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Author: Wendy C. Felton
Publisher: Author House
ISBN: 1477261044
Category : Reference
Languages : en
Pages : 98
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Book Description
As a middle - or high-school student, what if you discovered there is an easier way to get into college? What if you figured out how to turn your so-so grades into good grades, or your good grades into great grades to get into college? What if you learned that it does not matter how much money you have -- or don’t have -- to get into college? What if your dream to become whatever you want was just a matter of focusing now on your future? The College Access Workbook transforms your “what ifs” into “why nots.” This how-to guide targets your future with precision, pinpointing what steps to do, when and where to do them, how to achieve your personal best in middle and high school, and how to pay for college. And now, the final question: Why not position yourself for success?
Author: Laura W. Perna
Publisher: Routledge
ISBN: 1135106703
Category : Education
Languages : en
Pages : 253
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Book Description
Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students. Describing trends in various outcomes along the pathway from college access to completion, this volume documents persisting gaps in outcomes based on students’ demographic characteristics and offers recommendations for strategies to raise student attainment. Graduate students, scholars, and researchers in higher education will find The State of College Access and Completion to be an important and timely resource.
Author: Tyrone C. Howard
Publisher: Teachers College Press
ISBN: 0807757640
Category : Education
Languages : en
Pages : 193
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Book Description
Nothing provided
Author: James E. Rosenbaum
Publisher: Russell Sage Foundation
ISBN: 1610444787
Category : Education
Languages : en
Pages : 281
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Book Description
Enrollment at America's community colleges has exploded in recent years, with five times as many entering students today as in 1965. However, most community college students do not graduate; many earn no credits and may leave school with no more advantages in the labor market than if they had never attended. Experts disagree over the reason for community colleges' mixed record. Is it that the students in these schools are under-prepared and ill-equipped for the academic rigors of college? Are the colleges themselves not adapting to keep up with the needs of the new kinds of students they are enrolling? In After Admission, James Rosenbaum, Regina Deil-Amen, and Ann Person weigh in on this debate with a close look at this important trend in American higher education. After Admission compares community colleges with private occupational colleges that offer accredited associates degrees. The authors examine how these different types of institutions reach out to students, teach them social and cultural skills valued in the labor market, and encourage them to complete a degree. Rosenbaum, Deil-Amen, and Person find that community colleges are suffering from a kind of identity crisis as they face the inherent complexities of guiding their students towards four-year colleges or to providing them with vocational skills to support a move directly into the labor market. This confusion creates administrative difficulties and problems allocating resources. However, these contradictions do not have to pose problems for students. After Admission shows that when colleges present students with clear pathways, students can effectively navigate the system in a way that fits their needs. The occupational colleges the authors studied employed close monitoring of student progress, regular meetings with advisors and peer cohorts, and structured plans for helping students meet career goals in a timely fashion. These procedures helped keep students on track and, the authors suggest, could have the same effect if implemented at community colleges. As college access grows in America, institutions must adapt to meet the needs of a new generation of students. After Admission highlights organizational innovations that can help guide students more effectively through higher education.
Author: Wendy C. Felton
Publisher: Author House
ISBN: 1477261044
Category : Reference
Languages : en
Pages : 98
Get Book Here
Book Description
As a middle - or high-school student, what if you discovered there is an easier way to get into college? What if you figured out how to turn your so-so grades into good grades, or your good grades into great grades to get into college? What if you learned that it does not matter how much money you have -- or don’t have -- to get into college? What if your dream to become whatever you want was just a matter of focusing now on your future? The College Access Workbook transforms your “what ifs” into “why nots.” This how-to guide targets your future with precision, pinpointing what steps to do, when and where to do them, how to achieve your personal best in middle and high school, and how to pay for college. And now, the final question: Why not position yourself for success?
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on 21st Century Competitiveness
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 62
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Book Description
Author: Center for Student Opportunity
Publisher: Sourcebooks, Inc.
ISBN: 1402244053
Category : College costs
Languages : en
Pages : 434
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Book Description
"At a young age, you really don't think about college but this book tells you that it is possible. Don't ever think there is not money out there or there's not a spot for you. Now I'm really sure that I am going to get into college." -Rochelle, 11th grade, Gertz-Ressler High School/The Fulfillment Fund, Los Angeles, CA The College Access & Opportunity Guide is the first of its kind-a comprehensive college guidebook designed to help first-generation, low-income, and minority students make their college dreams a reality! 284 colleges and universities committed to access, opportunity, and success You will see some familiar names and others that are not so familiar. But what bonds these institutions are the outreach efforts, scholarship and financial aid opportunities and support and retention services that each has to offer. Do you KnowHow2GO? Learn the steps you need to take Follow KnowHow2GO's plan for first-generation and other underrepresented students to take the steps necessary to go to college. Insider advice from college students and other experts Read articles and stories that share insight and firsthand experience on what it takes to get to college and succeed. Valuable information for parents and mentors, en Español también Whether you're a parent, guardian, teacher, mentor, or other caring adult, chances are there's a teen in your life who wants to go to college. We offer advice for guiding the student in your life to college. Si eres un padre, tutor, maestro, o un adulto comprensivo, existe la posibilidad que un adolecente en tu vida quiere ir a la universidad. Nosotros oferecemos consejo para ayudar aquel estudiante en tu vida tomar los pasos necesarios para entrar en la universidad. "Our students have found this guidebook essential to their college searches. It is easy to navigate and targets the information that's most important to them. There's no other resource that offers this kind and quality of information. 'Opportunity' is the perfect word; that's just what our students need!" -Debbie Greenberg, College Bound St. Louis, St. Louis, MO "I began using the College Access & Opportunity Guide with my upper division students, but very soon the other students were asking to see it. Since I had only one copy, I would have a waiting list to look at the book. It became the focus of our group meetings and soon the students started calling it 'the red college bible.' In the end, we decided to give all of our sophomores their own copy to set them on the right path to college." --Linda Perez, Achieve/Gerson Bakar Foundation, San Francisco, CA
Author: Laura W. Perna
Publisher: Routledge
ISBN: 113510669X
Category : Education
Languages : en
Pages : 253
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Book Description
Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students. Describing trends in various outcomes along the pathway from college access to completion, this volume documents persisting gaps in outcomes based on students’ demographic characteristics and offers recommendations for strategies to raise student attainment. Graduate students, scholars, and researchers in higher education will find The State of College Access and Completion to be an important and timely resource.
