Creating College Opportunity: School Counselors and Their Influence on Postsecondary Enrollment

Belasco, Andrew S.

doi:10.1007/s11162-013-9297-4

Cited by 74 publications

(79 citation statements)

References 72 publications

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“…10 We chose Pell Grant status as a proxy for lower income because it signals financial need and is readily recognizable on students' records. 11 Our qualitative data were collected from September 2012 to July 2013. We sent invitations to participate to all Pell-Eligible engineering students and offered a forty-dollar incentive for participation; 32 students responded.…”

Section: Methodsmentioning

confidence: 99%

Active Agents and Fictive Kin: Learning From Pell-Eligible Engineering Students' Class Standpoint

Carrigan

Hauser

Riskin

et al. 2019

J Women Minor Scien Eng

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She investigates the historical and cultural dimensions of underrepresented groups' participation in science, technology and engineering and the reasons why white males still dominate these fields. Prof. Eve A. Riskin, University of Washington Eve Riskin received her BS degree in Electrical Engineering from M.I.T. and her graduate degrees in EE from Stanford. Since 1990, she has been in the EE Department at the University of Washington where she is now Associate Dean of Diversity and Access in the College of Engineering, Professor of Electrical Engineering and Director of the ADVANCE Center for Institutional Change. With ADVANCE, she works on mentoring and leadership development programs for women faculty in SEM. Her research interests include image compression and image processing, with a focus on developing video compression algorithms to allow for cell-phone transmission of American Sign Language.

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Section: Methodsmentioning

confidence: 99%

Active Agents and Fictive Kin: Learning From Pell-Eligible Engineering Students' Class Standpoint

Carrigan

Hauser

Riskin

et al. 2019

J Women Minor Scien Eng

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show abstract

“…School counselors often play a key factor in college-going success, particularly when students need college-going support (Bryan et al, 2011;Holland, 2015;McDonough, 1997;Plank & Jordan, 2001;Robinson & Roska, 2016;Roderick et al, 2011). In addition to their technical administrative and educative roles in the college application process, counselors can empower students with the college-going social capital and knowledge necessary to access college, and help them build college-related networks (i.e., access to people and programs that share college-related resources) outside of the home and school that students from more advantaged backgrounds tend to already have (American School Counselor Association [ASCA], 2012, Belasco, 2013;Education Trust, 2009;McDonough, 2005;Stanton-Salazar, 2011). As such, counselors are at the center of efforts to establish and change the college-going culture of schools.…”

Section: School Staff and Student Resourcesmentioning

confidence: 99%

The Promise of Free College (and Its Potential Pitfalls):

Harris¹,

Farmer-Hinton²,

Kim³

et al. 2020

Improving Research-Based Knowledge of College Promise Programs

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T he price of college is rising, making college feel out of reach for a rising share of Americans. Families can borrow to be sure, but with total student loan debt now above $1 trillion nationally, the situation seems unsustainable. Meanwhile, we face a long-term decline in our international ranking on college attainment and the disparities in college access by race and income-disparities that financial aid and loans are supposed to address-seem larger than ever. It is no surprise then that in the campaign for U.S. President in the 2016 election, nearly all candidates of both major political parties raised the issue of college affordability. Increasing financial aid to students is one obvious potential solution. Once limited to discussions of the size of need-based aid programs such as Pell grants and state-based merit aid programs, new forms of aid have emerged. Place-based "promise scholarships" provide funds to students attending schools in certain cities and states. Others have proposed changes on a national scale, increasing and redesigning financial aid to eliminate student loan debt, called debt-free college, or going even further by eliminating tuition, fees, and/or some share of living expenses-free college. This study examines one of the first randomized control trials of a program similar to many free college and promise scholarship proposals. The Degree Project was launched in Milwaukee Public Schools (MPS) in 2011. Students in 18 randomly selected high schools were promised up to $12,000

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“…In response to persistent disparities, college preparation initiatives for high school students provide support during the high school-to-college transition period. Schools may provide guidance for how to select and pay for college (Haskins et al, 2009), visits with the school counselor (Belasco, 2013), and foster a college-going climate (Roderick, Coca, & Nagaoka, 2011) as ways to improve postsecondary enrollment. In addition, several large-scale programs exist to increase postsecondary access for disadvantaged youth, including financial support, navigation of the college-going process, and the high school-to-college transition (e.g., Long, 2017;Page & Scott-Clayton, 2016).…”

Section: Initiatives To Promote Postsecondary Enrollmentmentioning

confidence: 99%

Long-term effects of integrated student support: An evaluation of an elementary school intervention on postsecondary enrollment and completion

Pollack¹,

Lawson²,

Raczek³

et al. 2020

Preprint

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This study examines the effect of an Integrated Student Support (ISS) intervention on postsecondary enrollment and completion for predominantly low-income and minority students. We use propensity score weighting to estimate the effect of receiving ISS during elementary school on postsecondary outcomes for 2009-2017 high school graduates from a large, urban district. Students who received ISS have higher probabilities of enrolling in and completing postsecondary education, and higher probabilities of enrolling in and graduating from four-year (versus two-year) institutions, than the comparison group. However, institution type differences may be sensitive to omitted variable bias. Together, results suggest ISS as an effective intervention to reduce barriers to postsecondary education and, thereby, to potentially reduce income- and race-based disparities in postsecondary outcomes.

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Creating College Opportunity: School Counselors and Their Influence on Postsecondary Enrollment

Cited by 74 publications

References 72 publications

Active Agents and Fictive Kin: Learning From Pell-Eligible Engineering Students' Class Standpoint

Active Agents and Fictive Kin: Learning From Pell-Eligible Engineering Students' Class Standpoint

The Promise of Free College (and Its Potential Pitfalls):

Long-term effects of integrated student support: An evaluation of an elementary school intervention on postsecondary enrollment and completion

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