Beyond score improvements: The effects of an sat and college readiness summer program on low-income students' attitudes towards college

2014 ◽  
Author(s):  
Mariana Alejandra Preciado
Keyword(s):  
College Readiness ◽  
Low Income ◽  
Summer Program ◽  
Low Income Students ◽  
Students Attitudes

¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students

2011 ◽  
Vol 113 (7) ◽  
pp. 1435-1476
Author(s):  
Matthew Militello ◽  
Jason Schweid ◽  
John Carey
Keyword(s):  
High School ◽  
High Schools ◽  
College Readiness ◽  
Low Income ◽  
The United States ◽  
Intervention Strategies ◽  
Low Income Students ◽  
College Board ◽  
Post Secondary ◽  
College Application

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

Measuring Middle School Achievement Trajectories for College Readiness

2021 ◽  
pp. 089590482110068
Author(s):  
Angela Johnson ◽  
Megan Kuhfeld ◽  
Gregory King
Keyword(s):  
Middle School ◽  
College Readiness ◽  
Low Income ◽  
School Achievement ◽  
School Level ◽  
Asian Students ◽  
Low Income Students ◽  
Academic Trajectories ◽  
Middle School Achievement ◽  
Achievement Trajectories

This study identifies students’ academic trajectories in the middle grades relative to a set of college readiness benchmarks. We apply math and reading college readiness benchmarks to rich longitudinal data for more than 360,000 students across the nation. Student-level and school-level demographic characteristics significantly predict academic trajectories. Compared to White and Asian students, higher proportions of Black and Hispanic student are always off-track throughout middle school. Among students who started 6th grade on track, being male, Black, Hispanic, and attending schools with a higher percentage of low-income students are positively associated with falling off track.

scholarly journals Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital

2020 ◽  
Author(s):  
Soñia Galaviz
Keyword(s):  
Identity Development ◽  
Community Of Practice ◽  
Low Income ◽  
Low Income Students ◽  
Underrepresented Populations ◽  
Science Technology ◽  
The Family ◽  
Students Attitudes ◽  
Science Evidence ◽  
Lengthy Process

Ethnic minority students and low-income students are grossly underrepresented in demonstrating interest and aspirations in science, evidence of science participation, and subsequent capital. Members of these populations do not often embrace a STEM identity or recognize that science, technology, engineering, and math are for them. While schools struggle to innovate in terms of how best to engage and increase aspirations and opportunities in STEM for these underrepresented populations, the family continues to be the most ignored contributor to a student's STEM identity. Families play an important role in influencing their students' attitudes, interests, aspirations, and achievements in STEM. While research exists that points to a family's capital and dispositions towards science - known as habitus - to influence their children's STEM identity, there is no research that examines deliberately-designed STEM experiences for the family, as a direct intervention meant to enhance a students' science identity. Given that identity development is a lengthy process, this study attended to the hypothesized precursors: STEM capital and STEM family habitus. Specifically, this study sought to answer in what ways designed STEM experiences were meaningful for families in the development of STEM capital and the support of STEM habitus. Drawing on parent and student surveys after the family STEM events, observations, and interviews, the findings demonstrate that the designed STEM experiences were significant in building capital through meaningful conversations and connections. The family's burgeoning STEM habitus was also made visible through developing interests, both by parents and students. The designed STEM experiences were instrumental in connecting families to STEM investigations, developing a community of learners, and providing access to STEM participation they might not have had on their own. Implications of these findings for education stakeholders include deliberate design methods to maximize family engagement and interest, as well as ways to develop a STEM community of practice within underrepresented populations.

scholarly journals The Potential of Advanced Placement to Improve College Outcomes and Narrow Racial/Ethnic and Socioeconomic Disparities

2021 ◽  
pp. 1932202X2110186
Author(s):  
Sarah Fierberg Phillips ◽  
Brett Lane
Keyword(s):  
Advanced Placement ◽  
Low Income ◽  
Latino Students ◽  
Socioeconomic Disparities ◽  
Low Income Students ◽  
College Outcomes ◽  
Highly Educated ◽  
And Performance ◽  
Racial Ethnic ◽  
Better Than

The U.S. economy requires a highly educated workforce, yet too few black, Latino, and low-income students attend, persist, and graduate from college. The present study examines the college outcomes of participants in a model Advanced Placement® (AP) intervention to shed light on its effectiveness and determine whether improving AP participation and performance is a promising strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes. Findings suggest the college outcomes of program participants are better than those of similar students statewide while also highlighting variation within and across subgroups. At the same time, they confirm that AP participation and performance predict college outcomes and suggest that improving AP participation and performance among low-income white, black, and Latino students could be a useful strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes.

Pricing Out the Disadvantaged? The Effect of Tuition Deregulation in Texas Public Four-Year Institutions

2014 ◽  
Vol 655 (1) ◽  
pp. 99-122 ◽  
Author(s):  
Stella M. Flores ◽  
Justin C. Shepherd
Keyword(s):  
Low Income ◽  
College Enrollment ◽  
Hispanic Students ◽  
State Legislature ◽  
Pell Grant ◽  
State Governments ◽  
Low Income Students ◽  
Difference In Differences ◽  
Four Year Institutions ◽  
Tuition Deregulation

This article examines whether tuition deregulation in Texas (in 2003 the state legislature gave tuition-setting authority to institutional governing boards) has affected the college enrollment of underrepresented and low-income students. Using a difference-in-differences research design, we find that Hispanic students have been most negatively affected by tuition deregulation. Results for black students are largely mixed, in that we find an increase in college enrollment after deregulation in some specifications, while Pell Grant recipients, incoming and returning, appear to have experienced an increase in college enrollment following deregulation. Implications and recommendations for state governments considering this contentious legislation are provided.

scholarly journals Design and Development of an Instrument on Knowledge of Food Safety, Practices, and Risk Perception Addressed to Children and Adolescents from Low-Income Families

2021 ◽  
Vol 13 (4) ◽  
pp. 2324
Author(s):  
Sueny Andrade Batista ◽  
Elke Stedefeldt ◽  
Eduardo Yoshio Nakano ◽  
Mariana de Oliveira Cortes ◽  
Raquel Braz Assunção Botelho ◽  
...  
Keyword(s):  
Food Safety ◽  
Risk Perception ◽  
Low Income ◽  
Raw Materials ◽  
World Health ◽  
Low Income Students ◽  
Level Of Knowledge ◽  
Low Income Families ◽  
Health Organization ◽  
Rules Set

In the fight against foodborne diseases, expanding access to information for different groups is needed. In this aspect, it is crucial to evaluate the target audience’s particularities. This study constructed and validated an instrument containing three questionnaires to identify the level of knowledge, practices, and risk perception of food safety by low-income students between 11 and 14 years old. The following steps were used: systematic search of the databases; conducting and analyzing focus groups; questionnaires development; and questionnaires analysis. After two judges’ rounds, the final version was reached with 11 knowledge items, 11 practice items, and five risk perception items. The content validation index values were higher than 0.80. The adopted methodology considered the students’ understanding and perceptions, as well the appropriate language to be used. Besides, it allowed the development of questionnaires that directly and straightforwardly covers the rules set by the World Health Organization for foodborne disease control called Five Keys to Safer Food (keep clean; separate raw and cooked; cook thoroughly; keep food at safe temperatures; and use safe water and raw materials). Its use can result in a diagnosis for elaborating educational proposals and other actions against foodborne illness in the most vulnerable population.

Sign in / Sign up

Export Citation Format

Share Document