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The Effects of GO Centers on Creating a College Culture in Urban High Schools in Texas
Despite a generation of efforts to make higher education an achievable goal for all students, the gap in college participation rates between low-income and high-income students has not narrowed. Moreover, students of color continue to be underrepresented on postsecondary campuses. Early intervention...
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Published in: | The High School journal 2013-04, Vol.96 (4), p.283-301 |
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description | Despite a generation of efforts to make higher education an achievable goal for all students, the gap in college participation rates between low-income and high-income students has not narrowed. Moreover, students of color continue to be underrepresented on postsecondary campuses. Early intervention efforts and college outreach programs such as college access centers have been identified as exemplary strategies for encouraging a college-going culture in high schools and in decreasing the gap among racial/ethnic groups who have access to college. This study examined the effectiveness of enhanced college access centers known as GO Centers in assisting students during their preparation and application for college and in providing activities conducive to the development of a college-going culture in eight comprehensive high schools located in a large urban school district. Findings indicate that the enhanced GO Centers demonstrate four aspects identified as important in encouraging a college-going culture in a high school: The centers (a) are inclusive and accessible to all students; (b) demonstrate an understanding of how students develop aspirations and plans to attend college; (c) offer comprehensive services to students and their families, including guidance in preparing for college, applying for college, and accessing financial aid; and (d) employ a systematic approach involving stakeholders. |
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Moreover, students of color continue to be underrepresented on postsecondary campuses. Early intervention efforts and college outreach programs such as college access centers have been identified as exemplary strategies for encouraging a college-going culture in high schools and in decreasing the gap among racial/ethnic groups who have access to college. This study examined the effectiveness of enhanced college access centers known as GO Centers in assisting students during their preparation and application for college and in providing activities conducive to the development of a college-going culture in eight comprehensive high schools located in a large urban school district. Findings indicate that the enhanced GO Centers demonstrate four aspects identified as important in encouraging a college-going culture in a high school: The centers (a) are inclusive and accessible to all students; (b) demonstrate an understanding of how students develop aspirations and plans to attend college; (c) offer comprehensive services to students and their families, including guidance in preparing for college, applying for college, and accessing financial aid; and (d) employ a systematic approach involving stakeholders.</description><identifier>ISSN: 0018-1498</identifier><identifier>ISSN: 1534-5157</identifier><identifier>EISSN: 1534-5157</identifier><identifier>DOI: 10.1353/hsj.2013.0013</identifier><language>eng</language><publisher>Chapel Hill: School of Education, The University of North Carolina at Chapel Hill</publisher><subject>Academic Achievement ; Academic advising ; Academic aspiration ; Academic degrees ; Academic failure ; African Americans ; Agricultural Occupations ; College Admission ; College Applicants ; College Attendance ; College Bound Students ; College Preparation ; College Readiness ; College students ; Colleges ; Community Involvement ; Company business planning ; Course Content ; Cultural policy ; Curricula ; Demographic aspects ; Disproportionate Representation ; Dropout Rate ; Economic Status ; Education, Higher ; Educational Practices ; Ethnic Groups ; Factor Analysis ; Family (Sociological Unit) ; High Achievement ; High culture ; High School Students ; High school teachers ; High school teaching ; High Schools ; Higher education ; Hispanic American Students ; Hispanic Americans ; Integrated Services ; Intervention (Psychology) ; Likert Scales ; Low Income ; Low Income Groups ; Minority Group Students ; Mixed Methods Research ; Multivariate Analysis ; Outreach Programs ; Participation ; Planning ; Postsecondary Education ; School Culture ; School districts ; Secondary school students ; Secondary schools ; Social Class ; Student aspirations ; Student Financial Aid ; Student Participation ; Student services ; Student Surveys ; Studies ; Surveys ; Teacher Surveys ; Texas ; Urban Areas ; Urban Schools</subject><ispartof>The High School journal, 2013-04, Vol.96 (4), p.283-301</ispartof><rights>Copyright ©2013 The University of North Carolina Press</rights><rights>Copyright © The University of North Carolina Press.</rights><rights>COPYRIGHT 2013 University of North Carolina Press</rights><rights>COPYRIGHT 2013 University of North Carolina Press</rights><rights>Copyright The University of North Carolina Press Apr/May 2013</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4104-22d7bf73f54b8ec957d2e0ebb5ffab3f2a4669fe592cf624b921a347de7af993</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/1445138754/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1445138754?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,21378,21394,27924,27925,33611,33877,43733,43880,58238,58471,74221,74397</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1014014$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Stillisano, Jacqueline R.</creatorcontrib><creatorcontrib>Brown, Danielle B.</creatorcontrib><creatorcontrib>Alford, Beverly L.</creatorcontrib><creatorcontrib>Waxman, Hersh C.