Exploring the Impacts of School Reforms on Underrepresented Urban Students' College Persistence

Autor/in	Yavuz, Olcay
Titel	Exploring the Impacts of School Reforms on Underrepresented Urban Students' College Persistence
Quelle	In: Educational Research and Evaluation, 22 (2016) 7-8, S.354-373 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2016.1261715
Schlagwörter	Longitudinal Studies; Urban Schools; Counseling Services; Disadvantaged; Academic Persistence; Academic Achievement; College Readiness; Two Year College Students; Educational Policy; Career Readiness; Statistical Analysis; Program Descriptions; School Holding Power; Educational Change; At Risk Students; Program Evaluation; Social Capital; Human Capital; Cultural Capital; Poverty; Alumni; Surveys; Regression (Statistics); New Jersey + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Politics of education; Bildungspolitik; Statistische Analyse; Bildungsreform; Programme evaluation; Programmevaluation; Sozialkapital; Humankapital; Armut; Survey; Umfrage; Befragung; Regression; Regressionsanalyse
Abstract	This longitudinal quantitative study investigates how participation in the Comprehensive College Readiness Access and Success Program (CCRASP) affects underrepresented urban students' college persistence. Results revealed that CCRASP participation was associated with higher percentages of students enrolling in both 2- and 4-year colleges as sophomore students. As school leaders and policy makers seek to make all urban students college and career ready, these findings further solidify current urgencies to re-visit K-12 student academic and counselling services. It also provides school leaders and educators with practical information and reform ideas to improve underprivileged students' persistence and success. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01