A Systematic Approach to Exploring College and Career Readiness Program Needs Within High-Poverty Urban Public Schools

Abstract

This quantitative correlational study was designed to investigate whether the core and enrichment college readiness program needs within high-poverty urban schools significantly varied with respect to grade level and stakeholder perceptions. Statistically significant differences were discovered in parent, student, and faculty perceptions in core and enrichment programs related to high-poverty urban school needs. The findings provide valuable information about how to design student academic and counseling services strategically and effectively to increase college and career readiness for low-income, urban students. Findings also provide effective strategies for school leaders, educators, and counselors regarding urban school college and career readiness program needs so that resources can be intentionally distributed in areas of greatest importance.

From Homeless to Student Housing: School Counselor Roles and Experiences in Preparing Students Experiencing Homelessness for College

“…For instance, exposing students to university settings is described as a critical way to help normalize the college experience (Farmer-Hinton, 2008; Swanson et al, 2019). Participants in the current study suggested that much of the work to enhance exposure is done in the school by inviting universities to the high school and/or engaging in other college awareness activities (e.g., university sweatshirt day for teachers, and college and career days; Yavuz et al, 2019). These activities encourage college and career exploration, thus enabling students to connect college planning with future goals.…”