Download or read book Bridge to Postsecondary Success written by Hilary Pennington and published by . This book was released on 2004 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: To thrive in the 21st century economy, all young people will need some education beyond high school. Whether in two- or four-year colleges or in programs granting credentials for employment in family-sustaining careers, obtaining postsecondary education and training has become imperative--all the more so in an era when employers now require the same kinds of skills as colleges. For Ohio to increase dramatically the number of students prepared for and completing education beyond high school, it must treat high school reform as part of a pipeline to postsecondary learning, not an end in itself. The state should give priority to policies that increase the college preparedness of high school students, smooth the transition between high school and postsecondary education or training, and reconnect dropouts to education pathways toward postsecondary credentials. The purpose of this report is to provide the Ohio State Board of Education Task Force on Quality High Schools for a Lifetime of Opportunities with strategies to consider for achieving these goals. To improve its high schools and increase their ability to prepare students for today's economy, the report recommends that Ohio must concentrate on four critical parts of its education pipeline: (1) Improve the level of high school preparation so that more youth graduate "college ready;" (2) Improve the transition between secondary and postsecondary education; (3) Reconnect dropouts to educational pathways toward postsecondary credentials; and (4) Build a supportive systemic context enabling more communication and interaction across the secondary and postsecondary sectors.
Download or read book College and Career Transition written by Stephany Glover and published by . This book was released on 2018 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: A combination of interview, observational and document analysis data was collected from both schools. Two administrators, four teachers and four counselors were interviewed between both sites. The following themes emerged upon analysis of all data: (a) culturally relevant skill building among bridge students is crucial to their academic and transitional success, and (b) teacher training and buy-in are necessary to effectively nurture the self-advocacy skills that are required for bridge students to transition successfully into postsecondary life. The theoretical framework, Schlossberg’s Transition Theory, guided the discovery and exploration of those institutional protocols that act as either facilitators or barriers to the overall advancement of bridge students.
Download or read book From High School to College written by Michael W. Kirst and published by Jossey-Bass. This book was released on 2004-04-30 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt: Publisher Description
Download or read book Getting Serious about the GED written by Schuyler Center for Analysis and Advocacy and published by . This book was released on 2009 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Supporting the Dream written by Charis McGaughy and published by Corwin Press. This book was released on 2015-04-22 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational partnerships for postsecondary readiness – your resource guide is here! High school graduates want to be prepared to succeed in life after high school; for most that includes completing some form of postsecondary education. This thoroughly researched guide to building and sustaining effective, cross-system partnerships between high schools, colleges, and regional and local communities will help educators support students’ college and career readiness. College and career readiness experts, McGaughy and Venezia lead education stakeholders through a step-by-step process that improves postsecondary outcomes for all students. This book stresses the need to build effective working relationships and offers practical, actionable, information and straightforward strategies to help you: Identify needs Leverage existing relationships, programs and resources Build and sustain regional and local partnerships Implement a plan to measure key outcomes and provide comprehensive supports to ensure postsecondary readiness Connect policies and practices across partnerships to benefit student learning Communicate and work across partnerships to support successful student transitions Includes key research findings, real-world examples and reflections, and templates to guide your work to support improved student learning. "As high schools strive to partner with post-secondary institutions to improve their students’ college readiness, they will find the how-to answers here." Dave Daniels, Principal Susquehanna Valley Senior High School "I found the material interesting, engaging, and important. This book provides a solid rationale for partnership, provides a blueprint that is detailed enough to be helpful and loose enough to make clear that there is no one way approach but rather than their partnership must reflect their context." Natalie B. Schonfeld, Director Student Transition Services, University of California, Irvine
Download or read book The Bridge to Postsecondary Education for Students with Disabilities written by Sandra Coffman Fritton and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Perceptions of college Disability Support Services (DSS) and school system personnel regarding emerging best practices, adequacy of preparation of students with disabilities to access accommodations in college, and communication across systems were examined in this study. Once in college, students with disabilities have a lower rate of completion/success than their peers. Accommodations promote success in college, yet students with disabilities are not accessing them, thereby reducing their success. Adequacy of student preparation to access accommodations and communication across systems affects the access of accommodations by college students with disabilities. This study is qualitative, with 43 participants. It includes DSS personnel from five, four-year and five, two-year colleges/universities and transition personnel from five public school divisions in Virginia. Snowball sampling and a guided interview format were used. Rigor was addressed through triangulation, including document and web review. Results indicate that differences between the ADA and IDEA require students, teachers, and parents of students with disabilities to have knowledge of students' rights and responsibilities under the ADA to prepare them for accessing accommodations in college. Students were more likely to be prepared when they had knowledgeable and supportive parents, transition teams, and teachers/case managers. Characteristics of individual students also help determine the effectiveness of student preparation. School system participants feel they have lack of access to students with disabilities transitioning to college to effectively prepare them for accessing accommodations in college. They also lack feedback about preparation effectiveness. Participants believe additional communication is needed. Existing communication is directional with school system staff making requests of DSS staff. There is also need for additional college outreach to school systems and a structure for ongoing communication is desired. It is recommended that best practices in preparation and communication be identified, knowledge of transition teams/parents be improved, and usefulness of the Summary of Performance be determined. Development of a system for students with less severe disabilities for transition preparation and a system for increased feedback and communication between systems personnel is needed. The VDOE and SCHEV should work to improve avenues for joint preparation and develop goals and an action plan for implementation.
