Data and research

Published research papers, studies, and presentations on Cambridge International programs in the USA

We research Cambridge programs’ impact on US students, schools, and postsecondary outcomes. Below you’ll find studies on the implementation and use of Cambridge International programs including Cambridge Advanced (International AS & A Level), Cambridge AICE Diploma, and Cambridge Pre-Advanced (IGCSE), in the United States.

College outcomes

Cambridge International students excel in college subsequent courses: College outcomes and subsequent course performance at Florida State University

2021
Research study on students who took Cambridge Advanced (International AS & A Level) exams and performance in subsequent college courses at Florida State University. Read press release.
Cambridge international performance indicates college readiness: Cambridge IGCSE performance and first year performance at Arizona State University

2021
Research on performance of Cambridge International students enrolled at Arizona high schools and postsecondary outcomes at Arizona State University (college GPA, first-year math performance). Read press release.
The Cambridge Program in the state of Washington: Students' characteristics, courses taken, and progression to postsecondary education (subscription-based site)

2020
Analysis of student performance in high school in Cambridge Pre-Advanced (IGCSE) and Cambridge Advanced (International AS & A Level) courses and exams and college outcomes (courses, enrollment in postsecondary education, enrollment in college remedial courses, college GPA). Study conducted at Washington public institutions.
From “AICE-ing” the test to earning the degree: Enrollment and graduation patterns among students with the Cambridge Advanced International Certificate of Education (AICE) Diploma

2017
Analysis of college participation associated with performance in Cambridge Advanced (International AS & A Level) and the Cambridge AICE Diploma, including the type of institution where students enroll and the time it takes to earn a degree.
Preparing for college success: Exploring the impact of the high school Cambridge acceleration program on U.S. university students

2016
Qualitative study on student perceptions around their high school advanced courses, Cambridge Advanced (International AS & A Levels), and college readiness/preparation (writing skills, critical thinking, time management, etc.). Study conducted at Florida State University.
Assessing the impact of the Cambridge International Acceleration Program on U.S. university determinants of success: A multi-level modeling approach

2014
Quantitative analyses of participation in Cambridge Advanced (International AS & A Level), Cambridge AICE Diploma, AP, and IB and college GPA, retention, and likelihood of participation in college programs (study abroad, honors, undergraduate research). Study conducted at Florida State University.
Success in the US: Are Cambridge International assessments good preparation for university study?

2011
Quantitative analyses of participation in Cambridge Advanced (International AS & A Levels), AP, and IB, and high school performance indicators (GPA, SAT/ACT score), and college performance indicators (GPA); study conducted at Florida State University.

K-12 student outcomes

Bringing college classes to high school

2020
Generalized study on relationship between implementation of advanced coursework programs and performance on end-of-course exams in biology, math, and English; includes analysis of on-time high school graduation rates.
A relational study of International General Certificate of Secondary Education (IGCSE) scores to the American College Test (ACT) scores in a Mississippi innovative high school

2018
Quantitative/correlational study in Corinth, Mississippi, examining the relationship between Cambridge IGCSE performance and ACT subject performance; examines students’ ability to meet college readiness metrics.
Investigating the impact of Cambridge International assessments on U.S. stakeholders

2011
Qualitative study of teacher and student perceptions of Cambridge International in Florida and Virginia; includes perceptions of the program’s impact on student learning, development of good study habits, and learning and course outcomes.