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Many of this year's graduating high school seniors already have their eyes set on a specific university, but others wonder if pursuing a postsecondary degree is really worth the time and cost. The public continues to debate whether college is a good investment, but in a review of the latest research, Future of Children authors Philip Oreopoulos and Uros Petronijevic find truth somewhere in the middle. They suggest that college can be a good investment if students prepare well and plan their studies and occupational pursuits carefully.

About 19 percent of 2011 high school graduates who took the ACT and were considered academically ready never enrolled in college or didn't return to college after the first year. Some of these students may have had better alternatives, but many may have been unprepared in nonacademic ways, such as lacking information about college expenses and financial aid. Andrea Venezia and Laura Jaeger write that many students may not know enough about themselves or their future goals to know which college would be best. In addition, students from low-income and disadvantaged backgrounds may feel obliged to attend a less-selective program that is closer to home, even though they qualify academically for more selective institutions. Evidence suggests that such students are less likely to graduate.

In helping students prepare for postsecondary education, educators and policymakers should move beyond an academic focus. Precollege programs across the country have begun to emphasize guiding students through the decision making process and other nonacademic preparation. College is a better investment when students are well informed about the expenses and financial aid options associated with specific programs at specific schools. For more on this topic, check out the Future of Children issue on Postsecondary Education in the United States.

For every three people enrolled in a postsecondary institution, one person is under correctional supervision (incarcerated, on parole, or on probation). College has been part of the American Dream for decades, but prisoners and parolees have for the most part been ignored in discussions on improving college enrollment and completion rates.

Most high school students would like to achieve some sort of postsecondary education, but many leave high school unprepared for college work. This may be especially true for young adults involved with the criminal justice system, who are more likely to be from poor, racial-ethnic minority, or otherwise disadvantaged backgrounds. Indeed, education levels among the correctional population are much lower than among the general population. Some evidence suggests that increasing educational attainment among offenders may effectively reduce recidivism, but few studies have rigorously examined how postsecondary education affects the correctional population.

The Pathways from Prison to Postsecondary Education Project, recently launched by the Vera Institute of Justice, "seeks to demonstrate that access to postsecondary education, combined with supportive reentry services, can increase educational credentials, reduce recidivism, and increase employability and earnings." The initiative will take place in three states over five years, and evaluations will be conducted by the RAND Corporation. At least one of the states, New Jersey, already has correctional postsecondary education programs in place, including Princeton University's Prison Teaching Initiative.

The Future of Children issue on Postsecondary Education highlights the dramatic changes that are taking place in institutions of higher education and the students who attend them. As policymakers and educators make efforts to increase enrollment and improve program quality and completion, they should not forget the 7 million people under correctional supervision and what access to college for them might mean for their families and the nation as a whole.

Recent reports underscore what many argue are serious problems with current financial aid policy. Lawmakers debate about how to handle the soon-to-expire low interest rate on federal student loans. Meanwhile, public and private colleges and universities have awarded more merit-based than need-based scholarships in recent years, leaving low-income students to seek other options or saddle large amounts of debt. As noted by Susan Dynarski and Judith Scott-Clayton, important questions to ask in addressing such issues are how effective current policies are in increasing student enrollment, performance, and completion, and what influence financial aid has on students' choices following graduation.

From their review of the research on financial aid, Dynarski and Scott-Clayton draw four important lessons for lawmakers, colleges, and universities. First, money matters. Financial aid increases student enrollment and may improve persistence and completion. Second, all aid programs are not equally effective. Studies show that personalized information and assistance in the financial aid process can increase college entry. Third, academic incentives are helpful. Achievement-based financial aid may increase college performance and completion rates. Finally, the design of student loans may be improved to be clearer about student risks and repayments upfront.

Financial aid had become increasingly important for college enrollment and completion. Lawmakers and college administrators should draw upon the best evidence as policy changes continue to develop. To review the latest evidence on postsecondary financial aid policy, see the newest issue of Future of Children, Postsecondary Education in the United States.

As the latest issue of the Future of Children reports, higher education in the US is changing dramatically. On the one hand, access to college has expanded at a remarkable rate. On the other hand, scores of students are finishing high school unprepared for college work. Meanwhile, today's economy has left many public colleges and universities strapped for resources and unable to meet student demand. Thus, many students, particularly those from low-income families, are forced to either seek an alternative route or drop out.

One rapidly growing option for students is for-profit colleges. Also known as proprietary colleges, they often exist as large national chains led by online institutions. Future of Children authors David Deming, Claudia Goldin, and Lawrence Katz explain that for-profit colleges seem to be most helpful when they offer short, well-defined programs offering a clear path to a specific occupation. While these programs have grown to efficiently meet student demand as public institutions have struggled, their students carry higher levels of debt and are more likely to default on loans. Indeed, much of the revenue these institutions rely on comes from federal student aid. Moreover, the rate of return for these students is lower. Upon leaving school, they are more likely to be unemployed and have lower earnings than students at other institutions.

