The Best Laid Plans: Postsecondary Educational Expectations and College Enrollment in Massachusetts

Britton, Tolani

doi:10.1080/00221546.2019.1590294

Cited by 12 publications

(15 citation statements)

References 38 publications

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“…While we use the term students of color throughout this piece, we focus exclusively on outcomes for Black and Latinx students. Given the in- and out-of-school outcomes of Black (Nelson, 2016; Wallace, 2017; Warren, 2017) and Latinx (Britton, 2019; Carey, 2018) students who underperform in schools relative to their White and Asian peers, the added value matters for these students’ social, emotional, and academic development, particularly for students when taught by a same-race teacher (Lynn, 2018; Milner, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Added Value of Latinx and Black Teachers for Latinx and Black Students: Implications for Policy

Bristol

Martin-Fernández

2019

Policy Insights from the Behavioral and Brain Sciences

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A research synthesis points to the added value—benefits to social and emotional development, as well as learning outcomes—for students of color taught by teachers of color. Given ongoing education debates, policymakers can use this evidence base to craft legislation aimed at increasing the ethnoracial diversity of the U.S. educator workforce. To begin, historical research shows how Latinx and Black teachers have supported their Latinx and Black students’ social and emotional development during state-sanctioned school segregation. Contemporary qualitative and quantitative research highlights how teachers of color improve social and emotional development, as well as learning, for their students of color. Implications for Higher Education Act (HEA) are discussed.

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Section: Introductionmentioning

confidence: 99%

The Added Value of Latinx and Black Teachers for Latinx and Black Students: Implications for Policy

Bristol

Martin-Fernández

2019

Policy Insights from the Behavioral and Brain Sciences

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“…Scholars continuously use the phrase "best laid plans" to describe research documenting the enactment of well-intended plans (Allan et al, 2013;Britton, 2019;Hatch et al, 2018;Robson et al, 2016;Strunk et al, 2016) and the ability of leaders, institutions, and states to achieve the goals within them. In recent implementation studies, researchers use the phrase to note the "distance between expectations and outcomes" of planning (Britton, 2019, p. 4).…”

Section: Implementing Planning Efforts In Educationmentioning

confidence: 99%

Improving Racial Equity in Community College: Developing a Plan, Implementing the Vision

Felix

2021

Educational Evaluation and Policy Analysis

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California policymakers passed the Student Equity Policy, requiring all community colleges to develop a “student equity plan” that identified outcome disparities for select student groups, including racial/ethnic students. Through an instrumental case study, I examined Huerta College because their equity plan stood out for its focus on addressing Latinx transfer inequity. I spent two years interviewing implementers, observing equity meetings, and collecting documents that served as artifacts of implementation. Key to equity planning was a critical mass of Latinx practitioners able to see the policy as an opportunity to tackle one of the greatest inequities on their campus, Latinx transfer. They used the implementation process to propose new projects that would support Latinx students in their journey to transfer from Huerta.

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“…Behavioral economists have demonstrated that making a plan increases the likelihood of following through a course of action (Rogers et al, 2013(Rogers et al, , 2015. This strategy has been effectively applied in a variety of situations-from helping middle school students improve their academic performance and increase the likelihood of college enrollment, to increasing the likelihood that adults will vote in elections (Britton, 2019;Duckworth et al, 2013;Nickerson & Rogers, 2010). Compared with some of the aforementioned behavioral interventions, the ILP has greater variety in the types and usage of the intervention.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Do Students who Fail to Plan, Plan to Fail? Effects of Individualized Learning Plans on Postsecondary Transitioning

Britton

Spencer²

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Policies featuring individualized learning plans (ILPs) have become increasingly popular among states seeking to improve college and career readiness through early postsecondary planning. Although ILPs are featured in legislation for more than 35 states, limited work has been done on measuring their effectiveness to ensure that students are better prepared for college and career. Purpose In this study, we fill this gap in the literature by exploring the effects of completing an ILP and potential spillover effects in schools that require the use of this tool. We also explore whether these effects vary by parental income status. Using a quasi-experimental design, we offer nationally generalizable evidence of the ILP on individual student's transition from secondary to postsecondary education Research Design We use data from the High School Longitudinal Survey of 2009 (HSLS:09), a nationally representative survey of students in 944 public and private high schools who are surveyed at multiple points during their time in high school. Using these data, we employ the quasi-experimental propensity score matching approach to generate balance between treated and untreated groups on observed covariates. Findings The findings from this study suggest that students who completed ILPs were more likely to identify a career of interest and make informed college choices with respect to institutional fit as compared with peers who did not use this tool. In particular, low-income students who completed an ILP were more likely to apply for financial aid and submit applications to multiple institutions when compared with economically similar students who did not use ILPs. Also, schools offering ILPs were more likely to help students enroll in moderately selective four-year colleges and to complete some advanced credits in English. Conclusions This study's findings offer evidence that schools can use ILPs to help students prepare for college through the college search and selection process. Although ILPs seem to be most effective in helping students plan for the process of applying to college, greater emphasis may be needed to ensure that ILPs also support students in the effort of academic course planning.

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The Best Laid Plans: Postsecondary Educational Expectations and College Enrollment in Massachusetts

Cited by 12 publications

References 38 publications

The Added Value of Latinx and Black Teachers for Latinx and Black Students: Implications for Policy

The Added Value of Latinx and Black Teachers for Latinx and Black Students: Implications for Policy

Improving Racial Equity in Community College: Developing a Plan, Implementing the Vision

Do Students who Fail to Plan, Plan to Fail? Effects of Individualized Learning Plans on Postsecondary Transitioning

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