The Relationship Between a College Preparation Program and At-Risk Students' College Readiness

Abstract

This study evaluates the relationship between elements of a college preparation program and the college readiness of low-income and/or Latina/o students at the completion of 6 years of participation in the program. Hours of participation in tutoring, mentoring, advising, college campus visits, summer programs, and educational field trips are examined in relationship to students' college-track course completion and Preliminary SAT (PSAT) participation. In addition, the relationship between students' expectations for college and their ranking of program activities is examined. Results indicate that key program elements related to college readiness include advising, college campus visits, and college information through booklets and speakers.There continues to be a persistent gap between groups of students who are more or less likely to attend college. Multiple factors have been identified that predict college enrollment or its absence, and these factors relate to different elements of the multistage process of enrolling in college. Among those groups of students who are least likely to attend college are Latina

Coping Self‐Efficacy and Academic Stress Among Hispanic First‐Year College Students: The Moderating Role of Emotional Intelligence

“…According to an ACT () report, 47% of all Hispanic college‐bound high school seniors failed to meet any of the four ACT college readiness benchmarks. Additionally, Hispanic students are less likely to enroll in advanced classes or complete a rigorous curriculum as part of their secondary education (Cates & Schaefle, ). For many Hispanic students, these academic shortcomings precipitate feelings of anxiety and academic stress.…”

College Counselors' Perceptions of Working With First‐Year Students With Chronic Illnesses

“…The standards mentioned above especially hold when working with potentially at‐risk students, such as those with chronic illnesses. In particular, first‐year college students with chronic illnesses such as asthma, diabetes, and cancer are in great need of academic, social, and personal assistance when transitioning to college (Cates & Schaefle, ; Lapan et al, ; Melzer & Grant, ). For instance, these students face issues related to caring for their own medical needs in addition to gaining access to health care services on and off campus (Lemly, Lawlor, Scherer, Kelemen, & Weitzman, ).…”

Principal Leaders and College and Career Readiness Programs

“…Additionally, tutoring opportunities give students access to resources for academic achievement, which sets students up for postsecondary success. Students who would benefit from remediation in college are more likely to dropout after their first year; therefore, providing the support structures to students struggling academically prior to entering college contributes to college retention (Castro, 2013, Cates & Schaefle, 2011.…”