Postsecondary Education Enrollment Responses by Recent High School Graduates and Older Adults

This paper reports on a randomized evaluation of a program designed to improve high school graduation and postsecondary education enrollment among low-performing high school students. Treated youths were offered mentoring, educational services, and financial rewards. The program was evaluated when the youths were 19, 21, and 24 years old. Treated youths obtained their high school diplomas earlier and were more likely than controls to attend postsecondary education. Five years after the end of the program, we find no significant overall effects of this intervention on employment outcomes. The program improved outcomes to a greater extent for the female enrollees than the male ones. (JEL D83, I21, I28, J13)

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AB 540: Tuition Waiver Policy in California: How Student Services Professionals Influence College Access for Undocumented Students

Association of Mexican American Educators Journal ◽

10.24974/amae.12.1.378 ◽

2018 ◽

Vol 12 (1) ◽

pp. 67

Author(s):

Lynn J. Wang

Keyword(s):

High School ◽

Financial Aid ◽

Postsecondary Education ◽

Student Services ◽

Immigrant Students ◽

High School Graduates ◽

Undocumented Students ◽

Full Time ◽

Front Line ◽

Knowledge Resources

This was an exploratory qualitative study utilizing tenets of phenomenology to examine the lived experiences of front-line student services professionals in Admissions and Financial Aid and their dilemmas in interpreting and implementing California Assembly Bill 540 (2001) in their interactions with undocumented students. Front-line student services professionals are often the make-it or break-it persons for undocumented students to realize their dreams of attaining a postsecondary education because they determine whether students can pay in-state tuition and receive financial aid. California law AB 540 (2001) was created with the intention of providing a fair tuition policy for all California high school graduates entering college in California. AB 540’s (2001) purpose is to allow all California high school graduates, including undocumented immigrant students who meet the requirements, to be exempt from paying nonresident tuition at California public postsecondary institutions. An undocumented student is classified as someone who entered the U.S. without proper immigration documents or someone who entered the country legally as a nonimmigrant but later never exited the country (Internal Revenue Service, 2014). Twelve student service professionals, both part-time and full-time, at public two-year and four-year higher education institutions shared their experiences regarding management of difficult and sensitive conversations with undocumented students, as they attempted to translate state legislation through institutional polices. Many times, these front-line professionals in Admissions and Financial Aid were the first and only people to interact with incoming undocumented students before they set foot in the classroom. These professionals utilized their knowledge, resources, and networks to help students navigate the college-going process. However, unclear and/or non-existent campus policies, departmental silos, along with a lack of professional development, adequate resources, and appropriate guidance, often limited their capacity to help.

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Adult Adjustment among High School Graduates with Mild Disabilities

Council review ◽

10.1177/001440299305900306 ◽

1992 ◽

Vol 59 (3) ◽

pp. 221-233 ◽

Cited By ~ 57

Author(s):

Patricia L. Sitlington ◽

Alan R. Frank ◽

Rori Carson

Keyword(s):

High School ◽

Postsecondary Education ◽

Living Arrangements ◽

High School Graduates ◽

Work Experiences ◽

Behaviorally Disordered ◽

Mentally Disabled ◽

Adults With Learning Disabilities ◽

Education Resource ◽

Adult Adjustment

This study investigated the adult adjustment of a statewide random sample of 737 young adults with learning disabilities, 59 labeled behaviorally disordered, and 142 labeled mentally disabled, all graduates of special education resource teacher programs. Results are reported in terms of (a) general status information, such as marital status and living arrangements; (b) information about those competitively employed, such as wages, hours worked per week, and percentage of living expenses paid; and (c) comparison of competitively employed versus unemployed individuals, in terms of high school vocational training and work experiences. Information is also provided on postsecondary education and overall “successful” adult adjustment. Data are compared across disability groups and across gender, where relevant.

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The Summer Before College: A Case Study of First-Generation, Urban High School Graduates

Urban Education ◽

10.1177/0042085920914362 ◽

2020 ◽

pp. 004208592091436

Author(s):

Antar Tichavakunda ◽

Carlos Galan

Keyword(s):

High School ◽

Postsecondary Education ◽

College Readiness ◽

First Generation ◽

High School Graduates ◽

Critical Time ◽

Public High School ◽

College Ready ◽

Time Period

Often without guidance in completing college-related tasks, first-generation students face unique challenges during the summer before college. This case study investigates this critical time period by studying a cohort of 33 newly graduated students from the same urban, public high school. Guided by social capital, college readiness, and nepantla frameworks, results shed light on students’ barriers and pathways to transitioning to postsecondary education. The authors call for an extension of college readiness frameworks to the summer before college and also problematize the notion of a college-ready student.

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Educational Pathways and Work Value Trajectories

Sociological Perspectives ◽

10.1525/sop.2002.45.2.113 ◽

2002 ◽

Vol 45 (2) ◽

pp. 113-138 ◽

Cited By ~ 48

Author(s):

Monica Kirkpatrick Johnson ◽

Glen H. Elder

Keyword(s):

High School ◽

Young People ◽

Postsecondary Education ◽

Transition To Adulthood ◽

Work Values ◽

High School Graduates ◽

Educational Pathways ◽

Influence At Work ◽

Investments In Education ◽

Over Time

This study relates change and stability in work values to educational pathways in the transition to adulthood. Using panel data, we examine whether levels and rates of change in work values in the eight years after high school are linked to postsecondary education. Along some value dimensions, initial differences increased notably between those who finished their education with high school and those who obtained postsecondary degrees, with postsecondary students demonstrating larger change on average. Young people who continued their education beyond high school initially placed greater importance on having influence at work and less importance on job security than other young people. These tendencies strengthened over time. Along other dimensions, including extrinsic, altruistic, and social, high school graduates attached less importance to rewards over time, whereas those who obtained postsecondary degrees maintained their initial values to a greater extent. The findings are consistent with the idea that work values predict investments in education, yet also undergo change with continued schooling.

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After Commencement, Clarity

ASHA Leader ◽

10.1044/leader.ftr3.18042013.52 ◽

2013 ◽

Vol 18 (4) ◽

pp. 52-55 ◽

Cited By ~ 1

Author(s):

Linda Freeman

Keyword(s):

High School ◽

High School Graduates ◽

Autism Spectrum ◽

Speech Language Pathologists

Without the supports of IEP programming, high school graduates on the autism spectrum may struggle. Here are five ways speech-language pathologists in schools can help them transition to what's next.

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Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

Journal of Individual Differences ◽

10.1027/1614-0001.26.2.100 ◽

2005 ◽

Vol 26 (2) ◽

pp. 100-106 ◽

Cited By ~ 21

Author(s):

James D.A. Parker ◽

Donald H. Saklofske ◽

Laura M. Wood ◽

Jennifer M. Eastabrook ◽

Robyn N. Taylor

Keyword(s):

High School ◽

Emotional Intelligence ◽

Postsecondary Education ◽

Life Transition ◽

Full Time ◽

Major Life ◽

Long Term Stability ◽

Time Period ◽

Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

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