Student Access to Guidance Counseling in High School

Lee, Valerie E.; Ekstrom, Ruth B.

doi:10.2307/1162895

Cited by 25 publications

(34 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the UK context, one study noted that guidance was not equally available to all students (Lee and Ekstrom 1987), while research in the Irish context suggests young people are often highly reliant on external sources of advice in making post-school choices . In analysing the qualitative interviews, it is clear that members of the intermediate non-manual group who successfully progressed to higher education were much more positive about the career guidance they received while at school and the expectations school personnel held for them.…”

Section: Information and Advicementioning

confidence: 99%

‘The sooner the better I could get out of there’: barriers to higher education access in Ireland

McCoy

Byrne²

2011

Irish Educational Studies

View full text Add to dashboard Cite

MaynoothAs economic circumstances in Ireland, as elsewhere, remain difficult and applications for higher education entry reach record numbers, there has been renewed focus on higher education access. This article draws on the findings of a major Irish study which focuses on a group that has not shared in the general trend towards increased higher education participation Á the offspring of the 'lower non manual' group. This article draws on the findings of that study to examine the barriers such young people face in accessing higher education. It is based on a combined analysis of 10 years of School Leavers' Survey data and indepth life-history interviews with school leavers whose parent(s) were employed in such non-manual jobs. Overall, the study points to the role of cultural, educational and economic factors shaping the higher education entry patterns of young people. It addition it highlights the importance of examining within as well between class patterns of educational attainment.

show abstract

Section: Information and Advicementioning

confidence: 99%

‘The sooner the better I could get out of there’: barriers to higher education access in Ireland

McCoy

Byrne²

2011

Irish Educational Studies

View full text Add to dashboard Cite

show abstract

“…In sum, together with Lee and Ekstrom's (1987) findings, our experience suggests that there are many Hispanic students with the ambition and motivation to attend college who lack even the most basic guidance information on how to prepare themselves for college and for admissions tests. This is a population that usually does not appear on tables of results on the SAT.…”

Section: Concurrently In a Collaboration Between Hispanic Higher Edumentioning

confidence: 70%

“…Hispanic students are proportionately overrepresented at two-year colleges that traditionally do not require taking an admissions test and are underrepresented in the population that seeks acceptance to four-year-institutions. A study by Lee and Ekstrom (1987) has shed light on some of the complex factors that influence the flow of students in the educational pipeline. In the abstract and discussion, they summarized the findings of their study as follows:…”

Section: Student Awareness Of~of Preparation Needed For College and Amentioning

confidence: 99%

“…Although Lee and Ekstrom (1987) do not explicitly address how counselor access may affect students' preparation for taking college admissions tests, we can certainly expect that these inequities in access to counseling lead to a lack of information about how students should prepare for admissions tests.…”

Section: Student Awareness Of~of Preparation Needed For College and Amentioning

confidence: 99%

See 1 more Smart Citation

THE STATUS OF RESEARCH ON THE SCHOLASTIC APTITUDE TEST (SAT) AND HISPANIC STUDENTS IN POSTSECONDARY EDUCATION1^,2

Pennock-Román

1988

ETS Research Report Series

View full text Add to dashboard Cite

In this review of research studies on differences between HispanicAmerican and White, non-Hispanic groups on the Scholastic Aptitude Test (SAT), four questions are addressed: (1) What factors are associated with ethnic group mean differences on the SAT? (2) What types of item format or content are identified as being differentially easier or more difficult for Hispanic vs. White, non-Hispanic students? (3) How accurately do selective admissions tests predict the performance of Hispanic students in college? and (4) Do Hispanic students have equal access to information necessary for long-term and short-term preparation for selective admissions tests? The Status of Research on Selective Admissions Tests and Hispanic Students in Postsecondary EducationIn this paper, studies evaluating the validity of the Scholastic Aptitude Test (SAT) for use in college admissions of Hispanic students will be reviewed. Other tests for admissions to graduate or professional schools are not considered here because small sample sizes and other practical problems limit the number of studies on Hispanic vs. non-Hispanic White group differences in validity. Before beginning, it is worthwhile to repeat the cautions in Linn's (1982) preface to his review of group differences in test validity.The controversies over testing are neither created by, nor will they be resolved by, the results of investigations of test validity (Cronbach, 1975) ... Justification of test use obviously depends upon much more than [how well an ability test predicts academic or professional performance]. Potential benefits and losses for the individual, the institution, and the society at large need to be considered, and the relative importance of the benefits and losses can be expected to vary greatly in the eyes of these various interests. Nonetheless, information about the degree of relationship of test scores to particular criterion measures and about the degree to which the observed relationship is generalizable across situations and from one situation to another is an important component in the evaluation of the use of tests ... (pp. 335-336).In this presentation, I have taken a broad view of test validity, going beyond considerations of how well tests predict undergraduate grades.Group differences are reviewed in terms of the relationship between test scores and other educational and demographic variables, evaluations of testitem content and format, and the availability of college-admissions counseling and guidance information. Discussion of the studies will be organized around the following questions.(1) Mean Differences. What factors are associated with ethnic group mean differences on the SAT? What are the implications of these differences?

show abstract

“…Homework can perpetuate the social disparities between advantaged and disadvantaged students because low-income students often lack guidance and support necessary to prepare them for post-secondary endeavors. [4] As a result, many teachers who serve these students are left with difficult decisions regarding homework. Some of these teachers choose to not give homework because they feel it will not get completed, or they make it worth a small percent of a student's overall grade.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Student Input on Homework Completion and Student Performance

Grimes¹,

Otero²

2014

2013 Physics Education Research Conference Proceedings

View full text Add to dashboard Cite

Abstract. Research has shown that student input and autonomy are positively correlated to motivation and agency. This study investigates the effect of student input on classroom procedures on homework completion rate. Two different classroom treatments were applied to two classes over the same term in an urban high school chemistry course. The first treatment involved eliciting student ideas regarding classroom structures surrounding homework that theoretically would lead to a greater homework completion rate. The second treatment (or control) involved the traditional, authoritative structures that had been in place-student ideas were not elicited about homework and therefore the teacher decided all structures and routines regarding homework. Our results suggest that structures derived with student input led to greater homework completion rates and to higher performances on the district assessment over the teacher decided homework condition. These results and their implications are discussed.

show abstract

Student Access to Guidance Counseling in High School

Cited by 25 publications

References 0 publications

‘The sooner the better I could get out of there’: barriers to higher education access in Ireland

‘The sooner the better I could get out of there’: barriers to higher education access in Ireland

THE STATUS OF RESEARCH ON THE SCHOLASTIC APTITUDE TEST (SAT) AND HISPANIC STUDENTS IN POSTSECONDARY EDUCATION1^,2

The Effects of Student Input on Homework Completion and Student Performance

Contact Info

Product

Resources

About

Student Access to Guidance Counseling in High School

Cited by 25 publications

References 0 publications

‘The sooner the better I could get out of there’: barriers to higher education access in Ireland

‘The sooner the better I could get out of there’: barriers to higher education access in Ireland

THE STATUS OF RESEARCH ON THE SCHOLASTIC APTITUDE TEST (SAT) AND HISPANIC STUDENTS IN POSTSECONDARY EDUCATION1,2

The Effects of Student Input on Homework Completion and Student Performance

Contact Info

Product

Resources

About

THE STATUS OF RESEARCH ON THE SCHOLASTIC APTITUDE TEST (SAT) AND HISPANIC STUDENTS IN POSTSECONDARY EDUCATION1^,2