Can High Schools Reduce College Enrollment Gaps with a New Counseling Model?

Autor/inn/en	Stephan, Jennifer L.; Rosenbaum, James E.
Titel	Can High Schools Reduce College Enrollment Gaps with a New Counseling Model?
Quelle	In: Educational Evaluation and Policy Analysis, 35 (2013) 2, S.200-219 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373712462624
Schlagwörter	Access to Education; Transitional Programs; Disadvantaged Youth; College Bound Students; Barriers; Social Influences; High School Seniors; Urban Schools; Social Stratification; School Counseling; Educational Counseling; Coaching (Performance); High Schools; Program Effectiveness; Enrollment Influences; At Risk Students; Illinois + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Benachteiligter Jugendlicher; Sozialer Einfluss; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Soziale Zusammensetzung; School counselling; Pädagogische Beratung; Educational counselling; Educational guidance; Bildungsberatung; Erziehungsberatung; High school; Oberschule
Abstract	Despite planning college, disadvantaged students are less likely to enroll in college, particularly 4-year colleges. Beyond cost and academic achievement, previous research finds that a lack of college-related social resources poses barriers. However, little research investigates whether schools can help. We examine whether, how, and for whom a new counseling model aimed at providing college-related social resources may improve college enrollment. Following nearly all seniors in Chicago Public Schools from senior year through the fall after high school, we find that coaches may improve the types of colleges that students attend by getting students to complete key actions. It is important that the most disadvantaged students appear to benefit. This research suggests that targeting social resources may improve the high-school-to-college transition for disadvantaged students. (Contains 5 notes and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10