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Author: Andrew B. Lofters Publisher: ISBN: Category : Languages : en Pages : 580
Book Description
Early college high schools are programs created by collaborations between secondary public education and institutions of higher education to address the challenge of increasing the number of traditionally underserved students (i.e. minorities, low socioeconomic status, and first generation to college) in institutions of higher education. Students in early college high schools are able to graduate from the school with a high school diploma and an associate's degree, or 60 hours of transferrable college credit (Jobs for the Future, 2007). The institutional strategies utilized in these collaborative initiatives that pursue, as a main goal, promotion of high school and higher education, student retention and success should be investigated so that other educational settings may adopt these practices to further enhance educational opportunities for all students. A more in-depth understanding of how early college high schools contribute to the success of students who are traditionally underserved in the United States education system is needed. It is imperative to identify specific, evidence based, effective institutional strategies that early college high schools utilize that contribute to student success and retention in order to determine common trends and practices that are utilized by these institutions based on evidence from the available data. This study utilized a mixed methods design, using both quantitative and qualitative research methods, to determine which effective retention and success strategies are common to selected Texas early college high schools. Quantitative analysis was used to determine if there is a statistically significant difference between the selected early college high schools and other traditional high schools within their districts regarding academic achievement on state assessments, retention, and college course completion rates. The qualitative analysis aspect of the study was implemented through the use of anonymous surveys administered to students, student focus groups, and reviews of institutional documents of selected early college high schools. This qualitative data was analyzed to determine the common strategies and practices that are utilized to promote retention, academic achievement on state assessments, and college course completion rates on the selected campuses.
Author: Andrew B. Lofters Publisher: ISBN: Category : Languages : en Pages : 580
Book Description
Early college high schools are programs created by collaborations between secondary public education and institutions of higher education to address the challenge of increasing the number of traditionally underserved students (i.e. minorities, low socioeconomic status, and first generation to college) in institutions of higher education. Students in early college high schools are able to graduate from the school with a high school diploma and an associate's degree, or 60 hours of transferrable college credit (Jobs for the Future, 2007). The institutional strategies utilized in these collaborative initiatives that pursue, as a main goal, promotion of high school and higher education, student retention and success should be investigated so that other educational settings may adopt these practices to further enhance educational opportunities for all students. A more in-depth understanding of how early college high schools contribute to the success of students who are traditionally underserved in the United States education system is needed. It is imperative to identify specific, evidence based, effective institutional strategies that early college high schools utilize that contribute to student success and retention in order to determine common trends and practices that are utilized by these institutions based on evidence from the available data. This study utilized a mixed methods design, using both quantitative and qualitative research methods, to determine which effective retention and success strategies are common to selected Texas early college high schools. Quantitative analysis was used to determine if there is a statistically significant difference between the selected early college high schools and other traditional high schools within their districts regarding academic achievement on state assessments, retention, and college course completion rates. The qualitative analysis aspect of the study was implemented through the use of anonymous surveys administered to students, student focus groups, and reviews of institutional documents of selected early college high schools. This qualitative data was analyzed to determine the common strategies and practices that are utilized to promote retention, academic achievement on state assessments, and college course completion rates on the selected campuses.
Author: Melinda Martin Valdez Publisher: ISBN: Category : Languages : en Pages : 238
Book Description
The short existence of Early College High Schools has not allowed for considerable research to assess their operational effectiveness. Furthermore, the effectiveness perceptions and reactions of students enrolled at these schools have not been given ample opportunity to be studied--an integral component of any school's operation. The purpose of the study is to focus on one specific ECHS while in its third year of existence to assess its operational effectiveness from the perspective of its students. The research methodology which was selected as appropriate for the study involves the use of qualitative research coupled with the case study method. In order to assess for reliable observations, currently enrolled students were interviewed to gain knowledge of their perception of the operational effectiveness at their early college high school. Additional qualitative data was utilized with an inductive analytic approach to provide for a detailed view of the school. Data was segmented into relevant parts to help identify emergent themes. The following themes emerged from the findings: attainable success; student roles and responsibilities; personalization; support to achieve higher-level work; highly qualified teachers; and engaging parents and community. The findings suggest that student perceptions reflect an effective school environment that enables them to meet the expectations of high school graduation and completion of up to two years of college credit. Moreover, the supplemental data collected provided evidence of effective school administration and instructional practices that foster the support and engagement of students to meet their needs as early college high school students. An objective study of an early college high school may assist its administrators to ascertain whether they are meeting the needs of their students. Future research concerning this topic may be able to utilize the results and conclusions of this study to further enrich the knowledge of effective early college high schools.