</creatorcontrib><title>The Effects of GO Centers on Creating a College Culture in Urban High Schools in Texas</title><title>The High School journal</title><addtitle>High School Journal</addtitle><description>Despite a generation of efforts to make higher education an achievable goal for all students, the gap in college participation rates between low-income and high-income students has not narrowed. Moreover, students of color continue to be underrepresented on postsecondary campuses. Early intervention efforts and college outreach programs such as college access centers have been identified as exemplary strategies for encouraging a college-going culture in high schools and in decreasing the gap among racial/ethnic groups who have access to college. This study examined the effectiveness of enhanced college access centers known as GO Centers in assisting students during their preparation and application for college and in providing activities conducive to the development of a college-going culture in eight comprehensive high schools located in a large urban school district. Findings indicate that the enhanced GO Centers demonstrate four aspects identified as important in encouraging a college-going culture in a high school: The centers (a) are inclusive and accessible to all students; (b) demonstrate an understanding of how students develop aspirations and plans to attend college; (c) offer comprehensive services to students and their families, including guidance in preparing for college, applying for college, and accessing financial aid; and (d) employ a systematic approach involving stakeholders.</description><subject>Academic Achievement</subject><subject>Academic advising</subject><subject>Academic aspiration</subject><subject>Academic degrees</subject><subject>Academic failure</subject><subject>African Americans</subject><subject>Agricultural Occupations</subject><subject>College Admission</subject><subject>College Applicants</subject><subject>College Attendance</subject><subject>College Bound Students</subject><subject>College Preparation</subject><subject>College Readiness</subject><subject>College students</subject><subject>Colleges</subject><subject>Community Involvement</subject><subject>Company business planning</subject><subject>Course Content</subject><subject>Cultural policy</subject><subject>Curricula</subject><subject>Demographic aspects</subject><subject>Disproportionate Representation</subject><subject>Dropout Rate</subject><subject>Economic Status</subject><subject>Education, Higher</subject><subject>Educational Practices</subject><subject>Ethnic Groups</subject><subject>Factor Analysis</subject><subject>Family (Sociological Unit)</subject><subject>High Achievement</subject><subject>High culture</subject><subject>High School Students</subject><subject>High school teachers</subject><subject>High school teaching</subject><subject>High Schools</subject><subject>Higher education</subject><subject>Hispanic American Students</subject><subject>Hispanic Americans</subject><subject>Integrated Services</subject><subject>Intervention (Psychology)</subject><subject>Likert Scales</subject><subject>Low Income</subject><subject>Low Income Groups</subject><subject>Minority Group Students</subject><subject>Mixed Methods Research</subject><subject>Multivariate Analysis</subject><subject>Outreach Programs</subject><subject>Participation</subject><subject>Planning</subject><subject>Postsecondary Education</subject><subject>School Culture</subject><subject>School districts</subject><subject>Secondary school students</subject><subject>Secondary schools</subject><subject>Social Class</subject><subject>Student aspirations</subject><subject>Student Financial Aid</subject><subject>Student Participation</subject><subject>Student services</subject><subject>Student Surveys</subject><subject>Studies</subject><subject>Surveys</subject><subject>Teacher Surveys</subject><subject>Texas</subject><subject>Urban Areas</subject><subject>Urban 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School Journal</addtitle><date>2013-04-01</date><risdate>2013</risdate><volume>96</volume><issue>4</issue><spage>283</spage><epage>301</epage><pages>283-301</pages><issn>0018-1498</issn><issn>1534-5157</issn><eissn>1534-5157</eissn><abstract>Despite a generation of efforts to make higher education an achievable goal for all students, the gap in college participation rates between low-income and high-income students has not narrowed. Moreover, students of color continue to be underrepresented on postsecondary campuses. Early intervention efforts and college outreach programs such as college access centers have been identified as exemplary strategies for encouraging a college-going culture in high schools and in decreasing the gap among racial/ethnic groups who have access to college. This study examined the effectiveness of enhanced college access centers known as GO Centers in assisting students during their preparation and application for college and in providing activities conducive to the development of a college-going culture in eight comprehensive high schools located in a large urban school district. Findings indicate that the enhanced GO Centers demonstrate four aspects identified as important in encouraging a college-going culture in a high school: The centers (a) are inclusive and accessible to all students; (b) demonstrate an understanding of how students develop aspirations and plans to attend college; (c) offer comprehensive services to students and their families, including guidance in preparing for college, applying for college, and accessing financial aid; and (d) employ a systematic approach involving stakeholders.</abstract><cop>Chapel Hill</cop><pub>School of Education, The University of North Carolina at Chapel Hill</pub><doi>10.1353/hsj.2013.0013</doi><tpages>19</tpages></addata></record> |
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subjects | Academic Achievement Academic advising Academic aspiration Academic degrees Academic failure African Americans Agricultural Occupations College Admission College Applicants College Attendance College Bound Students College Preparation College Readiness College students Colleges Community Involvement Company business planning Course Content Cultural policy Curricula Demographic aspects Disproportionate Representation Dropout Rate Economic Status Education, Higher Educational Practices Ethnic Groups Factor Analysis Family (Sociological Unit) High Achievement High culture High School Students High school teachers High school teaching High Schools Higher education Hispanic American Students Hispanic Americans Integrated Services Intervention (Psychology) Likert Scales Low Income Low Income Groups Minority Group Students Mixed Methods Research Multivariate Analysis Outreach Programs Participation Planning Postsecondary Education School Culture School districts Secondary school students Secondary schools Social Class Student aspirations Student Financial Aid Student Participation Student services Student Surveys Studies Surveys Teacher Surveys Texas Urban Areas Urban Schools |
title | The Effects of GO Centers on Creating a College Culture in Urban High Schools in Texas |
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