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Beginning with the high school class of 2015, Tennessee Promise will provide college coaching and last-dollar aid to every high school graduate making a seamless transition to community college. We examine the program that preceded this effort and evaluate its potential effect on college-going and college persistence. Knox Achieves originated in Knox County, Tennessee with the class of 2009. Eligibility was neither need-based nor merit-based, negating some of the application hurdles that accompany other aid vehicles. We find that program participation is strongly associated with an increased likelihood of graduating from high school and enrolling directly in college, albeit with a modestly lower chance of starting in a four-year college. The evidence suggests that aid per se is not the only lever by which Knox Achieves worked: college enrollment and college credit gains are largest among lower-income students who likely saw little to no scholarship aid from the program. 相似文献
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The proportion of U.S. high school students working during the school year ranges from 23% in the freshman year to 75% in the senior year. This study estimates how cumulative work histories during the high school years affect probability of dropout, high school academic performance, and the probability of attending college. Variations in individual date of birth and in state truancy laws along with the strength of local demand for low-skill labor are used as instruments for endogenous work hours during the high school career. Working more hours during the academic year does not affect high school academic performance. However, increased high school work intensity raises the likelihood of completing high school but lowers the probability of going to college. These results are similar for boys and girls, and so working during high school does not explain the widening gap in college entry between men and women. 相似文献
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Joan Wolffensperger 《Gender and education》1993,5(1):37-54
In the 1970s the vicissitudes of university education were an important impetus for female students and members of staff to formulate feminist criticism on science subjects. Women's studies came into being, aiming at transforming academic scholarship and women's experience in education. Now that women's studies themselves are becoming institutionalised, new problems have developed and we need to question if science is now less of a male dominated bastion. In this article a case study is presented on the ‘trials’ and ‘tribulations’ of female university students at Wageningen Agricultural University in The Netherlands. A theoretical framework is introduced and an analysis of empirical material offered. It is apparent that female students are rather critical of their studies, although generally they do not leave the university before graduating. The university teacher emerges as a gatekeeper, holding the key of the door to the academic community, and using knowledge as a key resource. 相似文献
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James P. Yess 《Research in higher education》1981,14(2):103-118
This study reveals and confirms earlier work regarding the positive influence of marriage on the scholastic achievement of community college students. It was found that marital status was an important predictor of community college graduating Q.P.A. in the following programs of study: Business Administration General, Business Administration Transfer, Executive Secretarial, and Nursing Education. Specifically, being a married woman appeared to place students in these programs at an academic advantage. It is suggested that researchers should look more closely at what marriage does to enhance a student's performance at the community college level. 相似文献
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The experiences of gifted students at the postsecondary level have not been studied widely. The goal of the present study was to explore and describe gifted students’ perceptions of their first year after high school regarding experiences of success and failure. Two focus groups were conducted with 12 students (8 males, 4 females) from different educational backgrounds, who had participated in a university-based enrichment program, to discuss topics related to their academic and socio-emotional experiences at a postsecondary level. Many students who attended vocational high schools experienced high levels of discomfort with their academic preparedness to face postsecondary education. Other initial problems were adapting socially to a new environment and perceiving themselves as “less” gifted than their peers. However, after these initial adjustment problems, students revealed high perseverance to face difficulties and a strong motivation for continuing the academic path they had outlined for themselves. Conducting longitudinal research and rethinking college services offered for gifted students are some of the implications discussed in this study. 相似文献
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Modeling Entrance into STEM Fields of Study Among Students Beginning at Community Colleges and Four-Year Institutions 总被引：1，自引：0，他引：1
Xueli Wang 《Research in higher education》2013,54(6):664-692
