by Manka Varghese & Ronald Fuentes - 2020
This study examines why and how some emergent-bilingual students can successfully navigate their environments in order to apply for, get into, and complete a selective four-year college.
by Melissa Martinez, Isaac Torres & Katherine Lewis - 2019
This three-year, multi-site case study examined the college-going messaging at three racially and economically diverse public high schools in different regions of Texas. Findings suggest the need to: reconsider what a strong college-going culture entails, re-envision college-going cultures as dynamic, multi-layered, and responsive, reframe postsecondary opportunities so they are more expansive and varied, and re-evaluate inequities in college-going messaging and academic rigor.
by Amy Li & William Zumeta - 2019
Using data on the 50 American states from 1980 to 2013, this study examines the prioritization of state student aid relative to institutional support during periods of substantial declines in higher education spending. Student aid is found to be most often prioritized in such downturns and this is generally consistent within states over time, while states with higher aid funding per student and lower unemployment rates at the onset of a downturn are more likely to prioritize aid during the downturn.
by Robert Kelchen - 2019
The article examines the extent to which public colleges use the additional revenue gained from enrolling higher percentages of nonresident students, who typically pay higher prices, to make college more affordable for in-state students.
by Sarah Ryan - 2017
This study examines whether group-level variability in the utility of parent social capital can help explain the recent finding that parent income and education confer greater benefits among White youth, relative to similar Hispanic youth, when it comes to 4-year college enrollment.
by Jeffrey Harding, Maggie Parker & Robert Toutkoushian - 2017
This article provides secondary statistical analysis of data from New Hampshire regarding the timing of information and decision-making in the college choice process.
by Gregory Wolniak & Panagiotis (Panos) Rekoutis - 2016
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.
by Lara Perez-Felkner - 2015
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.
by Nicholas Hillman, Melanie Gast & Casey George-Jackson - 2015
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.
by Guadalupe Martinez & Regina Deil-Amen - 2015
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.
by Constance Iloh & William Tierney - 2014
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.
by Jennifer Stephan - 2013
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.
by Xueli Wang - 2013
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.
by Laura Perna & Patricia Steele - 2011
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.
by Edward Taylor - 2000
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.
by Richard Rubinson & David Hurst - 1997
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.
by Kevin Dougherty - 1997
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.
by David Baker & Thomas Smith - 1997
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.
by William Greiner - 1994
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.
by Sheldon Hackney - 1994
This article discusses educational reform similar to Benjamin Franklin's original plan for the University of Pennsylvania.
by Rebecca Strauss - 1971
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.
by Richard Olmsted - 1971
The proper goal of a university education is the subject of serious discussion in many circles today.
by Dean Whitla - 1969
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 work.
by Leslie Whitcraft - 1933
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.
by Benjamin Pittenger - 1917
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.
by Benjamin Pittenger - 1917
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.
by Benjamin Pittenger - 1917
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.
by Benjamin Pittenger - 1917
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.
by Benjamin Pittenger - 1917
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.
by Benjamin Pittenger - 1917
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?
