Lauren Schudde
@laurenschudde.bsky.social
Associate professor at UT Austin COE studying how to improve college outcomes for underserved students; UW Sociology alum; editor-in-chief at Research in Higher Education
4) Early College High School students are more diverse in terms of income and race/ ethnicity, complete college at higher rates, and earn more, but they represent fewer than 5% of TX high school students.
October 14, 2025 at 9:29 PM
4) Early College High School students are more diverse in terms of income and race/ ethnicity, complete college at higher rates, and earn more, but they represent fewer than 5% of TX high school students.
3) Fewer than 5% of students combine a CTE focus with dual enrollment, but those who do exhibit strong gains in their postsecondary and earnings trajectories.
October 14, 2025 at 9:29 PM
3) Fewer than 5% of students combine a CTE focus with dual enrollment, but those who do exhibit strong gains in their postsecondary and earnings trajectories.
2) Students who combine dual enrollment and AP/IB are less diverse in terms of income and race/ethnicity, but, by age 24, they have the strongest outcomes.
October 14, 2025 at 9:29 PM
2) Students who combine dual enrollment and AP/IB are less diverse in terms of income and race/ethnicity, but, by age 24, they have the strongest outcomes.
Four key takeaways: 1) Students who take any form of accelerated coursework have much stronger postsecondary and earnings outcomes in their early 20s than those who do not take any accelerated coursework.
October 14, 2025 at 9:29 PM
Four key takeaways: 1) Students who take any form of accelerated coursework have much stronger postsecondary and earnings outcomes in their early 20s than those who do not take any accelerated coursework.
Our analysis describe whether and how this college-and-career-accelerated coursework explains differences in college degree completion and earnings gains six years after high school.
October 14, 2025 at 9:29 PM
Our analysis describe whether and how this college-and-career-accelerated coursework explains differences in college degree completion and earnings gains six years after high school.
We constructed 6 distinct accelerated coursework profiles: 1) only DE; 2) DE in combination with HS CTE focus (10 or more CTE courses); 3) DE with AP/IB; 4)
AP/IB without DE; 5) HS CTE w no other acceleration; 6)
No college-and-career acceleration (i.e., none of the above).
AP/IB without DE; 5) HS CTE w no other acceleration; 6)
No college-and-career acceleration (i.e., none of the above).
October 14, 2025 at 9:29 PM
We constructed 6 distinct accelerated coursework profiles: 1) only DE; 2) DE in combination with HS CTE focus (10 or more CTE courses); 3) DE with AP/IB; 4)
AP/IB without DE; 5) HS CTE w no other acceleration; 6)
No college-and-career acceleration (i.e., none of the above).
AP/IB without DE; 5) HS CTE w no other acceleration; 6)
No college-and-career acceleration (i.e., none of the above).
Competitive candidates will show a commitment to conducting collaborative research on understudied populations and/or under-resourced systems to generate evidence that has the potential to guide practice and policy. Open to a variety of disciplinary backgrounds.
September 25, 2025 at 4:38 PM
Competitive candidates will show a commitment to conducting collaborative research on understudied populations and/or under-resourced systems to generate evidence that has the potential to guide practice and policy. Open to a variety of disciplinary backgrounds.
In the coming years, we will have less available data to draw on to re: education in the U.S. With this collection of prior articles and our upcoming special issue, we hope to highlight how impt NCES data is for understanding (and improving) American education. link.springer.com/collections/...
Call for Submissions using National Center for Education Statistics data
The journal Research in Higher Education plans to publish a collection of articles using data from the National Center for Education Statistics in the United ...
link.springer.com
July 25, 2025 at 3:31 PM
In the coming years, we will have less available data to draw on to re: education in the U.S. With this collection of prior articles and our upcoming special issue, we hope to highlight how impt NCES data is for understanding (and improving) American education. link.springer.com/collections/...
Articles in the collection cover a considerable range of postsecondary experiences available in NCES data, including HS experiences before college, undergraduate ed at sub-baccalaureate- and baccalaureate-granting institutions, grad education, & labor market outcomes during and after schooling.
July 25, 2025 at 3:31 PM
Articles in the collection cover a considerable range of postsecondary experiences available in NCES data, including HS experiences before college, undergraduate ed at sub-baccalaureate- and baccalaureate-granting institutions, grad education, & labor market outcomes during and after schooling.
The editorial team selected these publications based on research impact—using statistics for most downloaded and most cited articles—and an emphasis on studies that contributed new information in terms of topic and/or methodological approach.
July 25, 2025 at 3:31 PM
The editorial team selected these publications based on research impact—using statistics for most downloaded and most cited articles—and an emphasis on studies that contributed new information in terms of topic and/or methodological approach.
Our goal is to highlight the depth and breadth of NCES data, which is collected on behalf of the federal govt but used by researchers across the country to understand a variety of issues related to HE in the U.S.
May 12, 2025 at 2:37 PM
Our goal is to highlight the depth and breadth of NCES data, which is collected on behalf of the federal govt but used by researchers across the country to understand a variety of issues related to HE in the U.S.