In this study, a theoretical model is tested to examine factors shaping the decision to pursue STEM fields of study among students entering community colleges and four-year institutions, based on a nationally representative sample of high school graduates from 2004. Applying the social cognitive career theory and multi-group structural equation modeling analysis, this research highlights a number of findings that may point to specific points of intervention along students’ educational pathway into STEM. This study also reveals important heterogeneity in the effects of high school and postsecondary variables based on where students start their postsecondary education: community colleges or four-year institutions. For example, while high school exposure to math and science courses appears to be a strong influence on four-year beginners’ STEM interest, its impact on community college beginners’ STEM interest, albeit being positive, is much smaller. In addition, college academic integration and financial aid receipt exhibit differential effects on STEM entrance, accruing more to four-year college students and less to those starting at community colleges. 相似文献
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Abstract One purpose in this study was to determine the percentage of subjects from a nationally representative sample of high school seniors who reported intentions to major in education and were actually majoring in education during a 2‐year follow‐up analysis. Results showed less than half the subjects were majoring in education. Moreover, subjects with the poorest high school academic proficiency scores were much less likely to be attending college or majoring in education. A second purpose of this study was to describe high school academic proficiency levels in mathematics, reading, and science among students majoring in education as compared to all other college majors. Results showed high school academic proficiency scores of secondary education majors faired better, overall, than the general 4‐year college population. Conversely, 4‐year college students in elementary and early childhood education were more apt to have left high school with some academic deficiencies, especially in the area of science among early childhood majors. 相似文献
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Abstract Two types of community colleges are described, one serving as a miniuniversity and the other as an opportunity center. The academic progress of 750 students from four community colleges, two classified as miniuniversities and two as opportunity centers, was compared in terms of (a) persistence, and (b) success after transferring to a senior institution. Institutions classified as opportunity centers were found to graduate a greater proportion of their students than did the miniuniversities. Academic performance after transferring to a senior institution was equivalent for students graduating from either type of institution. It is concluded that large numbers of community college students are unnecessarily discouraged and thereby deterred from higher education by community colleges that operate as miniuniversities and that the needs of most community college students are better served by the opportunity center. 相似文献
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Kelly B. Butzler 《学校用计算机》2016,33(1):11-23
ABSTRACTStudents at open-enrollment institutions enter college with a wide range of academic preparedness and are often required to take developmental classes to increase their academic skills to be successful in higher education. Further, few students possess self-regulated learning skills to aid in their learning. Researchers posited that academically at-risk students benefit from gains in self-regulated learning skills when a modeling and scaffolding approach is used to implement self-regulated learning tools. Self-regulated skills coupled with an active learning environment like the flipped classroom provide positive synergistic effects for academically at-risk students. This study compared several iterations of the flipped classroom in a general chemistry class at an open-enrollment college where high school class rank and mathematics placement level varied significantly. The results of the multiple regression analysis indicated that mathematics level and class rank were significant when predicting overall course grade regardless of the learning environment. The results of a paired-samples t test did not reveal a significant difference upon addition of note-taking and exam wrappers in a flipped classroom learning environment. However, students graduating high school in the top third, middle third, and bottom third of their graduating class increased their overall course grades in a flipped classroom using self-regulated tools by 7%, 3%, and 6%, respectively. To enhance the quantitative results, the author provides student comments on note-taking and the use of exam wrappers. 相似文献
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This study reports on the educational attainment of 62 college students with learning disabilities as compared to a sample of 58 peers matched on gender and ACT composite score (+/- 1 point or exact match). All students were native English speakers and were enrolled as degree candidates in a small, competitive, private, midwestern college. Groups were compared on age, high school preparation and performance, college grades, GPA at the end of each year of study, graduation and academic failure rate, and time taken to complete degree. Factors that may have influenced outcomes are discussed as are implications for college admissions officers, college students with learning disabilities, service providers, and academic advisors. 相似文献
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The underrepresentation of women in science, technology, engineering, and mathematics (STEM) fields is problematic given the economic and social inequities it fosters and the rising global importance of STEM occupations. This paper examines the role of the demographic composition of high school faculty—specifically the proportion of female high school math and science teachers—on college students’ decisions to declare and/or major in STEM fields. We analyze longitudinal data from students who spent their academic careers in North Carolina public secondary schools and attended North Carolina public universities. Our results suggest that although the proportion of female math and science teachers at a school has no impact on male students, it has a powerful effect on female students’ likelihood of declaring and graduating with a STEM degree, and effects are largest for female students with the highest math skills. The estimates are robust to the inclusion of controls for students’ initial ability. 相似文献
