Improving college access in the United States: Barriers and policy responses

Page, Lindsay C.; Scott-Clayton, Judith

doi:10.1016/j.econedurev.2016.02.009

Cited by 236 publications

(144 citation statements)

References 112 publications

(96 reference statements)

Supporting

Mentioning

121

Contrasting

Unclassified

Order By: Relevance

“…Additionally, the college degree attainment gap increased when one considers family income. Specifically, researchers have reported that 74% of students from high‐income families earn a bachelor’s degree compared with only 41% of students from low‐income families (Page & Scott‐Clayton, 2016).…”

mentioning

confidence: 99%

Self‐Efficacy for Enhancing Students’ Career and College Readiness: A Survey of Professional School Counselors

Parikh‐Foxx

Martinez

Baker

et al. 2020

Jour of Counseling & Develop

View full text Add to dashboard Cite

Grounded in Bandura’s (1997) self‐efficacy theory and Savickas’s (2011) career construction theory, this study examined school counselors’ beliefs about whether they can perform specific tasks related to supporting students’ career and college readiness. A national sample of school counselors (N = 2,047) completed the School Counselor Self‐Efficacy for Enhancing Student Career and College Readiness Scale (Baker, Parikh‐Foxx, & Martinez, 2017). Findings from a survey research design indicated that the extent of related training and the challenges associated with implementation of career service delivery were of concern to participants. Recommendations for training, practice, and further research are presented.

show abstract

mentioning

confidence: 99%

Self‐Efficacy for Enhancing Students’ Career and College Readiness: A Survey of Professional School Counselors

Parikh‐Foxx

Martinez

Baker

et al. 2020

Jour of Counseling & Develop

View full text Add to dashboard Cite

show abstract

“…See Page and Scott‐Clayton () and French and Oreopoulos () for comprehensive summaries of the recent research on nudges toward and through college.…”

mentioning

confidence: 99%

Student Responsiveness to Earnings Data in the College Scorecard

Hurwitz

Smith

2017

Economic Inquiry

View full text Add to dashboard Cite

Using the universe of SAT score sends to colleges and the exact date on which these scores are sent, we estimate how students responded to the release of the U.S. Department of Education's College Scorecard in September 2015. We find that data on annual cost and graduation rate, both of which were previously available, did not impact the volume of score sends received by colleges. By contrast, we estimate that each 10% increase in reported earnings resulted in a 2.4% increase in score sends. The impact is driven almost entirely by well‐resourced high schools and students. We find little evidence that the count or composition of enrolled students changed as a result of the Scorecard information shock with the exception of a slight increase in academic preparedness, as measured by SAT scores, among enrollees at colleges with higher reported earnings. (JEL I2, I23, I26, I28, L15)

show abstract

“…With these needs in mind, researchers point out several strategies that may help meet the needs of incoming community college students, many of whom are marginalized or underrepresented and underprepared. They include: partnering for transfer with local universities fostering community service partnerships offering first‐year programming providing clear orientation and admission communication offering career purpose advising and planning assigning the best teachers to classes taken early in a student's career placing additional emphasis on developmental education effectiveness providing services for nonacademic challenges (Goldrick‐Rab, ; Page & Scott‐Clayton, ; Romano, ) …”

Section: Practical Implications Of a Nationwide Programmentioning

confidence: 99%