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1.
Past studies find that disadvantaged students in the United States are often misinformed about college costs and financial aid opportunities and thus may make sub-optimal decisions regarding college. This information problem may be even more serious in developing countries. We therefore conducted a cluster-randomized controlled trial to examine the effects of providing information on college costs and financial aid to high school students in poor regions of northwest China. We find that information increases the likelihood that students receive some types of financial aid. Information also positively affects the choice to attend college but does not seem to affect more specific college choices. 相似文献
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Sarah Ovink Demetra Kalogrides Megan Nanney Patrick Delaney 《Research in higher education》2018,59(5):553-590
Recently, multiple studies have focused on the phenomenon of “undermatching”—when students attend a college for which they are overqualified, as measured by test scores and grades. The extant literature suggests that students who undermatch fail to maximize their potential. However, gaps remain in our knowledge about how student preferences—such as a desire to attend college close to home—influence differential rates of undermatching. Moreover, previous research has not directly tested whether and to what extent students who undermatch experience more negative post-college outcomes than otherwise similar students who attend “match” colleges. Using ELS:2002, we find that student preferences for low-cost, nearby colleges, particularly among low-income students, are associated with higher rates of undermatching even among students who are qualified to attend a “very selective” institution. However, this relationship is weakened when students live within 50 miles of a match college, demonstrating that proximity matters. Our results show that attending a selective postsecondary institution does influence post-college employment and earnings, with less positive results for students who undermatch as compared with peers who do not. Our findings demonstrate the importance of non-academic factors in shaping college decisions and post-college outcomes, particularly for low-income students. 相似文献
3.
《The Journal of educational research》2012,105(2)
AbstractStudent teachers who scored high on the MTAI were rated more favorably by secondary school students who did not plan to attend college than by students who planned to attend college. The teachers who scored low on the MTAI were rated more favorably by their college-bound students. 相似文献
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In the face of shrinking government budgets and a growing need to train a high-skilled labor force, policymakers have become increasingly interested in cost-effective measures that induce more students to apply to and enroll in college. In this paper, we use a regression discontinuity design to identify the causal effect of students receiving information about their own college-readiness after taking the ACT on their subsequent college enrollment decisions. Using data from Colorado, where all high school students are required to take the ACT, we find that students who receive information that they are college-ready are no more likely to attend college than those that do not receive this information. We discuss possible reasons for these findings. 相似文献
6.
根据对我国大陆31个省市175所普通高校4.7万名2007级大学新生的调查发现：农村子女就读一般公办本科院校和公办高职高专院校的较多,而＂211＂高校和独立学院中城市子女占多数;与农村大学生相比,城市大学生对其所读大学达到＂满意＂的比例更高;择校时,城市大学生更看重＂父母、家人或其它亲属的影响或建议＂,而农村大学生更看重＂学费和生活费用因素＂。因子分析的结果表明：影响农村大学生择校的有＂高校自身的特征＂、＂外人的影响＂、＂地缘和学缘＂和＂高校招生宣传信息＂等4个主要因素,而影响城市大学生择校的3个主要因素分别是＂高校自身特征＂、＂地缘、学缘和特殊项目＂及＂外人的影响＂。 相似文献
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Elizabeth Stearns Stephanie Potochnick Stephanie Moller Stephanie Southworth 《Research in higher education》2010,51(4):366-395
Race shapes many aspects of students’ high school experiences that are relevant to the college admissions process. We examine
the racially-specific effects of high school course of study on college selectivity. Using NELS 1988–1994, we test how race
and track interactively predict the prestige of the first post-secondary institution attended. We find support for a “redemptive
equity model” of college prestige for Latinos, who attend more selective colleges than White students, net of background and
academic variables. Asian American students also attend more selective institutions than White students. Results for African-American
students are more complicated, in that the colleges they attend are not significantly different from those of Whites, on average.
When we exclude students who attend historically Black colleges and universities, however, African-American students attend
significantly more prestigious universities than Whites, net of other factors. We also find racially-specific effects of high
school course of study, with Latinos, Asian Americans, and African-Americans appearing to benefit more from taking more rigorous
academic courses than Whites. 相似文献
8.
