also show gains in college persistence, with particularly strong effects for low-income and first-generation students (Philp, 2015; Hallberg et al., 2022).
A rural-focused college readiness initiative also showed positive effects on ACT performance and college enrollment (Mokher et al., 2019), highlighting that such models can be effective even in under-resourced settings. Overall, the evidence suggests consistent benefits of these programs when they are delivered over multiple years and integrated into students’ academic experience.
AVID
What the Studies Tested:
- Studies evaluated the impact of participation in AVID elective courses and the enhanced AVID model (AVID/TOPS) on academic performance, advanced course-taking, and postsecondary outcomes.
What the Studies Found:
AVID participation was associated with increased enrollment in AP/honors courses (Kolbe et al., 2018) and improved college enrollment outcomes (Todhunter-Reid et al., 2020; Kolbe et al., 2018). Impacts were stronger for students with longer or more intensive participation and for low-income and first-generation students.
Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study. Explore our methodology
Study: From the (Academic) middle to the top: an evaluation of the AVID / TOPS college access program (Kolbe et al., 2018)
Intervention: Participation in the AVID/TOPS enhanced college access program targeting students in the middle of the academic performance distribution.
Context:
This study is based in Madison, Wisconsin, within the Madison Metropolitan School District. It includes 489 AVID/TOPS participants and 2,507 non-participants who entered high school as freshmen between 2009 and 2012.
The evaluation is based on an enhanced model of AVID that includes supplemental services such as mentoring, career exploration, or college transition supports provided through TOPS (Teens Opportunity Program for Success) program.
Research Design: Propensity Score Matching
Findings: Compared to non-participants, participating in AVID and TOPS…
- Increased likelihood of AP and honors course-taking by 18–19 percentage points.
- Increased college enrollment by 12–13 percentage points.
- Students who participated in AVID/TOPS for all four years of high school showed a nearly 21 percentage point increase in likelihood of college enrollment.
Subgroup Findings:
- Likelihood of college enrollment increased 24 percentage points for low-income students.
- Likelihood of college enrollment increased 28 percentage points for first-generation students.
Study: Avid Participation in High School and Post-Secondary Success: An Evaluation and Cost Analysis (Todhunter-Reid et al., 2020)
Intervention: Participation in the Advancement Via Individual Determination (AVID) elective courses. The study investigated the impact of the number of completed AVID elective courses on student outcomes.
Context:
This study was conducted in the School District of Palm Beach County, FL, which enrolls a high proportion of low-income and ethnic minority students. The treatment group consists of 1,329 students who graduated high school between 2015 and 2017 and completed at least one AVID course between 8th and 12th grade (AVID participants). The outcomes of these students were compared to a matched sample of students from the same district who did not complete any AVID electives.
Research Design: Coarsened Exact Matching
Findings: Compared to non-AVID students…
- AVID participants were 3.3 percentage points more likely to graduate from high school.
- AVID participants were 3.5 percentage points more likely to enroll in college.
- This study also included a cost analysis, which found that the average annual cost to implement the AVID program in the district was $1,230 per pupil.
Subgroup Findings
- The results varied by duration of AVID participation, with more intensive participation leading to larger outcomes.
- High school graduation
- AVID students who completed 1-2 electives had a 3.7 higher high school graduation rate than non-participants
- AVID students who completed 3-4 electives had a 4.0 higher high school graduation rate than non-participants
- College enrollment
- AVID students who completed 1-2 electives were no more likely to enroll in college than non-participants.
- AVID students who completed 3-4 electives had a 9.9 higher rate of college enrollment than non-participants.
FLIGHT
What the Studies Tested:
- Philp, 2015 study examined the FLIGHT program’s effect on academic outcomes and college enrollment across four Florida counties.
What the Studies Found:
FLIGHT significantly increased college enrollment (98% vs. 83% among non-participants), yet showed no significant impact on high school GPA or high school attendance. Subgroup findings suggested the program reduced the number of barriers to college rural students perceived and led to slight gains in GPA among urban students.
Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study. Explore our methodology
Study: FLIGHT Final Evaluation Report: Facilitating Long-term Improvements in Graduation and Higher Education for Tomorrow (Philp, 2015)
Intervention: Participation in the FLIGHT program across four Florida counties, providing mentoring, scholarships, and support services.
Context:
- This study evaluates the FLIGHT program in Broward(urban), and Highlands, Hardee, and DeSoto(rural) counties in Florida. The sample includes 315 low-income students in grades 7, 9, and 11. The intervention began in 2015 and tracked multiple cohorts through 2019. All participants qualified for free and reduced lunch, and the majority were from historically underserved backgrounds.
Research Design: Randomized Controlled Trial
Findings: Compared to matched non-participants, students in the FLIGHT program...
- Were 15 percentage points more likely to enroll in college.
- Showed no significant differences in high school GPA.
- Showed no significant differences in high school attendance.
Subgroup Findings
- FLIGHT students in rural counties perceived fewer obstacles to postsecondary education than non-participants.
- FLIGHTS students in urban counties had higher weighted GPAs than non-participants.
OneGoal
What the Study Tested:
- One study (Hallberg et al., 2022) measured the impact of OneGoal, a three-year school-based program, on attendance, high school GPA, high school graduation, college application behavior, college enrollment, college match quality, college persistence, and college graduation.
What the Study Found:
- OneGoal led to statistically significant increases in high school graduation rates, number of college applications submitted, likelihood of direct college enrollment, and enrollment in colleges aligned with students’ academic qualifications. OneGoal participation also increased college persistence and graduation (Hallberg et al., 2022). Gains were consistent across multiple measures and statistically robust.
Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study. Explore our methodology
Study: Supporting Students in Achieving their Postsecondary Goals: A Quasi-Experimental Program Evaluation of OneGoal (Hallberg et al., 2022)
Intervention: OneGoal is a three-year program that begins in students' junior year of high school and continues through their first year of postsecondary education. The program aims to support students in achieving their postsecondary goals by providing a combination of in-school instruction, mentorship, and support services.
Context:
The study takes place in Chicago and focuses on low-income students in the OneGoal program. It includes over 7,000 students expected to graduate from high school between 2011 and 2020.
Research Design: Propensity Score Matching
Findings: Compared to non-participants, participating in OneGoal led to…
- Academic Outcomes
- +2.7 percentage points in senior year attendance rate
- +0.04 increase in GPA
- +15.9 percentage points in high school graduation rate
- +1.6 additional college applications submitted, on average
- College Enrollment & Match
- +20.4 percentage points in direct college enrollment
- +7.2-7.7 percentage points in enrollment at a “match” postsecondary institution (based on two measures)
- College Persistence & Completion
- +15.8 percentage points in year-to-year college persistence
- +8.2 percentage points in college graduation rate
Rural College and Career Readiness Consortium
What the Study Tested:
- The study evaluated the impact of a multi-component, multi-year college and career readiness initiative in rural schools, focusing on expanding access to advanced coursework, enhancing technology access, and strengthening teacher development.
What the Study Found:
- The intervention resulted in increased participation in Advanced Placement (AP) courses and improved AP exam performance. Students also earned slightly higher ACT scores and were more likely to enroll and persist in college after high school (Mokher et al., 2019). Effects were most substantial with longer exposure.
Click the dropdowns below to read summaries of each study included in the overall synthesis. Unless noted otherwise, all reported effects are statistically significant at the p<.05 level. Studies are linked (see author name and publication date). When available, we link an open access version of the study. Explore our methodology
Study: Evaluating Innovations for Improving College and Career Readiness in Rural Schools (Mokher et al., 2019)
Intervention:
- A schoolwide career and college readiness consortium aimed to increase students’ college and career readiness, as well as their college enrollment and persistence.
- The consortium was a comprehensive approach to cultivating and supporting a college- and career-going culture at the school and increasing students’ college and career readiness. Students at treatment schools had access to college and career counselors that supported and advised students in areas such as preparing for the ACT, applying for college and financial aid, and participating in on-site and/or virtual college visits. On average, each college and career counselor worked with 4 high schools. Program staff provided professional development to educators at the school and worked to increase academic coursework opportunities at the school such as CTE, STEM, AP, dual enrollment, and distance learning.
Context:
- The Northeast Tennessee Career and College Readiness Consortium was offered at 58 public high schools in rural Northeastern Tennessee, and 20,764 students were exposed to the intervention. Comparison schools were located throughout the state and did not offer the Consortium.
- The intervention took place from fall 2011 to fall 2014, with outcomes collected each year through fall 2015. Study participants were exposed to the program between 1-4 years, depending on when they started high school.
Research Design: Propensity Score Matching
Findings: The authors examined heterogenous outcomes for different cohorts and groups of cohorts, and some findings varied based on which cohort was examined. We report findings from the full sample. Compared to non-participants, participating in attending a Consortium school led to…
- ACT Scores:
- No difference in ACT scores
- Students who were exposed to the program for three years (between 10-12 grade) had a small increase in ACT score (+0.25)
- College enrollment:
- No difference for the full sample
- Some cohorts experienced an increase in college enrollment (3-4 percentage points)
- College persistence:
- 3 percentage points increase in the likelihood of persisting in college 2 years after HS graduation.
- AP Participation and Performance:
- 1 percentage point more likely to take at least one AP course
- 2 percentage points more likely to score 3+ on any AP exam
- Sustain Multi-Year Participation
Several studies find that college readiness skills require repetition and development over time through consistent reinforcement. Multi-year, cohort-based models are most effective as they scaffold support across a student’s high school experience. How can you use data to monitor students’ progress across multiple years? What systems or structures can help maintain continuity of support in your district? - Integrate Support into Core Academic Courses
When college readiness efforts are schoolwide rather than limited to targeted groups, they are especially effective for underserved students who may not proactively seek help (Domina, 2009). Embedding activities like career research, goal setting, and writing workshops into core daily academic courses helps students experience these supports as relevant and connected, leading to stronger outcomes. Where can college readiness instruction be integrated into existing courses? Which staff member or external partner can serve as an academic partners in delivering these messages? - Tailor Programs to Local Context
Not all program models are easily transferable across school districts, particularly those in rural or under-resourced settings. Consider tailoring the design to fit your school’s specific academic schedule, staffing model, and cultural context. For example, in a rural context with fewer AP offerings, focusing on transferable readiness skills and leveraging virtual experiences may be a more feasible approach. How can your school adapt program delivery to fit local staffing constraints? How would you tailor the program to reflect the needs of your students? - Address Staffing and Professional Development
Providing dedicated training, coaching, and curricular resources to staff delivering readiness programs is an important component of successful implementation. Where possible, consider peer learning networks (experienced rural peers can mentor new implementers) or school-based program champions to maintain quality and consistency across classrooms and years. What training or coaching structures can support implementation over time? What is the most effective way to build succession plans and documentation to ensure continuity despite staff turnover?