To keep up with student demand, many state systems and community colleges have sought to expand access to online learning programs. The Babson Survey Research Group estimates that by 2010, 31 percent of college and university students were enrolled in at least one online course. As Marketplace reports, more selective institutions may also begin offering more options for online learning. Examining the research, Bradford Bell and Jessica Federman find that online learning can be an effective tool in higher education, insofar as it creates conditions that are conducive to learning specific content. See the latest research on e-learning in the new issue of the Future of Children, Postsecondary Education in the United States.

In his first term, President Obama set a goal that the US would once again have the highest proportion of college graduates in the world by 2020. However, choosing whether to go to college, which school is best and how much college to peruse has become increasingly complex for students and families. In the newest issue of the Future of Children, authors Philip Oreopoulos and Uros Petronijevic write that in today's economy, college tuition rates are higher than ever, student debt is larger than ever, and many students take longer than ever to graduate. Meanwhile, technology is changing the playing field at a rapid pace. Some have to choose between an elite school and a more affordable one, while others seek online flexibility as they juggle work and family.

The New York Times reports that parents often see top-tier universities as the way to give their children the best chance at success, but little evidence has demonstrated a link between college selectivity and later earnings. Oreopoulos and Petronijevic find that earnings potential varies with college major and is largest for those with post-graduate degrees. Moreover, community college programs may be best for students who don't want to or can't complete a four-year degree. They stress that students and their families need help to navigate the financial aid and college decision process, taking into account the likelihood of completion and expected costs and debts. "As difficult as it is, completing such an assessment before reaching a decision is key to making the most out of college."

An increasingly relevant factor in college decisions is the availability of online education. The New York Times highlights the efforts of many institutions to provide online learning opportunities in order to address problems of limited seating due to state budget cuts, as well as a high demand for remedial coursework for new undergraduates. Future of Children authors Bradford Bell and Jessica Federman find that online college programs can be an effective alternative to traditional classroom teaching if they are rich in content and have a high level of interactivity. Experimental research should continue to investigate how these attributes influence different types of learning.

For more discussion on this topic, check out the latest issue of the Future of Children, Postsecondary Education in the United States. Also see the issues Opportunity in America, America's High Schools and Transition to Adulthood.

Though the nation's financial woes and other recent changes have left net Mexican migration to the US at around zero, past decades have seen rapid growth in the population of immigrants, including children and adolescents who are now approaching adulthood. Of the more than 68 million young adults in the US in 2010, about 30 percent were foreign-born or had foreign-born parents. Moreover, young adults made up about half of the estimated 11.6 million undocumented immigrants in 2008.

As these young people prepare to enter the labor market, those who are undocumented often experience greater adversity, even though many have grown up on US soil. Future of Children author Marcelo Suarez-Orozco tells NBC Latino that immigrant parents are motivated to offer their children better opportunities, but those who are undocumented are blocked from access to supports and services that children could benefit from. For example, Silvia Rodriguez, who immigrated to the US with her parents at age two, learned what it meant to be undocumented as she prepared for college. "When it came time to apply for scholarships and financial aid, that was the moment it really, really hit me," she said.

Future of Children authors Robert T. Teranishi, Carola Suárez-Orozco, and Marcelo Suárez-Orozco argue that increasing immigrant children's educational attainment and economic productivity should be a national priority and that community colleges are an important means to this goal. They suggest outreach programs to help prospective students learn about the application and financial aid processes. They also argue that researchers and community colleges should collaborate to find and implement the most effective strategies for intervention programs. For the latest research on this topic, see the Future of Children issues on Immigrant Children and the Transition to Adulthood.

As a New York Times editorial noted recently, although the number of incarcerated juveniles is at a 35-year low, the US continues to lead developed nations in the number of young people it locks up. Incarceration has serious consequences for ex-offenders, including poorer health, lower earnings, and family breakup; thus many states have begun investing in more effective strategies to reduce delinquency. As Peter Greenwood explains in the Future of Children, "The most successful programs are those that prevent youth from engaging in delinquent behaviors in the first place."

The Future of Children says that the best evidence points to early intervention, including home-visiting programs aimed at pregnant teens and their at-risk infants, early education programs for disadvantaged young children, and school-based initiatives to prevent drug use and dropping out. Moreover, community-based programs that focus on the family and improving parenting skills have been shown to effectively deter young offenders from future involvement with the justice system.