Abstract A two-phase study of Extended Opportunity Programs and Services (EOPS) in California Community Colleges, involving comprehensive questionnaire surveys in 93 EOPS-funded colleges and site visits at 12 colleges, reveals that EOPS has proven successful in providing assistance to many who would not otherwise have been able to attend college. However, existing resources are not sufficient to meet the financial needs of many students in the colleges and many more potential students in the communities. The survey concludes that the colleges are successfully balancing the competing demands of financial assistance, to enable students to attend school, and services and assistance, to help students once they get to school. 相似文献
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高校图书馆电子阅览室与大学生信息素质的培养 总被引：1，自引：0，他引：1
高校图书馆电子阅览室的建立极大地满足了广大师生对信息的需求,但是,同时电子阅览室信息服务的现状也存在不足:电子阅览室等同于社会上的网吧;管理人员等同于一般收费员;大学生沉迷网络,不能自拔,道德沦落。因此,要培养和提高大学生的信息素质,必须加强电子阅览室的管理力度;深层次开发现有的馆藏信息资源,提高大学生对现有馆藏信息资源的利用率;积极开发利用互联网络信息资源,担负起网络信息导航员应有的作用。还要加强大学生自身修养,加强大学生的网络道德教育和法律教育。 相似文献
10.
A sample of 34 deaf undergraduate college students at Gallaudet University and 46 hearing undergraduate college students at the University of Maryland Baltimore County completed a questionnaire that asked about their knowledge and sources of information concerning the human immunodeficiency virus and acquired immunodeficiency syndrome (HIV/AIDS). The deaf students had significantly lower scores on an "HIV/AIDS Knowledge Index" than the hearing students. This difference could not be explained by the deaf students' gender, class standing, family structure, or father's or mother's education level. The deaf students obtained more of their information about HIV/AIDS from family and friends than the hearing students, who relied to a greater extent on teachers, television, and reading material. The interpersonal sources used by the deaf students are more prone to factual errors than formal sources. Deaf students need methods of educating themselves about HIV/AIDS that are more accurate and that recognize the importance of sources as well as the content of information. 相似文献
11.
Maryellen B. Miller 《Community College Journal of Research & Practice》2013,37(6):401-415
ABSTRACTSexually active college students in the United States have alarming rates of unplanned pregnancy and sexually transmitted infections. Varying degrees of sexual health knowledge and attitudes among college students are an outcome of sexuality education in the K-12 school systems with abstinence-only or comprehensive focus. Community college students (n = 737) aged 18–24 years, 57% from a college in an abstinence-only sex education state and 43% from a college in a comprehensive sex education state, both in the Mid-Atlantic region, took the Sexual Health Survey in October 2016, which measures sexual health knowledge and attitudes. Gender and ethnicity differences, as well as other sources of sexuality information were evaluated. Students from the comprehensive sex education state, New Jersey had higher sexual health knowledge and attitude scores than the students from the abstinence-only sex education state, Pennsylvania. Male students in New Jersey scored significantly higher in sexual health knowledge compared to male students in Pennsylvania, while female students in New Jersey had higher sexual health knowledge scores compared to the male students. Analysis of ethnicity revealed the New Jersey college sample had healthier sexual attitudes as compared to the Pennsylvania college sample, with notable distinction among Black students. The Internet, friends, and personal experiences were chosen by 75% of all students across both colleges as the top reported sources of sexuality information. In addition to advocating for comprehensive sex education, recommendations are made for sexual health initiatives in community colleges to provide sexual health instruction and support. 相似文献
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We examine the degree to which measures of student tastes and motivations are associated with the outcomes of three important higher education decisions and subsequent annual earnings. Within a sample of nearly 9000 students from the Baccalaureate and Beyond, we find that these measures are correlated with college type, college major, and highest postgraduate degree earned in generally predictable ways. For instance, students claiming it important to be well-off financially are significantly more likely to attend top public universities and major in Business or Engineering while students claiming it important to live near family are significantly less likely to attend top quality private institutions and significantly more likely to major in education. 相似文献
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Existing research finds minimal gains from attending elite US secondary schools. This paper estimates the causal effect of attending a selective public boarding school, an institutional model increasingly used by states to serve academically gifted students. Regression discontinuity estimates using multiple admissions thresholds show math score gains and college application and enrollment patterns that shift away from less competitive colleges. Effects are concentrated among minorities, students with lower prior individual achievement, from rural neighborhoods, or lower-achieving sending schools. The opportunity to attend selective boarding schools reduces the tendency of disadvantaged or under-represented students to attend a less selective college by at least one-quarter. 相似文献
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The authors draw from a 16-month ethnographic study to examine Latino middle school boys’ early college and career aspirations. Sources of information and support for students, as well as contextual factors that shaped students’ early career aspirations were explored. Findings indicate that early college and career exposure may allow Latino middle school males to form feasible college and career plans. While parents and older siblings served as sources of encouragement, teachers and other institutional agents played a more direct role in assisting students prepare and plan for college. The AVID program provided exposure and concrete information that allowed students to identify different colleges and admissions requirements. Findings from this study may be beneficial for school leaders who hope to engage Latino males during this critical stage of development and help improve their college participation rates. 相似文献
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Paula M. Fleming 《Equity & Excellence in Education》2013,46(1):87-90
This article discusses how an experimental social science curriculum has influenced Latina/o students' perspectives of their potential to graduate high school and attend college. The curriculum, which is called the Social Justice Education Project (SJEP), requires students to adopt a serious academic subjectivity to analyze and address social conditions that may undermine their future opportunities. The curriculum reflects graduate-level seminars in critical theory and participatory action research. Many students in the first cohort to participate in the program were labeled “at risk” of dropping out. These students not only graduated but also excelled with the advanced-level course work. Their exposure to advanced-level work was the best measure for preventing their premature departure from high school as well as preparation for college. The article concludes with recommendations for how universities can work with local schools to foster the type of academic climate that is conducive to success. 相似文献
17.
