This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Resultssuggest that although moderately more opportunities to take AP courses exist than in previous years, students' sense of their own preparation and their resultant performance on AP exams do not indicate quality or appropriate preparation for college. The article is guided by a "funds of knowledge" framework, which emphasizes the value of instrumental and content aptitudes in preparation for college success.
Research shows that gang-associated youth are less likely to complete high school and earn a postsecondary educational credential. However, scholars have not determined “why” gang youth do not persist into higher education. This ethnographic study aims to focus on the narratives of 13 Latino high school young men to understand what college knowledge they possess. We found the students have aspirations to pursue postsecondary education degrees or credentials; however, they receive minimal information and support from school personnel to build the needed college-going behaviors and information to plan and prepare for higher education.
Detrimental differences in educational opportunities for students of color continue to exist in the post-Brown United States. This article focuses on inequities in access to higher education by addressing the following question: How do disparities in counseling services affect college access for students of color? Guided by a review of the literature, authors use data from a qualitative case study of high school guidance in an overcrowded school to illustrate the complexity of advising duties, structural constraints on effective guidance, and the effects of insufficient counseling on student perceptions of their support systems with regard to collegegoing.In many ways, the desegregation mandates of Brown v. the Board of Education (1954) were a turning point in promoting equitable educational opportunities for historically underrepresented students. But as we look back on the impacts of the ruling, the question of schooling outcomes for students of color is still uncertain. With this in mind, we use college access as a barometer for assessing if, and just how far, we have progressed. Although college enrollment figures illustrate an increase in the numbers of African American, 442 Corwin et al. / SCHOOL COUNSEL
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