Making a Successful Transition from High School to College: A Model Program

1993 ◽  
pp. 57-79 ◽  
Author(s):  
Connie Dalke
Keyword(s):  
High School ◽  
Model Program ◽  
Successful Transition ◽  
High School To College ◽  
Transition From High School

Transitioning Hispanic Seniors from High School to College

2009 ◽  
Vol 12 (6) ◽  
pp. 2156759X0901200
Author(s):  
Melisa Marsico ◽  
Yvette Q. Getch
Keyword(s):  
High School ◽  
Hispanic Students ◽  
Application Process ◽  
Fall Semester ◽  
Successful Transition ◽  
College Application ◽  
High School To College ◽  
Transition From High School

Hispanic seniors who were on track to graduate in May 2006 were invited to participate in a program to help them make a successful transition from high school to college. Data indicated that this group might benefit from direct assistance in the college application process. The goal of the intervention was to work with the identified students during the fall semester and to increase the number of Hispanic students who applied to college. The program was evaluated by comparing the number of Hispanic students who applied to college by May 1, 2005, to those Hispanic seniors who applied to college by May 1, 2006. There was a 5% increase in the number of Hispanic seniors who applied to college by May 1, 2006, compared to May 1, 2005. Additionally, there was a 16% increase in Hispanic students who applied to a college by January 2006 compared to the previous year.

scholarly journals Behavioral risks during the transition from high school to college.

2008 ◽  
Vol 44 (5) ◽  
pp. 1497-1504 ◽  
Author(s):  
Kim Fromme ◽  
William R. Corbin ◽  
Marc I. Kruse
Keyword(s):  
High School ◽  
High School To College ◽  
Transition From High School

The School Counselor Caseload and the High School-to-College Pipeline

2014 ◽  
Vol 116 (10) ◽  
pp. 1-30 ◽  
Author(s):  
Chenoa S. Woods ◽  
Thurston Domina
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
College Enrollment ◽  
Multinomial Logistic Regression ◽  
School Level ◽  
Enrollment Rates ◽  
High School To College ◽  
Transition From High School ◽  
The Relationship

Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

High School to College: Transition Experiences of Young Adults With Autism

2015 ◽  
Vol 34 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Charlotte Y. Alverson ◽  
Lauren E. Lindstrom ◽  
Kara A. Hirano
Keyword(s):  
High School ◽  
Young Adults ◽  
Postsecondary Education ◽  
College Transition ◽  
Transition Planning ◽  
Adults With Autism ◽  
Disability Awareness ◽  
High School To College ◽  
Transition Experiences ◽  
Transition From High School

Youth with disabilities are less likely to enroll and complete postsecondary education than their nondisabled peers. Using a qualitative, cross-case design, we investigated the high school to college transition experiences of young adults diagnosed with Asperger syndrome (AS). Data sources included a family questionnaire, review of special education records, and multiple individual interviews ( N = 27) with young adults with AS, family members, teachers, and rehabilitation counselors. Social skills, communication, and executive functioning challenges in high school continued into postsecondary education settings. Across cases, five reoccurring themes seemed to influence the transition from high school to postsecondary education: (a) motivation to attend college, (b) high levels of disability awareness, (c) intentional family supports, (d) coordinated transition planning, and (e) clear postschool goals.

183. Exploring the Influence of Minority Stress on the Transition From High School to College Among LGBQ Young Adults

2015 ◽  
Vol 56 (2) ◽  
pp. S94
Author(s):  
Edward J. Alessi ◽  
Beth Sapiro ◽  
Sarilee Kahn
Keyword(s):  
High School ◽  
Young Adults ◽  
Minority Stress ◽  
High School To College ◽  
Transition From High School

Emotional intelligence and student retention: Predicting the successful transition from high school to university

2006 ◽  
Vol 41 (7) ◽  
pp. 1329-1336 ◽  
Author(s):  
James D.A. Parker ◽  
Marjorie J. Hogan ◽  
Jennifer M. Eastabrook ◽  
Amber Oke ◽  
Laura M. Wood
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Student Retention ◽  
Successful Transition ◽  
Transition From High School
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