[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-642262-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-642262-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","cambridge-students-excel-in-college-subsequent-courses-key-findings-on-college-outcomes-and-subsequent-course-performance-at-florida-state-university","Cambridge students excel in college subsequent courses - Key Findings on College Outcomes and Subsequent Course Performance at Florida State University","","Cambridge’s U.S. program, operating since 1995, has enabled Florida high school students to progress to postsecondary study by earning college credit through Cambridge Advanced (A and AS Level) exams. This paper reports outcomes for Cambridge students enrolled at Florida State University, examining graduation timing, degree completion, and grades in subsequent courses. Findings show substantially higher 4-year graduation rates, faster average bachelor completion, and stronger grade distributions, including passing rates and higher A-grade achievement across multiple subjects, with trends also observed across selected demographic groups.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cambridge-students-excel-in-college-subsequent-courses-key-findings-on-college-outcomes-and-subsequent-course-performance-at-florida-state-university/642262/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cambridge-students-excel-in-college-subsequent-courses-key-findings-on-college-outcomes-and-subsequent-course-performance-at-florida-state-university/642262.png","ImageObject",300,407,{"name":42,"@type":43},"Emma Wilson","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-24","2026-10-23",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How do Cambridge credit students perform on graduation compared with students with no credit?","Question",{"text":62,"@type":63},"Among Cambridge students enrolled at Florida State University, 90% graduate within 4 years, compared with 78% for students who had no credit via advanced high school programs. Cambridge students also completed bachelor’s degrees in an average of 3.8 years.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What do the results say about grades in subsequent FSU courses for Cambridge students?",{"text":67,"@type":63},"Overall, 98% of grades achieved by Cambridge students were passing (above a C or 2.0 GPA), versus 91% for the total student cohort. Cambridge students also showed higher achievement, including a larger share earning A grades.",{"name":69,"@type":60,"acceptedAnswer":70},"Do students’ performance patterns vary by demographic groups or subject areas?",{"text":71,"@type":63},"Preliminary analyses indicate observable trends across some demographic groups, such as higher 4-year completion rates for Hispanic Cambridge students. Across six subject areas (Biology, Business, English, History, Math, and Psychology), Cambridge students show higher proportions of A grades compared with the control group.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},642262,1792811742,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":96},3848291630094,"https://eur-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","International Education  \nKatherine Chi, PhD and Carla Pastorino, PhD, May 2021  \nCambridge students excel in college subsequent courses  \nCollege Outcomes and Subsequent Course Performance at Florida State University.  \nAfter Cambridge launched its first U.S. program in 1995, more than 70,000 Florida high school students have participated in the Cambridge program and progressed to a postsecondary institution. Most Florida graduates choose to study at public universities with the support of the state’s Bright Futures Scholarship and robust policies that ensure students receive college credit for passing the Cambridge Advanced (A and AS Level) exams. Student performance must be periodically evaluated to determine if students receiving credit succeed in their subsequent courses and their overall college careers. To that end, this paper presents findings on student performance and outcomes for Cambridge students enrolled at Florida State University (FSU) .*  \nKey Findings  \n• Graduation data show that 90 percent of Cambridge  \nstudents enrolled at FSU graduate within 4 years. The 4-year graduation rate for Cambridge students is much higher than students who enrolled at FSU with no credit via advanced high school programs (90 percent versus 78 percent). Cambridge students completed their bachelor’s degrees in an average of 3.8 years.  \n• Moreover, a higher percentage of Cambridge students completed their bachelor’s degrees in four years compared to peers who earned college credit via other advanced coursework programs. This result is particularly impressive when comparing the number of FSU credits students receive from their high school advanced courses: a higher percentage of Cambridge students are graduating on time compared to peers who receive a comparable amount of credits from other programs.  \n• Preliminary analyses suggest that these trends can be observed across some demographic groups. For example, 93 percent of Hispanic Cambridge students completed their degrees in 4 years compared to 82 percent of Hispanic students who had earned credit via other advanced programs. On average, Hispanic Cambridge students completed their FSU bachelor’s degrees in 3.6 years.  \nFSU Graduation Rate by Credit Program  \n Cambridge  AP  IB  None  \n% Graduated  \n100  \n50  \n0  \n~~ 90 96 96 93 95  ~~84 83 78  \n4-Year  \nGraduation Rate  \n6-Year  \nGraduation Rate  \nAverage Credits Earned by Program  \n30  \n20  \n10  \n0  \n\n| 21.2 |  |\n| --- | --- |\n| 15.7 | 11.2 |\n| |  |\n\nCambridge AP IB  \nFigure 1. Comparison of graduation rates and credits earned by program for FSU cohorts enrolled from 2007 to 2017.  \n* Note that this document presents initial research findings that are in preparation for future publication.  \n[www.cambridgeinternational.org/usa](www.cambridgeinternational.org/usa) Continued   \nCambridge students excel in college subsequent courses continued  \nKey Findings continued  \n• Overall, 98 percent of grades achieved by Cambridge students in their subsequent FSU courses were passing grades (above a C or 2.0 GPA) compared to 91 percent for the total cohort of students. Moreover, Cambridge students tended to achieve higher grades: 73 percent of Cambridge students receiving college credit achieved an A in their subsequent course while 49 percent of the control (all students) earned an A. While the majority of students succeed in FSU subsequent courses regardless of their preparation, the data suggest that Cambridge students may be better prepared for high-level college achievement.  \n• Preliminary analyses suggest that students who score an E on their A or AS Levels continue to do well in college. Approximately 92 percent of students who scored an E on their A/AS Level went on to achieve an A or B grade in the relevant subsequent course in college. This result suggests that students scoring the minimum A/AS Level grade (E) still perform extremely well in their subsequent college courses. Correspondence of IGCSE Mathematics and ASU Mathematics","cbCaik8G5jaA2d7x","https://ap.wps.com/l/cbCaik8G5jaA2d7x","pdf",215352,"English","# Key Findings\n## Graduation and Credit Program Performance\n## Subsequent Course Grades and Subject Outcomes","[{\"question\":\"How do Cambridge credit students perform on graduation compared with students with no credit?\",\"answer\":\"Among Cambridge students enrolled at Florida State University, 90% graduate within 4 years, compared with 78% for students who had no credit via advanced high school programs. Cambridge students also completed bachelor’s degrees in an average of 3.8 years.\"},{\"question\":\"What do the results say about grades in subsequent FSU courses for Cambridge students?\",\"answer\":\"Overall, 98% of grades achieved by Cambridge students were passing (above a C or 2.0 GPA), versus 91% for the total student cohort. Cambridge students also showed higher achievement, including a larger share earning A grades.\"},{\"question\":\"Do students’ performance patterns vary by demographic groups or subject areas?\",\"answer\":\"Preliminary analyses indicate observable trends across some demographic groups, such as higher 4-year completion rates for Hispanic Cambridge students. Across six subject areas (Biology, Business, English, History, Math, and Psychology), Cambridge students show higher proportions of A grades compared with the control group.\"}]","Cambridge students excel in college subsequent courses - Key Findings on College Outcomes and Subsequent Course Performance at Florida State University | PDF",1792721728]