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Author: Rebecca J. Mosely Publisher: ISBN: Category : College choice Languages : en Pages : 147
Book Description
The purpose of this case study was to understand the college choice process of students enrolled in an early college high school program. The program studied enrolled first-generation students beginning in 9th grade in courses that counted towards both high school and college credits. The goal of the program was to have students graduate from high school with an associate degree. I conducted individual interviews with 9 seniors enrolled in the program to better understand how they chose what they wanted to do after high school, as well as to understand in what ways participation in the program and attending college courses influenced their decisions. Additionally, I explored the ways that students saw their identity influencing their choices for ongoing education. After I completed and transcribed the interviews, I engaged with the data by reading it repeatedly to explore patterns and themes within student responses. I coded those themes and then also utilized documents that I analyzed to support or challenge what I had heard. I then took those codes and made connections to the research questions I asked to describe the findings of this study. The findings of this study indicate the important role that personal relationships play in the college choice process, with participants sharing how relationships with faculty, staff, and peers influenced their success in the program as well as their belief in their ability to succeed in continued educational endeavors. Additionally, students shared the importance of taking college course on a college campus for their understanding of how college works, and for increasing their confidence in their ability to succeed in college. Placing this program on a college campus also enabled students to participate in extracurricular activities and utilize resources on campus. These findings indicate the important ways that communities and higher education institutions can work together to increase access to higher education for students who have traditionally been underrepresented in higher education. In addition, these findings indicate important factors to consider when designing these educational opportunities.
Author: Rebecca J. Mosely Publisher: ISBN: Category : College choice Languages : en Pages : 147
Book Description
The purpose of this case study was to understand the college choice process of students enrolled in an early college high school program. The program studied enrolled first-generation students beginning in 9th grade in courses that counted towards both high school and college credits. The goal of the program was to have students graduate from high school with an associate degree. I conducted individual interviews with 9 seniors enrolled in the program to better understand how they chose what they wanted to do after high school, as well as to understand in what ways participation in the program and attending college courses influenced their decisions. Additionally, I explored the ways that students saw their identity influencing their choices for ongoing education. After I completed and transcribed the interviews, I engaged with the data by reading it repeatedly to explore patterns and themes within student responses. I coded those themes and then also utilized documents that I analyzed to support or challenge what I had heard. I then took those codes and made connections to the research questions I asked to describe the findings of this study. The findings of this study indicate the important role that personal relationships play in the college choice process, with participants sharing how relationships with faculty, staff, and peers influenced their success in the program as well as their belief in their ability to succeed in continued educational endeavors. Additionally, students shared the importance of taking college course on a college campus for their understanding of how college works, and for increasing their confidence in their ability to succeed in college. Placing this program on a college campus also enabled students to participate in extracurricular activities and utilize resources on campus. These findings indicate the important ways that communities and higher education institutions can work together to increase access to higher education for students who have traditionally been underrepresented in higher education. In addition, these findings indicate important factors to consider when designing these educational opportunities.
Author: Michael B. Paulsen Publisher: School of Education and Human Development University ISBN: Category : Education Languages : en Pages : 132
Book Description
This report discusses enrollment planning by colleges and universities as it concerns the understanding of why students choose to attend one particular college over another. First, the past responses of colleges to enrollment-threatening changes are presented. Next, an explanation is given of why knowledge of student college choice behavior is important for enrollment planning, student marketing, and recruitment. Then, the conceptual foundations for the study of college choice behavior (psychology, sociology, economics) are discussed, followed by an explanation of why it is important to understand what determines enrollment fluctuations, such as an increasing job market or economic recession. Micro-level studies of college choice behavior, which are used to estimate the effects of institutional and student characteristics on the probability that a particular individual will choose a particular college, are examined. Finally, information related to the following questions is presented and discussed: (1) "what factors are important to students of nontraditional age in making college decisions?" (2) "what are the phases of the college choice process?" (3) "what factors are important in creating a desire to attend college?" (4) "why is the college search and application phase so important?" and (5) "how can an institution more effectively manage enrollment in the selection and attendance phase?" Contains an index and 227 references. (GLR).
