Shaping Aspirations, Awareness, Academics, and Action

Abstract

Mixed-method evaluation of two iterations of month-long summer enrichment programs for English-learning secondary students investigated impacts on participants' beliefs about school and academic achievement, and on actual course choices, test outcomes, and graduation rates. Students (N = 85) from one ethnically diverse, high-poverty high school in a large school district in Georgia took part in science and academic English-themed summer enrichment programs in 2006 and 2008. Questionnaires, interviews, and transcript analysis demonstrated that after taking part, students aspired to attend college, were aware of the steps necessary, and took steps such as tracking themselves into more advanced courses. Participants also were able to create and sustain peer support groups in their school, fostering a culture of academic achievement. Findings suggest that even such short-term programs can positively influence students' attitudes, aspirations, and actual behaviors supporting academic achievement, graduation, and postsecondary education, lending promise to goals of ameliorating the academic achievement gap.

Out of the Mouths of Babes

“…The smaller school allowed for more personal interactions through a lower student-to-teacher ratio, as well as connections and bonds generated among a diverse cohort of peers through shared schooling experiences. Social support experienced as caring and trusting relationships removes perceptions of isolation and provides a sense of security for learners integrating to a collegiate environment (Contreras, 2011; Matthews & Mellom, 2012; Noddings, 2006), especially learners from disadvantaged backgrounds (Pascarella et al, 2003; Ramos-Sanchez & Nichols, 2007; Terenzini et al, 1996).…”

“…Many reform agendas and platforms are based on redesign of high schools to improve graduation rates, employment opportunities, and preparation for college and other postsecondary options for all students. Specifically, regarding postsecondary student progress and achievement, various initiatives and research studies have explored factors affecting college integration (Barnett, 2006; Farrell, McDonald, & Carman, 2010; Heilbronner, Connell, Dobyns, & Reis, 2010; Matthews & Mellom, 2012; Próspero & Vohra-Gupta, 2007; Rajala, 2003; Ramos-Sanchez & Nichols, 2007; Tinto, 1993, 1997, 1998; Tinto, Russo, & Kadel, 1994), and the implementation and effects of accelerated learning/programs (Boothe, Sethna, Stanley, & Colgate, 1999; Colangelo, Assouline, & Gross, 2004; Colangelo et al, 2010; Janos, Robinson, & Lunneborg, 1989; Lee, Olszewski-Kubilius, & Peternel, 2010; Noble & Childers, 2008; Noble & Drummond, 1992; Olszewski-Kubilius, 2002; Peters & Mann, 2009; Serdyukov, 2008; Shepard, Foley Nicpon, & Doobay, 2009; Stanley & Benbow, 1983; Steenbergen-Hu & Moon, 2011; Tatum, 2010; Vialle, Ashton, Carlon, & Rankin, 2001; Wells, Lohman, & Marron, 2009; Wlodkowski, 2003). The ECHS is one initiative that implements postsecondary acceleration where students take college courses as early as their high school freshman year with built-in curricular and social support structures that ensure successful college integration.…”

“…Successful college integration is affected by multiple preentry student attributes such as family support, existing skills, and prior education, which, over time, interact with individual intentions and goals, as well as institutional, academic, and social experiences (Tinto, 1993). For myriad reasons, first-generation college, minority students may be more challenged with respect to factors that affect efficacious integration into the college milieu (Matthews & Mellom, 2012; Pascarella, Wolniak, Pierson, & Terenzini, 2003; Ramos-Sanchez & Nichols, 2007; Riehl, 1994; Terenzini et al, 1994; Terenzini, Springer, Yaeger, Pascarella, & Nora, 1996; Williams & Hellman, 2004; York-Anderson & Bowman, 1991).…”

“…Little qualitative research has been conducted regarding student perceptions, motivations, and knowledge about college as a result of participating in an ECHS. However, extensive studies have been conducted that reveal common variables that students perceive as resulting in greater potential for success in college (Byrd & McDonald, 2005; Chemers, Hu, & Garcia, 2001; Cornell et al, 1991; De La Ossa, 2005; Drew, 2001; Matthews & Mellom, 2012; Muratori et al, 2003; Noble et al, 1999; Noble et al, 2007; Shepard et al, 2009). Results of these studies and others indicate that constructs such as self-management, self-efficacy, motivation, and academic and social support were identified as significant in student learning and success (Drew, 2001; Haggis & Pouget, 2002; Muratori et al, 2003; Ramos-Sanchez & Nichols, 2007; Robbins et al, 2004).…”

“…Caring Relationships Born, 2006;Contreras, 2011;Haggis and Pouget, 2002;Matthews and Mellom, 2012 a ; Muratori et al, 2003;Serdyukov, 2008;Terenzini et al, 1994 Identity Byrd andMcDonald, 2005;Noble and Childers, 2008;Drummond, 1992 Anonymity Noble andChilders, 2008;Shepard, Foley Nicpon, and Doobay, 2009 Transitional Tensions and Triumphs b Scholarly "Self" Byrd and McDonald, 2005;Lee, Olszewski-Kubilius, andPeternel, 2010 Mirrored Maturity Cornell et al, 1991;Noble et al, 1999;Noble and Drummond, 1992; Olszewski-Kubilius, 2002 Productivity Kulik, 2004Future Focus Kulik, 2004Lee et al, 2010 a…”