Author: R. Evely Gildersleeve
Publisher: Peter Lang
ISBN: 9781433105548
Category : Education
Languages : en
Pages : 260
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Book Description
Fracturing Opportunity demonstrates a simple yet profound idea - that educational opportunity is learned. And if it is learned, then it can be taught and taught more equitably. This book brings sociocultural theories of learning and development to bear on the persistent problems of inequality in college access, and presents an innovative framework for understanding and addressing the historic inequities that plague educational opportunity. Through ethnographic documentation of Mexican migrants' educational experiences, the book moves beyond traditional inquiry on aspiration, academic preparation, and college matriculation to explore the deeper, more fundamental sense-making processes that mediate how students among the most vulnerable cultural communities in the United States engage in college-going. This is an excellent text for educators and researchers interested in equal educational opportunity generally, Mexican migrant and Chicano education in particular, and scholars interested in applied critical sociocultural theory and critical ethnographic methods.
Author: Joy Blanchard
Publisher: Bloomsbury Publishing USA
ISBN: 1440852200
Category : Education
Languages : en
Pages : 397
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Book Description
Providing a comprehensive review of pressing issues roiling American college campuses today, this book is a valuable resource for students and scholars alike. People often refer to America's colleges and universities as "Ivory Towers," a term that implies that campuses are innocent places of study largely insulated from wider societal concerns. In actuality, our nation's universities are hotbeds of controversy. Some of these sources of heated debate relate directly to access to the college experience, such as the rising cost of tuition and admission policies related to student diversity. Others reflect wider societal schisms, such as divisions over sexual assault (both causes and responses) and "political correctness." Controversies on Campus: Debating the Issues Confronting American Universities in the 21st Century examines the myriad controversies regarding today's college campuses and student bodies, such as tuition costs, campus rape, academic freedom/free speech, gun policies, binge drinking, "hook-up" culture, corporatization of academic research, poverty-level wages of adjunct faculty, and student-athletes in the era of big-money amateur sports. The book objectively examines these issues and others, taking care to not only present up-to-date quantifiable data to help readers understand the controversy but also to provide a fair and impartial summary of perspectives on the issue in question. It is a one-stop resource for learning about a wide range of issues and controversies confronting American colleges and universities and the people—students, professors, and administrators—who comprise those communities.
Author: Natasha Quadlin
Publisher: Russell Sage Foundation
ISBN: 161044910X
Category : Social Science
Languages : en
Pages : 284
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Book Description
Americans now obtain college degrees at a higher rate than at any time in recent decades in the hopes of improving their career prospects. At the same time, the rising costs of an undergraduate education have increased dramatically, forcing students and families to take out often unmanageable levels of student debt. The cumulative amount of student debt reached nearly $1.5 trillion in 2017, and calls for student loan forgiveness have gained momentum. Yet public policy to address college affordability has been mixed. While some policymakers support more public funding to broaden educational access, others oppose this expansion. Noting that public opinion often shapes public policy, sociologists Natasha Quadlin and Brian Powell examine public opinion on who should shoulder the increasing costs of higher education and why. Who Should Pay? draws on a decade’s worth of public opinion surveys analyzing public attitudes about whether parents, students, or the government should be primarily responsible for funding higher education. Quadlin and Powell find that between 2010 and 2019, public opinion has shifted dramatically in favor of more government funding. In 2010, Americans overwhelming believed that parents and students were responsible for the costs of higher education. Less than a decade later, the percentage of Americans who believed that federal or state/local government should be the primary financial contributor has more than doubled. The authors contend that the rapidity of this change may be due to the effects of the 2008 financial crisis and the growing awareness of the social and economic costs of high levels of student debt. Quadlin and Powell also find increased public endorsement of shared responsibility between individuals and the government in paying for higher education. The authors additionally examine attitudes on the accessibility of college for all, whether higher education at public universities should be free, and whether college is worth the costs. Quadlin and Powell also explore why Americans hold these beliefs. They identify individualistic and collectivist world views that shape public perspectives on the questions of funding, accessibility, and worthiness of college. Those with more individualistic orientations believed parents and students should pay for college, and that if students want to attend college, then they should work hard and find ways to achieve their goals. Those with collectivist orientations believed in a model of shared responsibility – one in which the government takes a greater level of responsibility for funding education while acknowledging the social and economic barriers to obtaining a college degree for many students. The authors find that these belief systems differ among socio-demographic groups and that bias – sometimes unconscious and sometimes deliberate – regarding race and class affects responses from both individualistic and collectivist-oriented participants. Public opinion is typically very slow to change. Yet Who Should Pay? provides an illuminating account of just how quickly public opinion has shifted regarding the responsibility of paying for a college education and its implications for future generations of students.