Author: Publisher: ISBN: Category : Electronic books Languages : en Pages : 208
Book Description
Research on college access and enrollment indicates that a college education is one of the most effective avenues to increase social mobility. Each year, low-income students of color face a number of barriers to college access and success at every stage of their educational trajectory (Gándara, 2000; Gándara, 2002; Gándara & Contreras, 2009; McClafferty & McDonough, 2000; McDonough, 1997; Obama, 2014). Students from low-income backgrounds are not only less likely to complete high school, but also much less likely to enroll in postsecondary education among those who graduate from high school (Chapman, Laird, & Kewal Remani, 2011). Much of this gap persists because low-income students often lack the guidance and support they need to navigate college preparation--from test taking, to the application process, to applying for financial aid (De La Rosa, 2006; McDonough, 1997). Perhaps even more disheartening is the number of qualified high-school students who end up choosing a college that is not a good fit for them or do not go to college at all. A popular explanation for this potential cause of class-based postsecondary stratification is the college application and enrollment behaviors of low-income students. A growing body of research suggests that a significant pool of first-generation, low-income students undermatch in their college choice process that is when students fail to enroll at a 4-year university despite being academically qualified to do so. As a result, many college-qualified low-income students disproportionately attend less selective institutions, fail to enroll in college altogether or are mostly concentrated in community colleges. Therefore, improving the rate at which low-income students choose universities that "match" their academic qualifications requires an understanding of the factors that contribute to this undermatching in the first place. As such, this study is the first attempt to study the pervasiveness of undermatching among first-generation, low-income Latina/o students and suggest why such phenomenon deserves greater attention from scholars and policymakers alike. This study was guided by the following overarching question: What are the factors that contribute to the college undermatching of first-generation, low-income high school Latina/o students? In order to answer this central question, the following purposeful research questions were also addressed in the study: What role does the high school environment (organizational habitus) play in the college undermatching of Latina/o students? What role does school-based institutional agents (teachers, counselors, mentors, etc.) play in the college undermatching of Latina/o students? To examine the factors that contributed to the college undermatch of first-generation, low-income Latina/o students, this study used a qualitative research design generated from one-on-one, in-depth semi-structured interviews. Thus, the student voices shaped this body of work. Overall, findings in this study suggest that unlike some traditional college students, Latina/os face an array of economic, social, cultural, family, and institutional barriers that affect their likelihood of enrolling in a 4-year university that matches their academic qualifications. All students in this study with the exception of two ended up enrolling in a local community college. Specifically, it was found that the following six major factors contributed to a student's college undermatch: (a) financial constraints, (b) family constraints (c) institutional barriers, (d) lack of self-efficacy, (e) sense of college readiness, and (f) lack of college knowledge. In addition, a major finding was that the high school environment did not play a significant role in the college undermatching of students. In fact, the decision on where to go to college was mostly done on their own without the influence of their high school. Results revealed that although students agreed that the message was to go to college and they perceived their high school as having an intermediate to strong college-going culture, it did not correlate with students enrolling in a 4-year university. Similarly, it was found that school-based institutional agents did not play a significant role in the students' college undermatching. However, it was found that students relied heavily on the hands-on support they received from college prep programs like the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) to navigate the college and financial aid application process. Without this support, student perhaps would have not been able to follow through with the college enrollments steps needed to enroll in a community college. Grounded in the belief that the future of Latina/o students and their families is deeply connected to the future of our country, this study is both timely and relevant. This study offers new insights regarding the complexities faced by Latina/o students as they navigate the U.S. educational pipeline. This study also contributes to the growing body of research focused on the latest college choice literature and highlights the complexities of the college choice process. Finally, this study provides policy, programmatic, and research recommendations to strengthen the educational pipeline of first-generation, low-income Latina/o students.
Author: Michael B. Horn Publisher: John Wiley & Sons ISBN: 1119570166 Category : Education Languages : en Pages : 304
Book Description
Cut through the noise and make better college and career choices This book is about addressing the college-choosing problem. The rankings, metrics, analytics, college visits, and advice that we use today to help us make these decisions are out of step with the progress individual students are trying to make. They don't give students and families the information and context they need to make such a high-stakes decision about whether and where to get an education. Choosing College strips away the noise to help you understand why you’re going to school. What's driving you? What are you trying to accomplish? Once you know why, the book will help you make better choices. The research in this book illustrates that choosing a school is complicated. By constructing more than 200 mini-documentaries of how students chose different postsecondary educational experiences, the authors explore the motivations for how and why people make the decisions that they do at a much deeper, causal level. By the end, you’ll know why you’re going and what you’re really chasing. The book: Identifies the five different Jobs for which students hire postsecondary education Allows you to see your true options for what’s next Offers guidance for how to successfully choose your pathway Illuminates how colleges and entrepreneurs can build better experiences for each Job The authors help readers understand not what job students want out of college, but what "Job" students are hiring college to do for them.