In the Washington Post this week, Future of Children Senior Editor Ron Haskins urged politicians, educators, community leaders, ministers and parents to teach young people that the decisions they make as they transition to adults will greatly influence their circumstances later in life. He cited research showing that of US adults who finish high school, get a full-time job, and wait until age 21 to get married and have children, only about 2 percent live in poverty and about three quarters have joined the middle class. Thus, investing more in prevention than incarceration should more effectively reduce delinquency and improve life outcomes for young adults. See the Future of Children issues on Juvenile Justice, Fragile Families, and School Readiness to learn more about this topic.

Future of Children researchers Janet Currie and Robert Kahn find that attention-deficit/hyperactivity disorder (ADHD) is almost three times more likely than asthma to contribute to childhood disability. Indeed, more than one in five parents of a child with a disability report that ADHD is an underlying condition. However, Neal Halfon and colleagues note that ADHD is not limited to children, and recent studies underline its growing prevalence across the lifespan.

Recently, Fox News highlighted findings of the first population-based study to follow children with ADHD into adulthood. The Mayo Clinic study found that nearly a third of children diagnosed with the disorder still had ADHD by age 27. Furthermore, among those who still had the disorder as adults, 81 percent also had at least one other psychiatric disorder. Some research has suggested that children with ADHD may be somewhat more likely to experience setbacks such as repeating a grade or going to prison.  

These findings have important implications for practitioners and policymakers who are concerned with children's mental health. Future of Children authors Liam Delaney and James P. Smith report that although we have strong evidence that medication combined with behavioral interventions can alleviate some symptoms of ADHD, we know little about the long-term consequences. For vulnerable populations making the transition to adulthood, including children with mental health problems, D. Wayne Osgood and colleagues recommend strengthening programs and improving existing systems of care for children and adolescents. See the Future of Children issues on Children with Disabilities and the Transition to Adulthood for more information.

Education is important for all children, but even more so for children with disabilities, whose social and economic opportunities may be limited.

The special education system has given children with disabilities much greater access to public education, established an infrastructure for educating them, helped with the earlier identification of disabilities, and promoted greater inclusion of these children alongside their nondisabled peers.

Once a child is identified as eligible for special education services, a team that includes the child's parents and representatives of the public education system is charged with developing an individualized education program (IEP). The IEP outlines academic goals and incorporates all the services and supports necessary to meet the child's unique needs.

The services and supports can include transportation, speech-language pathology and audiology, psychological services, physical and occupational therapy and many other individual services according to the child's unique needs (The Future of Children: Children with Disabilities, Spring 2012).

Most parents of children with disabilities, educators and physicians are familiar with the IEP, but not all are aware that the Individuals with Disabilities Education Act mandates that an individualized transition plan (ITP) must also become part of the IEP once the child reaches his or her sixteenth birthday. (In some states, the age is even lower.)

The ITP prepares disabled youth for the transition to adulthood. One of the major differences between an IEP and an ITP is that the student becomes part of the ITP planning team. Parents and multidisciplinary representatives of the public school system continue to be a part of the team.

The types of goals differ once the ITP is included in the IEP. Federal law requires that the IEP be revised yearly to include goals for academic and school-related progress for the coming year. The ITP expands the time frame and range of goals. The team must consider skills and behaviors that will be required by the student for adulthood, as well as the student's interests. As the goals being set will assist the student's transition into adulthood, they often need to be long-range goals that won't be completed in a given year.

One critical goal is determining whether the student will graduate with his or her classmates. Other transitional goals could include training opportunities that would strengthen skills needed for living in the community (general housekeeping, hygiene, public transportation skills and skills that would promote inclusion in recreational activities). Students with chronic illness need to learn medical self-management.

"Transition to adult life presents challenges and opportunities for practitioners guiding families of children with disabilities." Thoughtful planning, beginning at a young age and supported in the home, can increase the chances that these young folks will be prepared to take on adult roles and responsibilities (AAP News, Nathan J. Blum, MD, FAAP & Stephen H. Contompasis, MD, FAAP).

Written by Jonathan Wallace, Managing Editor.

According to a recent article in the New York Times, underprivileged youth who achieve their dream of enrolling in college too often end up with crushing debt and no degree to show for it. In fact, Future of Children author Susan M. Dynarski tells the Times, the gap between the share of poor Americans who earn a bachelor's degree and the share of affluent Americans who do so has grown dramatically in the past 30 years. So despite an increase in access to college for the poor and minorities, the Times concludes, college is actually serving to perpetuate social stratification rather than enhance social mobility. Dynarski weighs in on "Financial Aid Policy: Lessons from Research" in the Future of Children's forthcoming issue on postsecondary education, scheduled for release on May 7, 2013.