Download or read book Building Bridges to Success written by Texas Higher Education Coordinating Board and published by . This book was released on 2010 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Concurrent and Dual Credit written by Todd Arron Loftin and published by . This book was released on 2012 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most significance social challenges facing the United States is increasing the number of students entering postsecondary education and having them persist to degree completion. To accomplish this undertaking, more first-generation college students must matriculate and find academic success. Considerable research exists concerning the barriers first-generation students must overcome; however, little research exists regarding the benefits of participating in dual and concurrent credit coursework as a way to increase confidence and prepare for the rigors of higher education. The purpose of this correlational, quantitative, exploratory study was to consider the impact of dual and concurrent credit on the GPA and persistence of full-time, first-generation college students at a land-grant, four-year, research institution. The theoretical framework for the study rested on Tinto's Theory of Academic and Social Integration and Astin's Theory of Involvement. This research design was selected to focus on the predictive relationship between full-time, first-generation college students who completed dual/concurrent credit classes and those who did not. Three research questions were postulated focusing on demographics and first-to-second year GPA and persistence utilizing institutional data. The study included full-time, first generation college students at the University of Arkansas enrolled during a fall semester between 2004 and 2008. Variables considered included: gender, ethnicity, age, ACT scores, and prior credit hours earned. Results revealed that students were more likely to be female, Caucasian, age 19 or younger, and scored an average of 28 on their ACT. An ANCOVA and linear regression, using the demographic variables, reported the variability and numeric impact of dual/concurrent participation on a student's GPA. A logistic regression was calculated to determine dual/concurrent credit's effect on first-generation persistence. A multiple regression found that dual/concurrent credit had a nonsignificant, but positive effect on GPA and a logistic regression found a significant positive effect on retention. The current study helps fill a gap in the literature by addressing dual/concurrent credit and its impact on first-generation postsecondary students. This research may prove useful to practitioners and policy makers searching for ways to help first-generation students bridge the gap from high school to postsecondary education.
Download or read book Piecing Together the Student Success Puzzle Research Propositions and Recommendations written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-10-13 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creating the conditions that foster student success in college has never been more important. As many as four-fifths of high school graduates need some form of postsecondary education to be economically self-sufficient and manage the increasingly complex social, political, and cultural issues of the 21st century. But about 40 percent of those who start college fail to earn a degree within 6 or 8 years, an unacceptably low number. This report examines the complicated array of social, economic, cultural and educational factors related to student success in college, defined as academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, and attainment of educational objectives. Although the trajectory for academic success in college is established long before students matriculate, most institutions can do more than they are at present to shape how students prepared for college and they they engage in productive activities after they arrive. This is the 5th issue of the 32nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Download or read book Building Bridges to Success written by Texas Higher Education Coordinating Board and published by . This book was released on 2012 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Download or read book Beating the Odds written by Arthur Levine and published by Jossey-Bass. This book was released on 1996 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Renowned educator Arthur Levine and coauthor Jana Nidiffer explore how some people overcome the most desperate circumstances to achieve the seemingly unreachable goal of a college degree. Drawing on their own study of 24 students, the authors detail the factors--relationships, resources, and activities-- that made a difference and allowed these students to go as far as they did.
