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Author: Krystal Leigh Peralez
Publisher:
ISBN:
Category :
Languages : en
Pages : 298
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Book Description
Early college high schools (ECHSs) are secondary institutions designed to aid students with the transition from high school to college and reduce the achievement gap for minority, low-income, and first-generation students (Early College High School Initiative, 2008; The Council of State Governments, 2009). Most ECHS research is quantitative and focused on student enrollment, academic success, and matriculation to college. Factors that influence the student transition from high school to college have not been examined (Kaniuka & Vickers, 2010). This study more closely examines gaps in research by exploring how both formal and informal mechanisms of support help ECHS graduates with their adjustment to college life. Utilizing a transition framework, this exploratory study responds to four major research questions: (1) To what degree did the support students receive while enrolled in an ECHS aid in their transition from high school to college? (2) In what ways did students feel prepared or not prepared for their experiences in college? (3) What aspects of the transition did students find most and least challenging? (4) What components of support provided students with an understanding of what they would experience once enrolled in college? A qualitative case study format was used, and participants interviewed were ECHS graduates who recently completed the first year at a four-year institution. Through their interviews, the participants revealed they received a significant amount of academic support that helped them with their transition to a four-year institution, but were lacking in the support and knowledge they needed to negotiate their personal and social transition. The results suggest potential new directions for research focused on the transition from ECHSs to four-year institutions and for the type and quality of support students who participate in accelerated learning experiences like the ECHS receive once they begin their studies at a four-year institution.
Author: Krystal Leigh Peralez
Publisher:
ISBN:
Category :
Languages : en
Pages : 298
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Book Description
Early college high schools (ECHSs) are secondary institutions designed to aid students with the transition from high school to college and reduce the achievement gap for minority, low-income, and first-generation students (Early College High School Initiative, 2008; The Council of State Governments, 2009). Most ECHS research is quantitative and focused on student enrollment, academic success, and matriculation to college. Factors that influence the student transition from high school to college have not been examined (Kaniuka & Vickers, 2010). This study more closely examines gaps in research by exploring how both formal and informal mechanisms of support help ECHS graduates with their adjustment to college life. Utilizing a transition framework, this exploratory study responds to four major research questions: (1) To what degree did the support students receive while enrolled in an ECHS aid in their transition from high school to college? (2) In what ways did students feel prepared or not prepared for their experiences in college? (3) What aspects of the transition did students find most and least challenging? (4) What components of support provided students with an understanding of what they would experience once enrolled in college? A qualitative case study format was used, and participants interviewed were ECHS graduates who recently completed the first year at a four-year institution. Through their interviews, the participants revealed they received a significant amount of academic support that helped them with their transition to a four-year institution, but were lacking in the support and knowledge they needed to negotiate their personal and social transition. The results suggest potential new directions for research focused on the transition from ECHSs to four-year institutions and for the type and quality of support students who participate in accelerated learning experiences like the ECHS receive once they begin their studies at a four-year institution.
Author: Roberta Mae Rincon
Publisher:
ISBN:
Category :
Languages : en
Pages : 412
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Book Description
In an effort to improve the college completion rates of low-income and minority students, the early college high school model was introduced in 2002. Early college high schools offer students the opportunity to earn an associate’s degree upon high school graduation by providing access to college-bearing courses. This model has resulted in high school graduates entering four-year institutions of higher education as juniors and seniors rather than traditional freshmen. This research presents findings from a case study of students attending a four-year university in Texas. Data were collected through semi-structured interviews with university students that had transitioned from an early college high school. This study focuses on understanding the internal and institutional factors that help students manage the transition from an early college high school into a university environment. Findings show that external support systems play a significant role before, during, and after the transition. These findings indicate a need for clear communication between early college high schools, community colleges, universities, and students. Based upon the findings, I present implications for policy and practice and suggestions for future research.
Author: Terence Hicks
Publisher: Rowman & Littlefield
ISBN: 0761864792
Category : Education
Languages : en
Pages : 176
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Book Description
High School to College Transition Research Studies offers two uniquely designed sections that provide a mixture of quantitative and qualitative research findings surrounding a diverse group of college students. This ground-breaking book by Terence Hicks and Chance W. Lewis provides the reader with valuable findings on topics such as student/faculty interactions, academic/social integration, and college preparation.
Author: Gloria Woods-Weeks
Publisher:
ISBN:
Category :
Languages : en
Pages : 203
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Book Description
This study used Q Methodology to identify and examine the Early College High School graduates' perceptions of college readiness after completing year one of college. The data acquired was obtained from 34 former graduates of an early college high school located in the southeastern part of the United States. The study generated five unique claims or perspectives on the specific success factors endemic to the early college institution as perceived by graduates of the ECHS. The perceptions revealed that the participants view the success factors as a critical and needed support structure for students during their transition into the post-secondary academic environment. The findings discussed have the potential to further reinforce the emerging body of research on successful educational outcomes for ECHS students and to impact the theoretical and practical considerations of the ECHS as an alternative to the traditional high school model. This study seeks to contribute to the limited body of research that highlights the ECHS student's point of view concerning college readiness and the ECHS experience. Finally, empirical findings allow for a new analysis of the current literature and research.
