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aligns education with today’shigh-demand careers. With its partners, JFFdevelops policy solutions and new pathways leadingfrom college readiness to career advancement forstruggling and low-income populations in America.
ABOUT THE AUTHORS
is a senior project manager for JFF’sStudent Information System project, part of theEarly College High School Initiative. The SISprovides information and analyses that help guidethe development and improvement of early collegeschools. Since joining JFF, Mr. Struhl has undertakenseveral research studies on how well early collegeschools are achieving their mission—helpingyoung people progress toward the education andexperience they need to succeed in life and a family-supporting career. Mr. Struhl’s experience spansacademic research, public policy development, andpolitical campaigning.
is vice president at JFF, leading the“High School Through College” team. He alsoresearches and advises on state policies to promoteimproved high school and postsecondary successfor underserved students. Since joining JFF in2002, Dr. Vargas has designed and implemented aresearch and state policy agenda for implementingearly college designs; created policy frameworks,tools, and model legislation; written and editedwhite papers, research, and national publications;provided technical assistance to state task forcesand policy working groups; served on a numberof national advisory groups; and organizedand presented at national policy conferences.He is coeditor of two JFF books:
Double theNumbers: Increasing Postsecondary Credentialsfor Underrepresented Youth
Minding the Gap:Why Integrating High School with College MakesSense and How to Do It
(both published by HarvardEducation Press).
We could not have completed this research withoutthe diligent work of our research team at theEducational Research Center of The University ofTexas in Austin. A special thanks is due to MattGiani, who performed the data analysis in thisreport, and to Celeste Alexander, who oversaw theresearch work being done in Texas. Appreciationis also due to the Texas Education Agency and theTexas Higher Education Coordinating Board, whichprovided access to the data.Janet Santos should be recognized for completinga detailed, thorough companion research reportthat informed this work and provided context forour policy recommendations. In addition, we’d liketo thank Marc S. Miller, Cecilia Le, Cheryl Almeida,Melinda Karp, Cecilia Speroni, and our colleagues atEducate Texas for reviewing and providing valuablefeedback on this report, and to Rochelle Hickey forgraphic design.Finally, we would like to acknowledge the Bill &Melinda Gates Foundation for providing the fundingthat made this research possible.
PHOTOGRAPHY COURTESY OF
South Texas College