Download or read book Co Design Co Delivery and Co Validation written by Joel Vargas and published by . This book was released on 2015 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this paper--and the series of which it is a part--is on improving student learning during the crucial period spanning grade 12 and the first year of college in order to build momentum for college success. In the introductory paper to this series, "Why 12th Grade Must Be Redesigned Now--and How," Jobs for the Future names this period the "transition zone" and argues that it is time for high schools and colleges to consider taking joint responsibility for the college and career readiness of students during these two years. This series suggests a "shared transition zone," in which secondary and postsecondary education systems and institutions would collaborate in key ways to bridge existing gaps and substantially increase the percentage of youth prepared for college and careers. While high schools and colleges have their own distinct roles in educating students--and are trying to make improvements in their respective systems--their shared interest in student success comes closest to converging at the end of high school and the beginning of college. The needs of young people leaving one institution and entering another are quite similar, but the leaps in academic and cultural expectations are quite large. We suggest that it is at this juncture where sharing responsibility for the same students in a shared transition zone can have a greater effect than acting apart. In this paper, the authors outline the principles of co-design, co-delivery, and co-validation that must guide the new partnerships between high school and college campuses and systems to raise college readiness and success. They describe the practices of exemplary partnerships around the country and suggest policies to promote the development of more partnerships that can spread this innovative work. [For the first paper in this series, "Why 12th Grade Must Be Redesigned Now--and How," see ED560768.].
Download or read book Putting Students in the Driver s Seat written by Sam Seidel and published by . This book was released on 2012 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: LifeLink is an innovative college bridge and retention program, developed and run by Good Shepherd Services, a nonprofit community agency providing youth development, education, and family services. Good Shepherd Services partners with the New York City Department of Education to help students who have struggled in school, or who have dropped out altogether, to graduate. LifeLink provides an efficient, centralized postsecondary bridging and support opportunity to students from across Good Shepherd Services' schools and programs. Through just two sites--one in Brooklyn and one in the Bronx--LifeLink enables graduates from any of the organization's schools and programs to transition into and complete college. This guide provides an overview of the LifeLink program for educators and community leaders seeking to improve postsecondary outcomes for off-track and out-of-school youth. (Contains 5 endnotes.).
Download or read book Summer Bridge Programs What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2016 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Summer bridge programs" are designed to ease the transition to college and support postsecondary success by providing students with the academic skills and social resources needed to succeed in a college environment. These programs occur in the summer "bridge" period between high school and college. Although the content of summer bridge programs can vary across institutions and by the population served, they typically last 2-4 weeks and involve (a) an in-depth orientation to college life and resources, (b) academic advising, (c) training in skills necessary for college success (e.g., time management and study skills), and/or (d) accelerated academic coursework. The What Works Clearinghouse (WWC) identified one study of "summer bridge programs" that both falls within the scope of the Supporting Postsecondary Success topic area and meets WWC group design standards. This study meets WWC group design standards with reservations. The study included 2,222 undergraduate students enrolled at Georgia Tech. Based on the study, "summer bridge programs" were found to have potentially positive effects on postsecondary attainment for postsecondary students. The following are appended: (1) Research details for Murphy et al. (2010); (2) Outcome measure for the degree attainment (college) domain; and (3) Findings included in the rating for the degree attainment (college) domain. [Study that meets WWC group design standards with reservations was: Murphy, T. E., Gaughan, M., Hume, R., & Moore, S. G. Jr. (2010). "College graduation rates for minority students in a selective technical university: Will participation in a summer bridge program contribute to success?" "Educational Evaluation and Policy Analysis," 32(1), 70-83. doi: 10.3102/0162373709360064. See EJ880616 to view the study.].
Download or read book Excellence Gaps in Education written by Jonathan A. Plucker and published by Harvard Education Press. This book was released on 2020-01-15 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: 2017 Texas Association for Gifted and Talented Legacy Scholar Book Award 2017 National Association of Gifted Children Scholar Book of the Year Award In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. Drawing on the latest research and a wide range of national and international data, the authors outline the scope of the problem and make the case that excellence gaps should be targeted for elimination. They identify promising interventions for talent development already underway in schools and provide a detailed review of potential strategies, including universal screening, flexible grouping, targeted programs, and psychosocial interventions. Excellence Gaps in Education has the potential for changing our national conversation about equity and excellence and bringing fresh attention to the needs of high-potential students from underrepresented backgrounds.
Download or read book Pathways to Postsecondary Success written by Daniel Solórzano and published by . This book was released on 2013 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt:
