Successful High School To College Transition For Students At Risk Of Dropping Out

Charter School for Foster Children, The Orangewood Academy

by Kimberly Snodgrass

Foster Youth's Opportunity and Achievement Gap: Difficult, Not Impossible to Mend

by Kimberly Snodgrass

Transitions of Truants: Community Truancy Board as a Turning Point in the Lives of Adolescents

by Kevin Wright

Johnson, Charles L, Kevin A. Wright, and Paul S. Strand (2012). "Transitions of Truants: Community Truancy Board as a Turning Point in the Lives of Adolescents." Journal of Juvenile Justice, 1(2), 34-51.

School dropout represents a major turning point in a person’s life that could be seen as an initial step on a... more School dropout represents a major turning point in a person’s life that could be seen as an initial step on a difficult pathway to reduced conventional opportunities. The challenge is to identify interventions that can successfully reintegrate students back into a school setting in a manner that encourages continued attendance and involvement. One such program is the West Valley Community Truancy Board in Spokane, Washington. In addition to the truancy board process, the program employs a court-appointed officer to mentor students and manage the overall process of identifying and attending to the risks and needs that promote truancy. Guided by Sampson and Laub’s (1993) age-graded theory of informal social control and Cullen’s (1994) application of social support to delinquency, the current analysis seeks to determine the overall effectiveness of the truancy board based on both quantitative analyses of outcomes and qualitative interviews with key actors. We discuss the implications for the ongoing theoretical, empirical, and policy debates surrounding truancy intervention.

UNIVERSITY-BASED MENTORING PROGRAMMES FOR HIGH-RISK FIRST YEAR STUDENTS: A CRITICAL LITERATURE REVIEW

by Alexis Pillay

Masters Research Report

The development, implementation and perpetuation of student development programmes have become an essential strategy... more The development, implementation and perpetuation of student development programmes have become an essential strategy at South African universities, to meet the increasing massification of higher education head on. As a result of the diversification of this sector, previously disadvantaged groupings now frequent campuses, many of whom are underprepared and therefore need additional support to enhance their chances of success. Based on these conditions universities are under increasing pressure to improve student outcomes such as retention, persistence and completion. Mentoring is one mechanism used by universities to foster those outcomes. Mentoring has received considerable exposure in recent decades and this is evident by the proliferation of research covering the topic. In this report the literature on this ubiquitous yet elusive concept is reviewed. Firstly, an orientation to the problem is outlined. Secondly, the methodology for excavating secondary data sources is summarised. Thirdly, a critical review of literature is mapped out with the aim of harvesting key tenets to enable a ‘best practice’ mentoring programme capable of addressing transitional challenges of high-risk underprepared students. As a result, the meaning of mentoring is explored; the roles, categories, and typologies are defined; and theories reinforcing mentoring impact are delineated. Research demonstrates that mentoring is associated with a wide range of favourable cognitive, conative and affective outcomes. However, although higher incidence of positive outcomes associated with mentoring is found, sufficient evidence suggests that the ‘dark side’ of mentoring does exist. Lastly, a research proposal will validate how research should be undertaken to enable the development of a mentoring programme in which greater adherence to guidelines for the design and implementation of effective mentoring programmes should to be included.


Keywords: Mentoring, student development, university, undergraduate, students, first-year, extended programme, foundation provision, academic support, social support, underprepared, at-risk, high-risk, transition, retention, persistence, throughput, attrition, dropout.

Abstract, Dedication, and Acknowledgments for the Hobbs (2011) dissertation published by SAS.

by Robert Dean Hobbs

The Hobbs (2011) doctoral study is published in the ProQuest Dissertations and These database, UMI No. 3484309