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Jeffrey T. Steedle Justine Radunzel Krista D. Mattern 《Journal of Educational Measurement》2019,56(2):331-360
Ensuring postsecondary readiness is a goal of K‐12 education, but it is unclear whether high school students should get different messages about the required levels of academic preparation depending on their postsecondary trajectories. This study estimated readiness benchmark scores on a college admissions test predictive of earning good grades in majors associated with middle‐skills occupations at 2‐year postsecondary institutions. Results generally indicated similarity between those scores, the corresponding scores for students preparing for high‐skills jobs requiring a bachelor's degree, and established readiness benchmarks for the general college‐going population. Subsequent analyses revealed small variation between readiness benchmarks for different college majors. Overall, results suggest that high school graduates need a strong academic foundation regardless of the postsecondary path they choose. 相似文献
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The role of high school racial composition and opportunities to learn in students' STEM college participation 
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下载免费PDF全文 Martha Cecilia Bottia Roslyn Arlin Mickelson Jason Giersch Elizabeth Stearns Stephanie Moller 《科学教学研究杂志》2018,55(3):446-476
We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major. We consider school racial composition and opportunities to learn as contexts that shape students' decisions regarding college majors. Results of cross‐classified hierarchical logistic models indicate that attending schools with predominantly White students is negatively associated with declaring a STEM major and with graduating with a STEM major irrespective of students' own race. The finding suggests that for students in North Carolina, attending racially isolated White high schools is related to a decrease in adolescents' participation in STEM during college. 相似文献
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To reflect academic challenges and enrollment patterns of today’s freshmen, this study measures the impact of high school
preparation, first-year academic performance, multi-institution enrollment, and financial aid support on second-year persistence.
Using multi-year cohorts at a public research university, results confirm the importance of including first-year math experience,
math intensity of the declared major, simultaneous enrollment at another college/university, and second-year financial aid
offers when measuring freshmen retention. The positive impact of a large-scale, state-funded scholarship program in widening
access to college must be balanced against findings that show academic performance and readiness to take on and pass first-year
math to be more important than aid in explaining freshmen dropout and transfer-out during both first and second semesters.
Middle-income students with greater levels of unmet need face an elevated departure risk, while academically well-prepared
freshmen with unmet need are more likely to transfer to other institutions. 相似文献
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Julia C. Duncheon 《Journal of Latinos & Education》2018,17(4):358-372
This case study explores the first year college transition experiences of a cohort of eight first generation Latinx students who graduated from the same low-performing urban high school. Drawing on Tara Yosso’s (2005) model of community cultural wealth, I examine the challenges students confronted at their respective postsecondary institutions and highlight connections to their high school preparation. Findings demonstrate how students mobilized aspirational, navigational, social, and familial wealth to overcome barriers and persist. This study suggests the value of applying asset-based frameworks to understand the college pathways of students of color. 相似文献
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AN INVESTIGATION OF CRITICAL MASS: The Role of Latino Representation in the Success of Urban Community College Students 总被引：3，自引：0，他引：3
Linda Serra Hagedorn Winny Chi Rita M. Cepeda Melissa McLain 《Research in higher education》2007,48(1):73-91
The community college has historically functioned as a primary access point to postsecondary education for Latino students.
This study, an investigation conducted through an analysis of the Transfer and Retention of Urban Community College Students
(TRUCCS) project, focuses on Latino students enrolled in urban “minority-majority” community colleges, where Latino students
have a high representation. The specific interest of this research is the role and effect of the level of representation of
Latino community college students on their academic outcomes. The relationship between the level of representation of Latinos,
and the levels of academic success are analyzed in concert with other variables, such as, the level of representation of Latino
faculty on campus, student age, attitude, academic integration, English ability and aspiration. Findings indicate a relationship
between academic success of Latino community college students and the proportion of Latino students and faculty on campus.
The findings thus suggest that a critical mass of Latinos may be a positive influence encouraging “minority” students to higher
academic performance. 相似文献