Author: Don Hossler Publisher: JHU Press ISBN: 0801870348 Category : Education Languages : en Pages : 190
Book Description
Going to College tells the powerful story of how high school students make choices about postsecondary education. Drawing on their unprecedented nine-year study of high school students, the authors explore how students and their parents negotiate these important decisions. Family background, finances, education, information—all influence students' plans after high school and the career paths they pursue, as do the more subtle messages delivered by parents and counselors which shape adolescents' self-expectations. For high school guidance counselors, college admissions counselors, parents and teachers, and public policy makers, this book is a valuable resource that explains the decision-making process and helps adults to help students make appropriate choices. The authors identify predisposition, search, and choice as the three stages in the student decision-making process. Predisposition refers to the plans students develop for education or work after they graduate from high school. The search stage involves students discovering and evaluating a variety of colleges and universities. In the choice stage, students choose a school to attend from among a list of institutions that are being seriously considered. Understanding exactly how students move through the predisposition, search, and choice stages of the college decision-making process can help students and parents prepare themselves for this process and consider a wider array of options. For education professionals, understanding this process can lead to new initiatives to guide students and families effectively—by providing better incentives for college savings, for example, or devising more effective early information programs about postsecondary education. Going to College is the first book to seriously study over an extended period the decisions that have a pervasive and lasting impact on individual careers, livelihoods, and lifestyles. The authors conclude with important recommendations for improving academic support, exploring various financial options, providing early encouragement—in other words, for recognizing the factors that influence students' decisions, and knowing when to pay attention to them.
Author: Charles F. Manski Publisher: Harvard University Press ISBN: 9780674141254 Category : Business & Economics Languages : en Pages : 246
Book Description
The most crucial choice a high school graduate makes is whether to attend college or to go to work. Here is the most sophisticated study of the complexities behind that decision. Based on a unique data set of nearly 23,000 seniors from more than 1,300 high schools who were tracked over several years, the book treats the following questions in detail: Who goes to college? Does low family income prevent some young people from enrolling, or does scholarship aid offset financial need? How important are scholastic aptitude scores, high school class rank, race, and socioeconomic background in determining college applications and admissions? Do test scores predict success in higher education? Using the data from the National Longitudinal Study of the Class of 1972, the authors present a set of interrelated analyses of student and institutional behavior, each focused on a particular aspect of the process of choosing and being chosen by a college. Among their interesting findings: most high school graduates would be admitted to some four-year college of average quality, were they to apply; applicants do not necessarily prefer the highest-quality school; high school class rank and SAT scores are equally important in college admissions; federal scholarship aid has had only a small effect on enrollments at four-year colleges but a much stronger effect on attendance at two-year colleges; the attention paid to SAT scores in admissions is commensurate with the power of the scores in predicting persistence to a degree. This clearly written book is an important source of information on a perpetually interesting topic.
Author: Roberta Mae Rincon Publisher: ISBN: Category : Languages : en Pages : 412
Book Description
In an effort to improve the college completion rates of low-income and minority students, the early college high school model was introduced in 2002. Early college high schools offer students the opportunity to earn an associate’s degree upon high school graduation by providing access to college-bearing courses. This model has resulted in high school graduates entering four-year institutions of higher education as juniors and seniors rather than traditional freshmen. This research presents findings from a case study of students attending a four-year university in Texas. Data were collected through semi-structured interviews with university students that had transitioned from an early college high school. This study focuses on understanding the internal and institutional factors that help students manage the transition from an early college high school into a university environment. Findings show that external support systems play a significant role before, during, and after the transition. These findings indicate a need for clear communication between early college high schools, community colleges, universities, and students. Based upon the findings, I present implications for policy and practice and suggestions for future research.
Author: Rebecca J. Mosely
Author: Rebecca J. Mosely
Author: Michael B. Paulsen
Author: 
Author: Helen Lee Cameron
Author: Jillian L. Kinzie
Author: Michael B. Horn
Author: Don Hossler
Author: Charles F. Manski
Author: Roberta Mae Rincon
Author: Barbara A. Mieras