scholarly journals Assessment of Virtual Physics Lab (VPL) in summer course for pre-college preparation.

2020 ◽  
Author(s):  
Varun Kumar Karingula ◽  
Hazim El-Mounayri ◽  
Tamer Wasfy ◽  
Hatem Wasfy ◽  
Jeanne Peters
Keyword(s):  
College Preparation

Stepfamily Involvement in and out of School and (Step)children’s College Preparation Behaviors: A Latent Cluster Analysis

2021 ◽  
pp. 0192513X2199387
Author(s):  
Jacqueline Bible ◽  
David T. Lardier ◽  
Frank Perrone ◽  
Brad van Eeden-Moorefield
Keyword(s):  
High School ◽  
Cluster Analysis ◽  
Longitudinal Study ◽  
Latent Class Analysis ◽  
College Preparation ◽  
Latent Class ◽  
Educational Experiences ◽  
Class Analysis ◽  
Out Of School

Using a latent class analysis (LCA) with data from a subsample of children in stepfamilies ( N = 6,637) from the 2009 High School Longitudinal Study (HSLS), this study examined how stepfamily involvement in their (step)child’s education in and outside of school influenced their (step)child’s college preparation. Stepfamily involvement in their (step)child’s education in school (e.g., help with homework) and outside of school (e.g., educational experiences such as going to a museum) may help overcome challenges associated with academic and college preparation for children in stepfamilies. Results broadly indicate students with higher stepfamily involvement in education in and out of school had (step)parents who believed that college was attainable, students engaged in more activities that would prepare them for their future, and students took more AP/IB level courses and tests. Together, findings suggest that stepfamily involvement in education both in and out of school is important for their (step)child’s college preparation behaviors.

Advanced Placement: The Dual Challenge of Equal Access and Effectiveness

2018 ◽  
Vol 88 (5) ◽  
pp. 671-711 ◽  
Author(s):  
Suneal Kolluri
Keyword(s):  
High School ◽  
Literature Review ◽  
Advanced Placement ◽  
Private Schools ◽  
College Preparation ◽  
Equal Access ◽  
Equitable Access ◽  
College Credit ◽  
Extant Literature ◽  
College Ready

The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school. The curriculum was initially designed for “superior” students at exclusive private schools. Recently, however, the AP program has expanded to serve more students from marginalized backgrounds, and equitable access has become one of its core objectives. Scholars have questioned whether AP can continue to offer effective college preparation while expanding beyond the populations it was initially designed to serve. This literature review summarizes existing research on whether the AP program has achieved its dual goals of equal access and effectiveness. The extant literature suggests that, despite impressive gains in access to AP, significant barriers remain to its becoming a program that ensures equal access for all students and effectively prepares them for college coursework. Assessing whether these barriers can be overcome, however, demands new approaches to AP research.

College Preparatory Program for Visually Impaired Students: An Evaluation

1978 ◽  
Vol 72 (2) ◽  
pp. 55-58
Author(s):  
Virgene Martin ◽  
Roger Martin ◽  
Lawrence Hapeman
Keyword(s):  
High School ◽  
High School Students ◽  
Visually Impaired ◽  
College Preparation ◽  
College Preparatory ◽  
Rehabilitation Counselors ◽  
Summer Program ◽  
School Students ◽  
Preparatory Program ◽  
Visually Impaired Students

The effectiveness of a nine-week college preparation summer program for visually impaired high school students is evaluated. Feedback from the students and their rehabilitation counselors indicates that the program increased the readiness of the students in the areas of communication, studying, personal-social and mobility.

“It's Different Here”: Complicating Concepts of College Knowledge and First Generation through an Immigrant Lens

2018 ◽  
Vol 120 (11) ◽  
pp. 1-36
Author(s):  
Chrystal A. George Mwangi
Keyword(s):  
United States ◽  
College Preparation ◽  
First Generation ◽  
Immigrant Families ◽  
The United States ◽  
College Knowledge ◽  
K 12 ◽  
First Generation To College ◽  
College Educated ◽  
The U.S