The purpose of the qualitative research was to assess models of education developed for the study to investigate how... more The purpose of the qualitative research was to assess models of education developed for the study to investigate how and when to incorporate second and third languages into the curriculum to improve language acquisition. Research indicates that L3 enhances and reinforces L2 and L1. The stratified systematic grounded theory study explored the perspectives of neurolinguists, psycholinguists, sociolinguists, and interdisciplinary education researchers to derive variables for constructing a new model of education. The outcome of the Internet survey revealed that 100% of the participants agreed that education must change and that teacher training must improve. Variables from the cross-disciplinary data contributed to the construction of an integrated model of multilingual education consisting of four primary models and other models to serve as tools for designing curriculum, instruction, and assessment as well as determining demographics and student meta-analysis of language abilities and storage in the brain. The first model emerged from the data to offer multilingual principles of education. The other primary models are macro, meso, and micro models. The macro model represents schools, instruction, assessment, and the curriculum cycle. The meso model depicts the developmental domains of the individual learner and includes a cyclical equation. The micro model delineates multilingual processing in the brain based on neurolinguistic research, variables from the current study, and Kees de Bot's bilingual adaptation of Levelt's language processing model. Recommendations include the incorporation of notional-functional pragmatic-aesthetic concepts as depicted in the models developed for the study and enhanced by input from published researchers with unique language and research repertoires who were located on four continents.

Classroom karaoke: a social and academic transition strategy to enhance the first-year experience of youth studies students.

by Sarah Baker

Published in Youth Studies Australia, 31(1), 2012., pp. 25-33.

An innovative ice-breaker initiative - 'classroom karaoke' - was deployed at the beginning of a first-year... more An innovative ice-breaker initiative - 'classroom karaoke' - was deployed at the beginning of a first-year undergraduate course in youth studies in an Australian university. The study used karaoke as a social and academic transition strategy to enhance students' first-year experience at university. Students responded positively to this lecture-based social integration tool and reported that it made the learning environment less threatening, reduced anxiety and encouraged student interaction.

Gang member undergrads: What are gang members doing in our colleges and universities?

by Carter Smith

Keywords: gang activity in college, street gangs in university, percent of students having gang association, gangs in college, gangs in universities, college gangs.

Abstract: With the growing presence of criminal street gang members in the United States, communities everywhere are... more Abstract: With the growing presence of criminal street gang members in the United States, communities everywhere are experiencing the damaging impact of their criminal behavior. A 2011 report by the National Gang Intelligence Center reported the number of gang members in the United States was conservatively estimated at 1.4 million. As these gang members evolve, are they using our nation’s colleges and universities to educate themselves? How will that affect our communities? This paper reports results of a survey of college students and campus police regarding their perception of the presence of gang members on their campus. Less than one in four students agreed there was a gang problem in the community around their campus, while two of three of the police respondents agreed with the statement.  Students and police agreed in similar percentages that there was a gang problem within the campus community.  At least half of both students and police thought gang members were responsible for less than 10% of crime on campus. About two of three students and police reported less than 10% of the students were active gang members. The Bloods, Crips, and Gangster Disciples were the top three gangs in the campus community for both groups. Drugs crimes, Assaults, assorted Weapons crimes, Robberies and Sexual Assaults were reported as gang-related crimes.

First year: a survival guide

by Marcia Devlin

A short newspaper article containing advice for first year students.

Trajectories of prosocial behavior and physical aggression in middle childhood: Links to adolescent school dropout and physical violence

by Eric Lacourse

Thinking about student transition

by Ed Foster

This is a mind map constructed in November 2011. It was my attempt to summarise some of the key literature and thinking about student transition. In particular - how do we know when a student is transitioned? The PDF is best viewed at 200%

How First-Generation College and Underrepresented Students Can Overcome Obstacles to Attaining a College Education: Handbook for a New Family Tradition

by Texas State PA Applied Research Projects

Amaya, Ismael, "How First-Generation College and Underrepresented Students Can Overcome Obstacles to Attaining a College Education: Handbook for a New Family Tradition" (2010). Applied Research Projects, Texas State University-San Marcos. Paper 318.
http://ecommons.txstate.edu/arp/318

In research and in practice, two similar but significantly different definitions arise for the term First Generation... more In research and in practice, two similar but significantly different definitions arise for the term First Generation College Student (FGCS). The difference is whether it refers to students neither of whose parents attended vs. graduated from a four-year college. Using the completion standard, 25-50% of all college students are First Generation; in community colleges, that numbers is estimated to be 75%. These percentages are significant and would seem encouraging when thinking that so many students in college are taking a different educational path than their parents did (or were able to), however, enrollment does not equate to completion.