Author: LaQuesha Foster
Publisher:
ISBN:
Category :
Languages : en
Pages : 458
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Book Description
Seldom are the experiences of Early College High School (ECHS) students studied while they are simultaneously working towards high school and college completion. Designed to assist with school reform, ECHS programs provide students with equity and educational opportunities that might not be available in a traditional high school setting. ECHS students are studied primarily to learn about ECHS policy or as first-time-in-college students, after they have transferred to a four year-institution or in comparison to other first-time-in-college students (Schlossberg, 2011). The purpose of this narrative study, utilizing Schlossberg's Transition theory, was to address the exploratory question: How do high school students navigate their transition to the community college while participating in an Early College High School program? Unstructured interviews, narrative inquiry, and thematic analysis were used develop stories and find emerging themes to understand the lived experiences of the participants as high school students participating in the ECHS program and to understand their ECHS experience at the community college. Three themes emerged from the data that aligned with Schlossberg's Transition Theory. These themes revealed more about Early College High School students who completed two years at the high school, or the ninth and tenth grade, and have transitioned to the community college to complete their junior and senior years in high school while simultaneously completing up to 60 hours or an associate degree
Author: Tracie Hope Anderson Swilley
Publisher:
ISBN:
Category : College preparation programs
Languages : en
Pages : 246
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Book Description
Being college and/or career ready is the standard set for high school graduates today in the United States. High schools have the task of making certain that students possess the skills necessary to be prepared for college and/or the workforce. Specific measures are outlined to assess college and career readiness. Dual enrollment programs allow students to be enrolled in college and high school at the same time. Students are given the opportunity to experience college courses while still in the supportive environment of their high school and families. This study depicts the transition to 4-year institutions of nine students from a rural school district who graduated with an associate degree as well as their high school diploma through a dual enrollment program. Based on Tinto’s (2017) Model of Student Motivation and Persistence, the goal of the study is to understand the impact of degree granting dual enrollment programs following graduation on students completing their first year in a 4-year college. Studies often show the benefits of dual enrollment programs and college entrance; however, little data were found to show how those dually enrolled students faired after completing 1 year of college. Being prepared for college includes factors other than academics, and this study strived to identify not only the academic, but also the psychological, emotional, and social impacts for students as they seek completion of their 4-year degree.
Author: Kenneth J. Burhanna
Publisher: Bloomsbury Publishing USA
ISBN: 1610691296
Category : Language Arts & Disciplines
Languages : en
Pages : 253
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Book Description
How can libraries and librarians across the educational continuum work together to support student transitions from high school to college, utilizing free or low-cost resources? This book supplies the answers. Informed Transitions: Libraries Supporting the High School to College Transition identifies the ways in which libraries and librarians can work together and create valuable resources that help students transition successfully to college—despite the challenges of increasing demand and diminishing resources. The book is organized into three sections: background, expectations, and skills; conversations and collaborations; and programs and resources. Section 1 establishes a foundational understanding of the libraries' role in supporting college transitions. Section 2 shares model conversations that move this work forward, stressing its collaborative nature. The third section highlights some well-established programs and resources that effectively support high school to college transitions. Practical information is provided throughout, pinpointing what high school students need to know to smoothly transition to college, spotlighting the expectations of college professors, and discussing audience-specific methods of working with students at the high school and college levels.
Author: William G. Tierney
Publisher: SUNY Press
ISBN: 1438457235
Category : Education
Languages : en
Pages : 234
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Book Description
Examines how states, schools, and postsecondary institutions might best help improve college readiness and completion. Though more students are entering college, many drop out, especially those who are low income and/or of color. To address this problem, educational stakeholders have focused on the concept of college readiness, or the preparation a student needs to succeed in college. However, what it means to be college ready and how to help more students become ready are questions without clear answers. By way of historical and contemporary analyses, this book uses California as a case study to demonstrate how the state has endeavored to make postsecondary opportunity accessible for all students. The contributors also explore the challenges that remain and address what states and schools can do to improve college readiness and completion. This book adds important information to the debates and discussions around this critical topic. Caroline Sotello Viernes Turner, coeditor of Understanding Minority-Serving Institutions
Author: Clifford Adelman
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.
Author: Laurie A. Schreiner
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072481
Category : Education
Languages : en
Pages : 225
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Book Description
When it was originally released, Thriving in Transitions: A Research-Based Approach to College Student Success represented a paradigm shift in the student success literature, moving the student success conversation beyond college completion to focus on student characteristics that promote high levels of academic, interpersonal, and intrapersonal performance in the college environment. The authors contend that a focus on remediating student characteristics or merely encouraging specific behaviors is inadequate to promote success in college and beyond. Drawing on research on college student thriving completed since 2012, the newly revised collection presents six research studies describing the characteristics that predict thriving in different groups of college students, including first-year students, transfer students, high-risk students, students of color, sophomores, and seniors, and offers recommendations for helping students thrive in college and life. New to this edition is a chapter focused on the role of faculty in supporting college student thriving.
