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Cabrera, Alberto F.; Nasa, Steven M. La

doi:10.1023/a:1026520002362

Cited by 259 publications

(33 citation statements)

References 42 publications

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“…Academic help, good guidance about school programs, and school counselor assistance with the college admissions process can provide the strong network and social capital that can compensate for family networks when students' parents have limited resources. Furthermore, when referring to college information, adults in the school may provide the only source of social capital for low-income students and students of color who are first-generation college students (Cabrera & La Nasa, 2001;Harris, Duncan, & Boisjoly, 2002). Indeed, guidance and assistance from school personnel are significant sources of social capital for students (Croninger & Lee, 2001).…”

Section: Conceptual Framework: School-based Social Capital Theorymentioning

confidence: 99%

“…Regarding race/ethnicity, these results indicate that, in general, Asian and Black or African American students are more likely to apply to two or more colleges than none when compared with their White peers. Indeed, previous research revealed that Black and Asian American students are more likely to apply to college (Cabrera & La Nasa, 2001;Perna, 2000) and that Black students are more likely to seek out college information and resources, engage in student-counselor interactions around college going, and consider applying to more schools (Bryan et al, 2009;MacAllum, Glover, Queen, & Riggs, 2007). However, the interaction effects between student-counselor contact and race/ethnicity suggest some interesting and perhaps conflicting findings.…”

Section: School Counselors As a Source Of Social Capital In The Collementioning

confidence: 99%

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School Counselors as Social Capital: The Effects of High School College Counseling on College Application Rates

Bryan

Moore-Thomas

Day‐Vines

et al. 2011

Jour of Counseling & Develop

142

164

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Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study of 2002 (Ingels, Pratt, Rogers, Siegel, & Stutts, 2004) to investigate how student contact with high school counselors about college information and other college‐related variables influence students' college application rates. In addition to some college‐related variables, the number of school counselors and student contacts were significant predictors of college application rates. Implications for school counselors and counselor training are included.

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Section: Conceptual Framework: School-based Social Capital Theorymentioning

confidence: 99%

Section: School Counselors As a Source Of Social Capital In The Collementioning

confidence: 99%

School Counselors as Social Capital: The Effects of High School College Counseling on College Application Rates

Bryan

Moore-Thomas

Day‐Vines

et al. 2011

Jour of Counseling & Develop

142

164

View full text Add to dashboard Cite

show abstract

“…Many colleges require certain course sequences and competencies, which if not met, would disqualify students from consideration during the application process. Research has highlighted the importance of this type of guidance, with studies showing a positive association with college enrollment (Cabrera & La Nasa, 2001).…”

Section: Listening To Studentsmentioning

confidence: 99%

Listening to Students: Examining Underlying Mechanisms That Contribute to the AVID Program's Effectiveness

Llamas

López

Quirk

2014

Journal of Education for Students Placed at Risk (JESPAR)

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This study used a mixed-methods approach to examine the effects of the Advancement Via Individual Determination (AVID) program from the student perspective, specifically focusing on factors associated with student resilience. The AVID program aims to close the achievement gap among predominantly minority and low-income students without a family history of college attendance. Qualitative focus groups were conducted to better understand student perceptions of the program and quantitative survey results were used to compare scores on measures of school support, school engagement, and resilience among AVID and non-AVID students. Both qualitative and quantitative results provided evidence suggesting that the AVID program improved school support and engagement, as well as in the development of individual resilience factors, such as selfawareness, problem-solving ability, and self-esteem. Qualitative results also highlight the importance of providing consistency for students in the learning environment. Future directions and recommendations are provided.

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“…Combined these findings point to a more promising future for children attending early college high schools as these school are predicted to attenuate several barriers facing minority and poor students in terms of college attendance. Researchers have found that minority and poor students fail to complete the necessary steps to apply to college and at a much lower rate than their white or non-poverty peers (Avery & Kane, 2004;Cabrera & La Nasa, 2001;Klasik, 2012). While the revised state accountability measures will have, all students take the ACT, students attending early college high schools appear to have the additional benefit of predicated higher performance.…”

Section: College Readinessmentioning

confidence: 99%

Early college high school achievement outcomes in North Carolina: End of grade and ACT performance

Kaniuka¹

2017

IJRSE

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High school reform in the United States has a long and unremarkable history with regard to improving the outcomes of traditionally underrepresented youth. Beginning in 2002, North Carolina began to implement the Early College High School model. In 2012 the state of North Carolina adopted a new accountability program that includes the ACT as a measure of college readiness in addition to the long-standing end-of-course assessments in English, algebra, and biology. Several reports and research studies have been conducted to evaluate the performance outcomes of early college students to traditionally prepared high school students and found in general early college students do as well if not better than their peers. This study examines four years of performance outcomes using the North Carolina End of Grade Tests and one year of ACT results for all students in the testing program. Of particular interest was examining the achievement gaps between Hispanic, Black, and White students over time and then assessing EOC and ACT performance as an indicator of college readiness. The findings indicate that (a) early college high school students tend to perform better on EOC and ACT assessments, (b) that the benefits of attending an early college can in many cases mitigate the effects of race, gender, and poverty, and (c) early college students may be more college ready than traditionally prepared peers.

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Untitled

Cited by 259 publications

References 42 publications

School Counselors as Social Capital: The Effects of High School College Counseling on College Application Rates

School Counselors as Social Capital: The Effects of High School College Counseling on College Application Rates

Listening to Students: Examining Underlying Mechanisms That Contribute to the AVID Program's Effectiveness

Early college high school achievement outcomes in North Carolina: End of grade and ACT performance

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