Penrose Stairs in Policy? A Quantitative Examination of Texas College and Career Readiness School Models

Date

2023-08

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Abstract

This collection of three studies uses a combination of descriptive and quasi-experimental methods to evaluate the policy effects of changes to three Texas College and Career Readiness School Models (CCRSM). The first study evaluates the impact of implementing the new Pathways in Technology Early College High School (P-TECH) model under the 2020 P-TECH Blueprint. The second study extends this analysis to measure the effect of imposing Outcome-Based Measure designation and accountability frameworks on Early College High Schools (ECHS). The final study examines a short-lived revision to the Texas Science, Technology, Engineering, and Mathematics (T-STEM) Initiative ahead of the model’s closure in 2023. Results from Synthetic Control Method modeling are reported for each model, revealing evidence that each model made positive contribution to student outcomes. Evidence for potential misalignment with postsecondary college success is reviewed and considered against state-level prioritization of sub-baccalaureate credentials.


Embargo status: Restricted until 09/2028. To request the author grant access, click on the PDF link to the left.

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Keywords

Texas Science, Technology, Engineering, and Mathematics (T-STEM), Pathways in Technology Early College High School (P-TECH), Early College High Schools (ECHS), College and Career Readiness, Texas, Education Policy

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