Navigating the Maze: Understanding CPS Graduates' Paths through College. Research Report

Autor/inn/en	Nagaoka, Jenny; Lee, Jee Sun; Usher, Alexandra; Seeskin, Alex
Institution	University of Chicago Consortium on School Research; University of Chicago, To&Through Project
Titel	Navigating the Maze: Understanding CPS Graduates' Paths through College. Research Report
Quelle	(2021), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-7338412-4-5
Schlagwörter	Public Schools; Urban Schools; High School Graduates; Enrollment; College Graduates; College Transfer Students; Stopouts; Enrollment Trends; Racial Differences; Gender Differences; Two Year Colleges; College Students; Academic Persistence; Grade Point Average; College Entrance Examinations; Illinois (Chicago); ACT Assessment + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Einschulung; Hochschulabsolvent; Hochschulabsolventin; Hochschulwechsel; Schulwechsel; Studienortwechsel; Ausstieg; Rassenunterschied; Geschlechterkonflikt; Collegestudent; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Over the past decade, the college enrollment rate for Chicago Public Schools (CPS) graduates has steadily increased, but the college completion rate has remained relatively flat. At the same time, practitioners have realized that the "traditional" path through college--enrolling in one institution and remaining enrolled through graduation--is not the norm for most CPS graduates. In order to ensure more students who begin college finish with a diploma, there needs to have a better understanding of what happens to students between the point at which they first enroll and the point at which they exit post-secondary education. In this report, this question is unpacked by looking at six years of patterns of college enrollment, non-enrollment, and completion for the approximately 63,000 CPS students who graduated high school between 2010 and 2012. By examining the timing, type, and frequency of transitions students are experiencing, and how those differ by student groups, it is hoped to understand the ways in which high schools can better prepare students to navigate the post-secondary landscape, where higher education needs to adjust their structures and supports, and where research should delve deeper to better understand why students are making the transitions observed. (ERIC).
Anmerkungen	University of Chicago Consortium on School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://consortium.uchicago.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01