Background/Context Children of immigrants are the fastest growing segment of the U.S. child population, and these children are increasingly entering the U.S. educational pipeline and seeking access to college. Gaining access to college in the United States requires college knowledge. Yet, obtaining college knowledge can be difficult for immigrant families, who may lack familiarity with the U.S. education system. Although one third of all immigrants possess a college degree, many earned their degree abroad or in the United States as international students and/or adult learners. Therefore, the children of college-educated immigrants may be the first in their family to seek access to college via the U.S. K–12 system. Purpose/Objective/Research Question/Focus of Study This study explores how African immigrant multigenerational families engage in college preparation. All families had at least one parent who had attained a college degree. In each family, the college-educated parent(s) either received their degree abroad or received their degree in the United States as an international student or adult returning student. The research questions are: How do immigrant families explain navigating the college-going process when their children are first in the family to prepare for college via the U.S. K–12 system? How do immigrant families describe their level of comfort with college preparation when their children are first in the family to prepare for college via the U.S. K–12 system? Research Design A qualitative, multiple case design was used. Findings/Results The findings demonstrate that although the children in this study were not first generation to college in a traditional sense, they experienced many of the same challenges. For the families in this study, the parents possessed institutionalized capital but often lacked what emerged as “U.S.-based college knowledge,” which impacted their experience with the college choice process. Conclusions/Recommendations Families’ lack of familiarity with the U.S. college preparation process (college testing, academic tracking, cost of college/financial aid) leads to a call for complicating concepts of “college knowledge” and “first generation” to college in a globalized society.

Women in Information Technology

2011 ◽  
pp. 165-194 ◽  
Author(s):  
Amy Woszczynski ◽  
Martha Myers ◽  
Catherine Beise
Keyword(s):  
Information Technology ◽  
Role Models ◽  
College Preparation ◽  
Community Groups ◽  
Diverse Workforce ◽  
Self Confidence ◽  
Women In It ◽  
It Managers ◽  
Family And Work ◽  
Women In Information Technology

IT managers must recruit and retain a skilled and diverse workforce in order to meet the needs of today’s and tomorrow’s increasingly globalized enterprises. The pipeline for women in IT starts small and shrinks as women are disaffected from the profession at all levels of school and career. This chapter surveys the literature concerning the dearth of women and categorizes this literature along dimensions of methodology, variables, and groups studied. Numerous suggestions and guidelines for improving women’s representation have been offered. Recurring themes include lack of self-confidence, lack of pre-college preparation, the need for mentors and role models, the importance of community groups, and the need to value both family and work priorities. Few studies have empirically tested these recommendations, and much work remains to be done in order to understand and address the real issues. Solutions to recruiting and retaining women may serve other under-represented groups as well, making IT classrooms and IT workplaces more congenial and ultimately more productive environments for everyone.

Using the Extended Case Method to Expand the Scope of Policy Research: An Examination of the Educational Outcomes of a College Preparation Program for Low-Income, Racially Minoritized Students

2019 ◽  
Vol 63 (3) ◽  
pp. 351-368
Author(s):  
Ezekiel Kimball
Keyword(s):  
Low Income ◽  
College Preparation ◽  
Policy Research ◽  
Qualitative Inquiry ◽  
Ethnographic Study ◽  
Case Method ◽  
Preparation Program ◽  
Extended Case Method ◽  
Policy Work ◽  
College Preparation Program

This article describes how the extended case method, a tool of critical qualitative inquiry rooted in ethnography, can be used to inform policy research. Using examples drawn from a yearlong ethnographic study of a college preparation program, it demonstrates the utility of the extended case method for policy research through a discussion of literature on educational policy and qualitative research methods. It then uses study findings to show how the extended case method can address challenges related to context and meaning in policy evaluation focused on causal relationships. Implications for future qualitative policy work are also offered.

Negotiating Social Justice Teaching: One Full-Time Teacher's Practice Viewed From the Trenches

2013 ◽  
Vol 44 (1) ◽  
pp. 164-198 ◽  
Author(s):  
Susan A. Gregson
Keyword(s):  
Social Justice ◽  
Classroom Practice ◽  
College Preparation ◽  
Full Time ◽  
Social Activist ◽  
Teaching For Social Justice ◽  
Social Justice Teaching ◽  
Conception Of Teaching ◽  
The Relationship

This case study examines the practice of a full-time mathematics teacher and social activist working in a secondary school with the twin missions of college preparation and social justice. Findings detail how this teacher views the relationship between mathematics education and social justice and how her conception of teaching for social justice is enacted in her mathematics classes. Interview data and excerpts of classroom practice are used to describe how the teacher negotiates 2 dilemmas in her teaching: the challenge of fostering students' independence/interdependence and the problem of dominant mathematics as a necessity/obstacle to social justice.

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