Addressing the COVID Gap Year Among Low-income Students and Students of Color: Helping Unenrolled Recent High School Grads Stay on Track with College Plans

2021 ◽  
Author(s):  
Bruce Sacerdote
Keyword(s):  
High School ◽  
Low Income ◽  
Students Of Color ◽  
Low Income Students ◽  
Gap Year ◽  
College Plans

scholarly journals “College for All? These Kids Can’t Dig Ditches”: Confronting the Leadership Challenges for Justice-Based Reform in Underperforming Schools

2018 ◽  
Vol 22 (1) ◽  
pp. 95-111
Author(s):  
Randall F. Clemens
Keyword(s):  
High School ◽  
Social Justice ◽  
Low Income ◽  
Students Of Color ◽  
Change Agent ◽  
Public High School ◽  
Underperforming Schools ◽  
Low Income Students ◽  
Leadership Challenges ◽  
Urban Public High School

The case explores the challenges of school leaders to facilitate social justice–based reforms for low-income students of color who attend underperforming schools. In particular, it examines the 1st-year experiences of Principal Yolanda Lopez at Kennedy High School, an underperforming and underresourced urban public high school. Lopez is tasked with improving college access and readiness among all students. As the year progresses—and pressures mount from various stakeholders—she questions the viability of sustained reform and her own role as a change agent within a complex and often unjust system.

¡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.

Feminist Response to Campus Sexual Assault in the Republican Era

2019 ◽  
pp. 171-201
Author(s):  
Donna Coker
Keyword(s):  
Sexual Assault ◽  
Restorative Justice ◽  
Low Income ◽  
Students Of Color ◽  
Campus Climate ◽  
Help Seeking ◽  
Campus Culture ◽  
Public Health Approach ◽  
Low Income Students ◽  
Campus Sexual Assault

Feminists working to prevent and respond to campus sexual assault should encourage universities to adopt an intersectional public health approach that incorporates Restorative Justice. An intersectional framework responds to the ways that the general campus climate for students of color, LGBTQ students, foreign nationals, immigrants, and low-income students shapes experiences of sexual assault and help-seeking. An intersectional framework also addresses the risk that implicit bias will infect school investigations and hearings. Feminists should also encourage schools to reject “Crime Logic” thinking and the related belief that campus assaulters are irredeemable “predators.” The predator narrative is based in misapplied research and is contradicted by the results of more sophisticated longitudinal studies. Finally, feminists should encourage schools to adopt Restorative Justice (RJ) alternatives. An RJ approach supports victim healing and autonomy, encourages the student who caused harm to take responsibility for repairing the harm, and enables larger changes in campus culture.

scholarly journals Take Two! SAT Retaking and College Enrollment Gaps

2020 ◽  
Vol 12 (2) ◽  
pp. 115-158 ◽  
Author(s):  
Joshua Goodman ◽  
Oded Gurantz ◽  
Jonathan Smith
Keyword(s):  
High School ◽  
Low Income ◽  
College Enrollment ◽  
High School Graduates ◽  
Causal Effects ◽  
Underrepresented Minority ◽  
Low Income Students ◽  
Sat Scores ◽  
Enrollment Rates ◽  
Enrollment Gaps

Only half of SAT-takers retake the exam, with even lower retake rates among low-income students and underrepresented minority (URM) students. We exploit discontinuous jumps in retake probabilities at multiples of 100, driven by left-digit bias, to estimate retaking’s causal effects. Retaking substantially improves SAT scores and increases four-year college enrollment rates, particularly for low-income and URM students. Eliminating disparities in retake rates could close up to 10 percent of the income-based gap and up to 7 percent of the race-based gap in four-year college enrollment rates of high school graduates. (JEL I21, I23, I24, J15)

Hope in the Lives of Low-Income Students of Color: A Qualitative Study of Experiences in a Work-Based Learning Program

2020 ◽  
pp. 089484532093743
Author(s):  
Mary Beth Medvide ◽  
Maureen E. Kenny
Keyword(s):  
Low Income ◽  
Students Of Color ◽  
Religious Faith ◽  
Hope Theory ◽  
Youth Of Color ◽  
Low Income Students ◽  
Learning Program ◽  
Catholic High School ◽  
Phenomenological Methodology ◽  
Collective Belief

This study explored the experiences of low-income students of color who participated in a work-based learning (WBL) program while attending a Catholic high school. Historically, research on student outcomes in WBL programs has been mixed, and few studies have provided insights into how low-income youth of color can benefit. This study utilized a phenomenological methodology to capture hope among these youth and to delineate these students’ lived experiences within their relational, organizational, and sociocultural contexts. The results showed participants’ goal setting and motivation were fostered by a sense of connection to others at school and a collective belief that success was possible for all students despite whatever challenges they faced. The participants also discussed hopes for the future within the context of workplace support, religious faith, and past hopelessness. The results provide avenues to design WBL programs that consider students’ supports and barriers and further contextualize hope theory.

Financial Aid: A Broken Bridge to College Access?

2007 ◽  
Vol 77 (1) ◽  
pp. 39-63 ◽  
Author(s):  
BRIDGET TERRY LONG ◽  
ERIN RILEY
Keyword(s):  
Financial Aid ◽  
College Access ◽  
Low Income ◽  
Students Of Color ◽  
Unmet Need ◽  
Low Income Students ◽  
Financial Aid Policy ◽  
The Past ◽  
Aid Policy

In this article, Bridget Terry Long and Erin Riley argue that in recent years, U.S. financial aid policy has shifted its emphasis from expanding college access for lowincome students toward defraying the costs for middle- and upper-income families. They explain how loans, merit-based aid, and education tax breaks are increasingly replacing need-based aid and discuss how the declining role of grants may disproportionately disadvantage students already underrepresented in higher education. They document the rise in students' unmet financial needs over the past decade, showing that low-income students and students of color are especially likely to face substantial unmet need even after taking into account all available grants and loans, as well as family contributions. In response to these trends, the authors call for a greater emphasis on need-based aid, especially grants, to reduce the role of cost as a barrier to college access.

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