This article provides secondary statistical analysis of data from New Hampshire regarding the timing of information and decision-making in the college choice process. Findings support providing information and guidance to students earlier than has been traditionally considered.
This study examines dimensions of positive strategies for coping with the college environment among students from adverse backgrounds in relation to the different services and support systems students may access. The data analyzed was from a 2012 survey of enrolled college students who were recipients of a scholarship based on the severe adversity they had experienced prior to college and evidence of resilience.
This study investigates how underrepresented students experience the social contexts of their schools in relation to their college ambitions, and the particular attributes of schools’ social contexts that might facilitate their transition to four-year colleges.
This study updates and extends the literature on how families financially prepare for college and examines socioeconomic and racial/ethnic disparities in timing of college financial preparations. Using the High School Longitudinal Study of 2009, we find that socioeconomically privileged families have greater chances of financially preparing their children for college, and they often prepare very early in their child’s life.
This qualitative study explores the relevance of high school messages and curricular placement on the transition of Latino students into a university, particularly as they consider the meaning of the challenges they face in their first year of college.
In this paper the authors utilize a rational choice framework to examine the factors that influenced college choice for community college and for-profit college students.
This research analyzes key aspects of an alternative counseling model, the college coach program in Chicago Public Schools, using interviews with coaches and students. The results suggest that coaches use innovative advising strategies to increase students’ social capital, resulting in more students completing key college actions.
Drawing upon data from the first and second follow-up interviews of the Education Longitudinal Study of 2002 (ELS: 2002), this study investigated socio-demographic, motivational, and postsecondary contextual factors that explain community college students‘ baccalaureate expectations.
This article uses data from descriptive case studies of 15 high schools in five states to explore students’ perceptions and expectations of student financial aid and the contextual forces that influence these perceptions and expectations.
This article uses critical race theory to examine the current anti-affirmative action political climate and critiques both the call for colorblindness and liberalism’s ineffective defense.
Research on national systems of education helps explain the U.S. pattern of schooling. Three interrelated factors continue to shape the present transformation of U.S. higher education: the centrality of status competition, the lack of centralized political authority over schooling, and the loose connection between education and the economy.
The materials from The Condition of Education 1997 nicely document how American higher education is a mass enterprise on its way to being a universal one.
Discusses increased demand for higher education among high school students and the consequences of this trend: growth of two-year institutions, an increase in dropout or "stopout" rates among college students, and a probable increase in remedial courses in colleges.
The author argues that universities are as well equipped as and more obligated than most other social institutions to listen to, understand, and respond to problems in American society. The author suggests that the great universities of the 21st century will be judged by their ability to help solve the most urgent social problems.
This article discusses educational reform similar to Benjamin Franklin's original plan for the University of Pennsylvania.
Nationwide comparatively little time is being devoted to anguishing over the philosophy of open admissions; attention, instead, is focused on its implementation and viability. Colleges and universities across the nation are sending investigators to see what is going on at CUNY. New York City may have more young people involved and the size of its educational arena may be larger, but no major city in the nation can remain untouched by either the issues or the proposed solutions which are lumped under the rubric of Open Admissions.
The proper goal of a university education is the subject of serious discussion in many circles today.
In many ways this report is dated as it is being written. In a very
real sense it is inappropriate to use the library style of research for
art article on research in admissions. Much of the good work in this
area is done, not by the scholars of the field, but by the effective
working pragmatists who see a problem, collect some data, make
analyses, interpret the results in the context of the situation they
know so well, revise their operating procedures and proceed to
apply them. This approach leaves behind it none of the academic
fallout. No papers are written; none is cited. There is no record
except the hazy recall of the central figure—the person who did
The purpose of this study is to determine the particular effects and influences of the College Entrance Board examinations in mathematics upon the teaching of secondary school mathematics.
A review of the methods pursued in the various studies of school and college marks necessitates a classification of these studies according to the nature of the problems which they attack. From this point ofview they fall readily into three fairly distinct classes, which may be described as (1) studies of distribution, (2) studies of continuity, and (3) studies of comparison. In some investigations more than one of these types of problem may appear, but none has been observed which introduced marking problems of a different sort.
In the foregoing chapter the writer has attempted to arrange and criticize the various methods used in earlier studies dealing with school and college marks. Such a critique is necessary, since we propose to utilize similar materials. But there is another group of studies which demands consideration here because, while based upon different materials, it is directed toward problems similar to those raised in this investigation. However, it is the results and not the methods of these studies which are of interest at this point.
The problems raised in this investigation have already been stated, but it is desirable at this point to recall them to the reader's attention. To determine the influence exercised upon the eiiciency of a college student by the age at which he enters college, and by the general character of the high school from which he comes; that is our task. Two features constitute college efficiency in the meaning of the present study; first, the student's standing in his work, and second, his persistence in pursuing his course to the end.
This chapter deals with the comparative scholarship and persistence of the groups who entered at various ages, i. e., of the 17- year-old, the 18-year-old, the 19-year-old, etc., entrants. The 17- year-old entrants include students whose ages at the time of entering college ranged from 16 years, 6 months, to 17 years, 6 months. The 18-, 19-, and 20-year-old entrants, etc., each cover similar ranges.
This chapter aims to contrast the efficiency shown by those students who entered college at what may be deemed a normal entrance age, with that of those who entered before or after normal age.
We have now to seek an answer to one main question: Why were the pre-normal entrants superior, and the post-normal entrants inferior in college efficiency to the normal entrants?
Is there any consistent relation between the number of pupils enroled in the different high schools tributary to the university under discussion and the scholarship and persistence shown in college by their graduates?
Progress in dealing with college entrance requirements for a hundred years should be to the student of education a cure for pessimism. Down to 1807 the standard requirements were Latin, Greek, and arithmetic, but in that year geography was added to the list, and later English grammar, algebra, geometry, and ancient history were included. The teaching of astronomy in college and school led to a recognition of this subject and finally in the first half of the period a general treatise on the physical and chemical sciences under the title of natural philosophy was also accepted. Marked interest in the study of the natural sciences and the modern languages in the third quarter of the nineteenth century led to a recognition of these subjects as deserving a place in the studies for college admission.
Democracy has mot yet revealed its full meaning. The grounds of the democratic faith lie too deep to be patent; with every fresh study of them comes new insight into their profundity, and with every attempted application a new conception of their logical effects. We have recently seen the insurance companies taught the lesson of democratic responsibility; the railroads and the packers are studying the same text; and it would seem that holders of colossal fortunes may soon be forced to think carefully about the nature of private property in a democratic society. "Mutualization" is a sign of the times, pointing into untraveled depths of democratic theory.
The present is certainly a most opportune time for this discussion. A few years ago the general scheme of college entrance requirements seemed pretty well defined. Today we are awakening to our ignorance and are open to suggestions from all quarters. The growing recognition of music as a proper subject for entrance examinations is evidence in point. It may be that in this particular case the recognition was not wholly wise; that the cause of American music has far less to gain thereby than its friends have hoped; that preparatory music is likely to be to an even greater extent a fiasco than preparatory English has been.
"Shall vocational studies be accepted for entrance to college?" Before entering upon a discussion of the question it seems necessary to define "College" as the educational institution which confers upon its graduates the first bachelor's degree—A.B., B.S., or Ph.B. By vocational studies we mean those studies, which, either by their very nature or because of the point of view from which they are taught, tend to prepare directly for specific efficiency in handicraft, business, or profession.