Getting on the college track in fifth grade

Abstract

The Hartford Consortium for Higher Education has emphasized the issue of college access since 1986 and maintains the importance of also addressing issues that affect the public school system in Hartford, Connecticut.

Is all College Preparation Equal? Pre-Community College Experiences of Home-Schooled, Private-Schooled, and Public-Schooled Students

“…This descriptive cross-sectional pilot study supports much of the previous research connecting precollege experiences to reading and writing, time management, the ability to self-advocate, having college goals, strategic study skills, awareness of one's true performance, and self-concept (Byrd & MacDonald, 2005;Conley, 2008), in addition to college planning (Druckman, 2007). New knowledge is that college preparation differs among students who have been home schooled, private schooled, and public schooled.…”

“…Opportunities to complete higher-level classes are not available to all students: minority students and those of lower socioeconomic status are less likely to attend schools that offer such coursework (Swail, Cabrera, Lee, & Williams, 2005;Warburton et al, 2001). And students in those same schools may not have access to the necessary advising and college planning, thus may not develop the skills and attitudes associated with college persistence (Druckman, 2007). Understanding the inequalities of college preparation-across populations-allows faculty and staff to better design interventions to increase student success and persistence, despite a student's precollege experiences.…”

“…In addition to academic preparation, precollege experiences linked to persistence include enrollment choices, aptitude and college readiness, family and peer support, and motivation to learn (Kuh, Kinzie, Buckley, Bridges, & Hayek, 2006) along with academic skills such as reading and writing, time management, the ability to self-advocate, having college goals, knowledge of financial aid resources, strategic study skills, awareness of one's true performance, and self-concept (Byrd & MacDonald, 2005;Conley, 2008). Precollege experiences also include access to college planning and advising in secondary schools (Druckman, 2007). Other noncognitive variables impacting persistence include such items as a discrepancy between attitudes and behaviors, self-esteem, balancing employment with classes, and academic and social integration (Duggan & Pickering, 2008;Pickering et al, 1992).…”