Author: Clifford Adelman Publisher: ISBN: Category : Education Languages : en Pages : 232
Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author: Katherine L. Hughes Publisher: ISBN: Category : Languages : en Pages : 113
Book Description
This report examines the ways that credit-based transition programs (CBTPs) may help middle- and low-achieving students enter and succeed in college. It highlights promising practices used by CBTPs to help students who might have been considered noncollege-bound prepare for college credit course work. The report also discusses the challenges that CBTPs face when trying to include such students. The research for this report was conducted in the spring and fall of 2004. Case studies were undertaken in five states: California, Iowa, Minnesota, New York, and Texas. Two dual enrollment programs, an MCHS (Middle College High School), an International Baccalaureate program, and a Tech-Prep program were studied. The first section of the report describes the sites and examines some of the ways in which contextual features influence program implementation. The report then highlights findings regarding four key program features--student recruitment and selection processes; curriculum; support services; and data collection and use. For each feature, the researchers investigated the current practices of the case study sites, identified those practices that seemed most promising in meeting the needs of middle- and low-achieving students, and identified barriers to implementing them. An appendix presents more detailed profiles of each research site. Recommendations for policymakers and practitioners include: encourage broad student access; build strong collaborative relationships; and work with researchers to gather outcomes data. (Contains 19 exhibits and 10 footnotes.).
Author: Publisher: ISBN: 9781732000308 Category : Languages : en Pages :
Book Description
The Texas Model for Comprehensive School Counseling Programs is a resource to develop effective and high quality comprehensive school counseling programs that align with Texas statutes and rules governing the work of school counselors. It outlines a process for tailoring school counseling programs to meet the varying needs of students across an array of school districts through implementation of the four components of school counseling programs, Guidance Curriculum, Responsive Services, Individual Planning, and System Support. With this resource, a school counselor will learn to use campus-specific data to identify the unique needs of a campus and design a comprehensive school counseling program to meet those needs. Recognizing the important roles of the entire educational community, the Texas Model for Comprehensive School Counseling Programs provides examples of how parents, teachers, administrators, principals and school counselors can best contribute to implementation of each of the four components of comprehensive school counseling programs. It provides a developmental framework for a school counseling program curriculum that includes activities at each grade level to enhance students¿ educational, career, personal and social development.
Author: George D. Kuh Publisher: John Wiley & Sons ISBN: 1118046854 Category : Education Languages : en Pages : 422
Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: George D. Kuh Publisher: ISBN: Category : Education Languages : en Pages : 50
Book Description
This publication¿the latest report from AAC&U¿s Liberal Education and America¿s Promise (LEAP) initiative¿defines a set of educational practices that research has demonstrated have a significant impact on student success. Author George Kuh presents data from the National Survey of Student Engagement about these practices and explains why they benefit all students, but also seem to benefit underserved students even more than their more advantaged peers. The report also presents data that show definitively that underserved students are the least likely students, on average, to have access to these practices.
Author: De Ph.d. Sellers Publisher: Prentice Hall ISBN: 9780321944245 Category : Education Languages : en Pages : 368
Book Description
ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products. Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase. Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code. Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase. -- The latest research on cognitive theory paired with readable and practical lessons on study skills to create a balanced approach to learning strategies. Academically rigorous yet engaging and practical, Academic Transformation successfully balances cognitive theory and research with realistic and proven skills that readers can deftly apply to their college careers. Utilizing a narrative tone, eye-catching design, and plentiful real-life examples, this text bestows students with life lessons covering the subjects of motivation, procrastination, time management, stress management, and behavior redirection — all while giving readers a solid understanding of why certain strategies lead to goal achievement. The new second edition has been restructured and revised based on intensive feedback from college and university faculty members across the country that used the first edition text in their classrooms. The new text incorporates some of the latest research in brain-based learning and cognitive psychology and the corresponding learning strategies that are supported by these findings. In addition, the newly revised second edition of Academic Transformation has been updated to be particularly responsive to the distinctive issues and pressures of today's post-modern students. 0321944240 / 9780321944245 Academic Transformation: The Road to College Success Plus NEW MyStudentSuccessLab 2013 Update -- Access Card Package Package consists of: 0137007566 / 9780137007561 Academic Transformation: The Road to College Success 0321943252 / 9780321943255 NEW MyStudentSuccessLab 2013 Update -- Value Pack Access Card
Author: Andrew B. Lofters
Author: Andrew B. Lofters
Author: Melinda Martin Valdez
Author: Clifford Adelman
Author: 
Author: Katherine L. Hughes
Author: 
Author: George D. Kuh
Author: George D. Kuh
Author: Debbie Alford
Author: De Ph.d. Sellers