Why Some Early College High School Students Do Not Transition to a 4-Year College: An Exploration of Perceived Barriers and Schooling Experiences on Students' Transition Plans

Autor/inn/en	Hutchins, Bryan C.; Arshavsky, Nina; Edmunds, Julie A.
Titel	Why Some Early College High School Students Do Not Transition to a 4-Year College: An Exploration of Perceived Barriers and Schooling Experiences on Students' Transition Plans
Quelle	(2019), (45 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High Schools; High School Graduates; College Preparation; Noncollege Bound Students; Barriers; Educational Experience; Student Attitudes; Decision Making; Educational Opportunities; Postsecondary Education; Expectation; High School Seniors; College Readiness; Student Characteristics; North Carolina + Suchen Sie Ihr Suchwort? High school; Oberschule; High schools; Graduate; Graduates; Absolvent; Absolventin; Bildungserfahrung; Schülerverhalten; Decision-making; Entscheidungsfindung; Bildungsangebot; Bildungschance; Post-secondary education; Tertiäre Bildung; Expectancy; Erwartung
Abstract	This study examined why some seniors attending Early College High Schools did not plan to continue their education at a 4-year college immediately after graduation despite attending schools designed to provide coordinated academic and social supports with the expectation that all students would continue their education. Most students in our study (75%) did plan to continue their education at a 4-year college immediately after graduation. For the remaining students, we used cluster analysis to identify four distinct groups of non-college bound students. These groups were evaluated based on background characteristics, perceived opportunities and barriers, and schooling experiences. Results indicate that non-college bound students are diverse in their reasons for not continuing their education at a 4-year program and that any reform efforts designed to personalize opportunities and supports for these students must take into account how combinations of perceived opportunities and barriers shape their postsecondary decisions. [This paper was published in "Psychology in the Schools" v56 n7 p1117-1138 2019 (EJ1221093).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01