Group items tagged at-risk - SUPA_CollegeReadiness

shared by Kevin Forgard on 27 May 09 - Cached

shared by Kevin Forgard on 05 May 09 - Cached

, access to college is problematic for nontraditional or high-risk students. This situation is due to issues of academic, social, and economic readiness (Hoyt, 1999: Valadez, 1993).
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This study explored the nature of college readiness from the perspectives of first-generation college students.
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(a) What does it mean to be ready for college? (b) What do successful nontraditional students bring to their college experiences that contribute to their success? (c) How can nontraditional learners be seen to have strengths and not just deficits? and (d) How are students prepared or not prepared for college in ways not measured by standardized tests?
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Developmental education courses at community colleges help to provide underprepared students with math, reading and English, and study skills to succeed in college. Research findings from studies conducted to evaluate the effectiveness of such programs are predominately positive (Amey & Long, 1998; Hennessey, 1990; Hoyt, 1999; Kraska, Nadelman, Maner, & McCormick, 1990; Napoli & Hiltner, 1993)
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shared by Kevin Forgard on 09 Jun 09 - Cached

shared by Kevin Forgard on 05 May 09 - Cached

Our calculation of high school graduation rates demonstrates that the public school system is not only losing 30% of all its students before graduation, it also loses disproportionately more black and Hispanic students than white and Asian students.
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Based on the overall findings of our study, we conclude that by far the most important reason black and Hispanic students are underrepresented in college is the failure of the K-12 education system to prepare them for college, rather than insufficient financial aid or inadequate affirmative action policies
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shared by Kevin Forgard on 16 May 09 - Cached

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