The impact of a college and career counseling program on economically disadvantaged gifted students and their subsequent college adjustment was assessed. Fifty‐five students from public high schools in a major urban school district in the midwest were compared to a group of economically advantaged students who participated in a special summer program for high school students at a private midwestern university. Results indicate that both before and after the program, the groups were similar with respect to the basis for their college choices, motivation to attend college, and career readiness. The economically disadvantaged students changed their plans to finance college as a result of the program and expected college to be significantly more lonely. A three‐year follow‐up revealed that economically disadvantaged gifted students were more likely to enroll at in‐state colleges, to experience college as significantly more boring, dull, and snobbish, and to have more difficulty adjusting socially and forming attachments to their universities. 相似文献
18.
Joy R. Lile Timothy M. Ottusch Terese Jones Leslie N. Richards 《Community College Journal of Research & Practice》2018,42(2):95-111
Dual-enrollment programs have been proposed as a useful way to ease students’ transition from high school to community college. Several studies have shown that dual enrollment produces positive effects for students, but less is known about the mechanisms these programs use to support student success. Symbolic interactionism suggests that clarity of the role of a college student may help students transition into this role with more ease. With new legislation allowing students to use Pell Grants to attend dual-enrollment programs, and other proposed policies to increase attendance at community college, research on the mechanisms that make dual enrollment successful is well-timed. This study takes a mixed method approach with an online survey (N = 101) and a series of focus groups (N = 15) to explore the experiences of dual-enrollment students from several high schools and one community college. Findings suggest that dual enrollment helped to enhance participants’ clarity of the college-student role, including who attends college, what skills are required, what college can lead to, and their own self-identification as college students. Sources of role expectations for these students included self-reflection and peer, family, teacher, and structural expectations. Students highlighted strengths and weaknesses of the dual-enrollment program in which they were enrolled. These findings have implications for practice, including the potential for dual enrollment to support low-income and first-generation college students in their transition to higher education. 相似文献
19.
Grace L. Francis Elizabeth Fuchs Andrew D. Johnson Sarah Gordon Amber Grant 《Psychology in the schools》2016,53(10):1045-1056
Opportunities are increasing for students with intellectual and/or developmental disabilities to attend postsecondary education programs located at college campuses around the nation. Students who attend postsecondary education programs experience numerous positive outcomes, including independent living skills and expanded social networks. However, although parent‐professional partnerships could significantly enhance long‐term outcomes such as competitive employment and independent living, there is a paucity of information about the nature of these partnerships in postsecondary settings. The purpose of this expository article is to describe how staff from a midwestern postsecondary education program facilitate parent‐professional partnerships through parent involvement and support. 相似文献
20.
Science educators are typically dismayed by the failure of students to use relevant scientific knowledge when reasoning about socioscientific issues. Except for the well-documented association between having more knowledge about a topic and a tendency to use that knowledge, the influences on students’ evaluation of information in socioscientific issues are not well understood. This study presents an initial investigation into the associations between upper elementary students’ attitudes towards science and their evaluation of information about a socioscientific issue. We surveyed the science attitudes of 49 sixth grade students and then asked them to evaluate information about a socioscientific issue (alternative energy use). Positive attitudes were associated with a more scientific approach to evaluating information in the task. When trying to make judgments, students with generally positive attitudes towards science were more likely to attend to scientific information than other sources. Scientific information, nonetheless, served a variety of socially oriented goals in students’ evaluations. These findings warrant further research on the relationship between science attitudes and reasoning about socioscientific issues and support the argument for connecting school science more clearly with everyday concerns. 相似文献