Accelerated Learning and Financial Aid Associated with Positive Academic Outcomes for Hispanic First Generation College Students. Issue Brief

Autor/inn/en	Latino, Christian A.; Stegmann, Gabriela; Radunzel, Justine; Way, Jason D.; Sanchez, Edgar; Casillas, Alex
Institution	ACT, Inc.
Titel	Accelerated Learning and Financial Aid Associated with Positive Academic Outcomes for Hispanic First Generation College Students. Issue Brief
Quelle	(2017), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	First Generation College Students; Hispanic American Students; At Risk Students; Acceleration (Education); Student Financial Aid; Grade Point Average; High School Students; Academic Persistence; Academic Degrees; Gender Differences; Family Income; Language Fluency; Social Development; Emotional Development; College Entrance Examinations; ACT Assessment + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Acceleration; Beschleunigung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; High school; High schools; Oberschule; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Geschlechterkonflikt; Familieneinkommen; Language skill; Language skills; Sprachkompetenz; Soziale Entwicklung; Gefühlsbildung; Aufnahmeprüfung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	First generation college students (FGCS) of all racial/ethnic backgrounds graduate from college at lower rates than their non-first generation peers. However, FGCS who are also Black or Hispanic graduate at even lower rates than FGCS who are White or Asian/Pacific Islander. Out of all racial/ethnic groups, students of Hispanic background are proportionally the most prevalent among FGCS, but are severely understudied given their prominence in the postsecondary system. Prior research has demonstrated the positive association of accelerated learning and financial aid with degree attainment rates. Furthermore, accelerated learning and financial aid have been linked to improved academic outcomes (e.g., GPA, persistence, and degree attainment) for FGCS and Hispanic students, but no studies have been conducted on Hispanic FGCS, in particular. To address this gap, the current study focused on comparing several college outcomes between Hispanic FGCS and Hispanic non-FGCS. The authors developed regression models that examined the relationships between Hispanic FGCS status, prior accelerated learning participation, receipt of financial aid, and the aforementioned academic outcomes, after statistically controlling for other student characteristics (i.e., prior achievement [high school GPA, ACT Composite score], demographics [gender, family income, language fluency], and social-emotional skills [as measured by ACT Engage). The findings provide evidence to policy makers and practitioners that interventions that include exposure to accelerated learning opportunities in high school, and that improve access to financial aid for college, may be able to help Hispanic FGCS close attainment gaps. (ERIC).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01