Student test scores are not the only indicator of future college success.

New research led by University of Michigan education economist Sarah Cohodes provides insights into how different K-12 educational environments shape college preparation, enrollment and graduation outcomes.

Using randomized admissions lotteries for Massachusetts charter schools enabled the researchers to estimate the causal impact of different approaches used in urban and nonurban schools. The study covers a broad range of metrics, including standardized test scores, Advanced Placement (AP) and SAT participation, high school graduation rates and college enrollment and graduation data.

“Our results suggest multiple educational pathways can be effective,” said Cohodes, associate professor at U-M’s Ford School of Public Policy. “Even in nonurban settings, where we initially observed a decrease in standardized test scores, students were enrolling in and completing a four-year degree program. Urban and nonurban charter schools use different models but both settings can generate good college outcomes.”

As a result, Cohodes cautions against over-reliance on standardized test scores as the sole measure of educational effectiveness, especially for evaluating longer-term outcomes like college graduation. The findings also highlight the necessity for diverse educational models to cater to different student populations and foster college success through varied pathways.

Among the key findings:

• Urban charter schools, which primarily adopt “No Excuses” practices, are shown to substantially boost students’ standardized test scores, AP test-taking and scores and SAT scores.
• Despite minor delays in high school graduation timelines, urban charter schools significantly increase the likelihood of college enrollment and persistence. After six years post-high school graduation, urban charter attendance increases the probability of earning a bachelor’s degree by 4.1 percentage points, translating to an 18% increase over the comparison group.
• In contrast, nonurban charter schools, which employ a variety of educational models, show a surprising reduction in standardized test scores and AP course enrollment. However, these schools still manage to significantly enhance college outcomes.
• Nonurban charter school students exhibit a remarkable increase in four-year college enrollment and graduation rates. Six years post-high school graduation, nonurban charters boost bachelor’s degree completion by 10.4 percentage points, a notable 21% increase over the comparison group.

Cohodes said further research into the practices and factors that lead to success in college is important for educational leaders and policymakers aiming to replicate successful strategies.

Cohodes’ co-author on the study is Astrid Pineda of Teachers College at Columbia University.

Written by Rebecca Cohen, Ford School of Public Policy