scholarly journals What High-Achieving Low-Income Students Know About College

2015 ◽  
Author(s):  
Caroline Hoxby ◽  
Sarah Turner
Keyword(s):  
Low Income ◽  
Low Income Students ◽  
High Achieving

High-achieving, low-income students’ perspectives of how schools can promote the academic achievement of students living in poverty

2018 ◽  
Vol 22 (3) ◽  
pp. 224-236 ◽  
Author(s):  
Joseph M Williams ◽  
Arie T Greenleaf ◽  
Erin F Barnes ◽  
Tracey R Scott
Keyword(s):  
Academic Achievement ◽  
Middle School Students ◽  
Low Income ◽  
National Sample ◽  
Low Income Students ◽  
School Students ◽  
Public School Students ◽  
Relational Networks ◽  
High Achieving ◽  
Low Income Families

Children and adolescents from low-income families now comprise a majority of public school students nationally. As the number of students from low-income backgrounds increases, so does the achievement gap between them and their wealthier peers. This phenomenological qualitative study examined a national sample of high-achieving, low-income middle school students’ ( N = 24) perspectives on what schools can do to promote the academic achievement of students from low-income backgrounds. Three main themes and seven subthemes were identified: create a culture of hope, develop relational networks, and establish meaningful parent–school collaborations. Implications for counselors and educators serving youth living in poverty are discussed.

The Sequential College Application Process

2018 ◽  
Vol 13 (4) ◽  
pp. 545-575 ◽  
Author(s):  
Jonathan Smith
Keyword(s):  
Graduation Rates ◽  
Low Income ◽  
Low Income Students ◽  
Application Process ◽  
College Application ◽  
High Achieving ◽  
Sequential Nature ◽  
Exact Timing ◽  
College Characteristics

To demonstrate the sequential nature of the college application process, in this paper I analyze the evolution of applications among high-achieving low-income students through data on the exact timing of SAT score sends. I describe at what point students send scores to colleges and which score sends ultimately become applications, resulting in three main points. First, score sends are not synonymous with applications—rather, only 62 percent of score sends in this sample turn into applications. Second, the conversion from score send to application is nonrandom as it relates to college characteristics: Score sends are more likely to convert into applications when they are to colleges with lower tuition, higher graduation rates, and relatively near a student's home. Third, the timing of score sends is related to the probability of its becoming an application, whereby score sends sent relatively early are least likely to become applications. These facts imply that there is room for improvement when modeling the application process and, in addition, the timing of an intervention or policy may be critical to its success.

scholarly journals High School and College Choice Factors Associated with High-Achieving Low-Income Students’ College Degree Completion

2020 ◽  
Vol 10 (6) ◽  
pp. 153
Author(s):  
Adriana Ruiz Alvarado ◽  
Theresa Stewart-Ambo ◽  
Sylvia Hurtado
Keyword(s):  
Degree Completion ◽  
Hierarchical Linear Modeling ◽  
Low Income ◽  
College Attendance ◽  
High Income ◽  
College Completion ◽  
College Degree ◽  
Low Income Students ◽  
Cultural Wealth ◽  
High Achieving

Gaps in college degree completion between low-, middle-, and high-income college students are typically attributed to differences in academic preparation and ability. However, high-achieving, low-income students are still less likely to graduate from college than their high-achieving, high-income counterparts. This study explores completion rates at the end of the Great Recession, using a community cultural wealth framework to examine additional pre-college factors and college attendance behaviors that contribute to the degree completion of high-achieving, low-income students. Longitudinal data using the Freshmen Survey and National Student Clearinghouse were collected from 2004 to 2010, comparing 9300 high-achieving students entering 455 colleges from low-, middle-, and high-income backgrounds. Hierarchical linear modeling (HGLM) was used to identify student and institutional factors that predict college completion during this era. Findings indicate that navigational capital and college attendance patterns (attending a summer session, selective college, and/or private institution) are key factors for high-achieving, low-income student completion. Cultural wealth anti-deficit measures could not explain the low-income Latinx lower likelihood of college completion nor gender differences across income groups. Implications of the results address concerns regarding the COVID-19 pandemic recession in terms of what institutions can do to support students.

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