Adolescent and young adults (AYAs) with chronic illnesses cope with complex issues that require unique psychological support and healthcare services to reduce psychosocial difficulties, improve disease management, and facilitate positive transitions to adult care. Engaging patients and caregivers can help providers understand the specific needs of this population and identify the perceived areas of support. The purpose of this quality improvement initiative is to assess the needs of AYAs with chronic medical conditions at a large government research hospital. Eighty-nine AYA patients (age = 23.5 years; range 13–34) with neurofibromatosis type 1, cancer, primary immunodeficiencies, or sickle cell disease, and a sample of caregivers (n = 37, age = 52 years; range: 41–65), completed an anonymized survey that assessed their preferences for a wide range of informational and service-related needs. The results indicate an overwhelming desire for information about general health and wellbeing and disease-specific medical knowledge. The most endorsed item was the need for more information about an individual’s medical condition (72%), which was a primary concern across disease, racial, and gender groups. Demographic and disease-specific needs were also identified. Thus, providing information to AYA patients and caregivers is a critical and largely unmet component of care, which requires the development and implementation of targeted educational and psychosocial interventions.

Using community cultural wealth as a theoretical framework, this qualitative study examined the college choice process of eight undocumented Mexican college graduates. Through interviews, participants shared their testimonios revealing the development of their college aspirations and challenges encountered related to their undocumented status. They described the processes, resources, and networks they utilized to overcome obstacles and access a research university. Recommendations for practice and future research are offered.

H IGHER EDUCATION FACES a number of interrelated challenges, including underprepared students, limited access, high costs, and relatively low degree completion rates. These issues are particularly vexing because addressing one concern often leads to unintended consequences that affect the others. Policymakers and educators have attempted a range of structural and programmatic solutions, but so far the results continue to disappoint. The 6-year college graduation rate for first-time students hovers around 55%. Further, degree completion disparities exist when comparing students by race and ethnicity, class, and gender.More recently, legislators and K-20 educators have turned to dual credit as one strategy to address these challenges. This curricular initiative offers high school students the opportunity to earn college credits while still in high school without taking a standardized test to earn the credit. This policy purports to effectively reduce the cost of college and introduce students to the rigor of college coursework to better prepare them for the demands that lie ahead, which, in turn, promotes a timely graduation. Some programs also familiarize students with the college environment, a strategy that has been shown to be especially beneficial for students' college success. Originally, these initiatives focused on high-achieving students, but additional models have emerged that expand the benefits to lower-and middle-achieving students as well. However, as the number of dual credit offerings continues to grow, the research has not kept pace.

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