Unfortunately, FGCSs do not graduate at the same rates as student‘s who have at least one parent who completed a college education. The discrepancy exists even when accounting for factors such as academic preparation, achievement scores, and high school grades. Being First Generation does not only impact the student who may have little guidance when making the decision to pursue a college education; it impacts the families who may wish to help but do not have the knowledge or experience to offer guidance and may themselves encounter anxiety as their student ventures into unfamiliar territory. Narrowing the college experience knowledge gap between FGCSs and Continuing Generation College Students can help universities narrow the achievement gap between the two groups.

The purpose of this descriptive project is three-fold, (1) To identify factors that may impede FGCSs and underrepresented students from successfully transitioning to and completing college, (2) to determine and describe the structure of a handbook that informs current/potential Texas State students and their families about the college experience and identifies available resources to overcome college challenges, and (3) to develop a handbook that Texas State can use as a recruitment tool and that students and parents can use as a guide through the student‘s selection of and transition to college.

Exploring the Keys to Educational Success for Black Males: A Comparison of Results from Focus Groups of Black Males to Focus Groups of Black Females and Suggestions from the Literature

by Texas State PA Applied Research Projects

Michie, Michael W,, "Exploring the Keys to Educational Success for Black Males: A Comparison of Results from Focus Groups of Black Males to Focus Groups of Black Females and Suggestions from the Literature" (1993). Applied Research Projects, Texas State University-San Marcos. Paper 157.
http://ecommons.txstate.edu/arp/157

Transition from school to University and experiences in the first year. What do we know about expectations, experiences and the ways of being a learner?

by Jill Clark

Conference paper presented at the Systematic Enhancement of Learning & Teaching: Innovation, Research and Development
Conference at Edge Hill University, 2 June 2010

Transition is a bridge between the security and structure offered by the school and the risks of life. (Will, 1984, p.... more Transition is a bridge between the security and structure offered by the school and the risks of life. (Will, 1984, p. 2) Transition issues, with the resultant satisfaction and retention of students, are not necessarily limited to what schools and Local Authorities can do, however, and there is an emerging body of evidence which explores transition process, to support and encourage students going into higher education, e.g. Yorke and Longden (2007) and Harvey and Drew (2006). Some research places itself within the Widening Participation agenda and explores the experiences of working class students (Crozier et al., 2008). Transition (and successful transition at that) is a current focus across Newcastle University, which has recently funded several projects through strategic funds to explore what it is that Universities need to do and what it is that students need and want. This paper brings together the findings from three research projects which focus on transition and induction from school to University.

Bridging the Gap: transition from school and college to University

by Jill Clark

This report was co-authored by Jill Clark, Emeritus Professor Ann Briggs and Ian Hall in 2009

The project addressed the following criteria:• Increased knowledge of the secondary and higher education environment... more The project addressed the following criteria:• Increased knowledge of the secondary and higher education environment and better knowledge of what student expectations are (e.g. study into pre-entry expectations; opportunities for Newcastle lecturers to meet secondary school teachers and share knowledge)• Increased knowledge of both how school students learn and what they learn (curriculum). Transition issues, with the resultant satisfaction and retention of students, are a current focus across the University; this project is designed to promote wider understanding of these issues and to enable strategies to address them. It enables synthesis and dissemination of what is already known, and identification of areas of current and potential future good practice.

Holding at-risk students: the secret is one-on-one

by Janet Testerman

Selection and Participation in Higher Education

by Nigel Palmer

Nigel Palmer, Emmaline Bexley and Richard James
Centre for the Study of Higher Education
University of Melbourne

This paper reviews criteria and strategies in student selection and the implications of their use for equity of... more This paper reviews criteria and strategies in student selection and the implications of their use for equity of participation in higher education and the prospects for student success. The paper offers an analysis of the strengths and weaknesses of criteria for prior academic achievement, tests of aptitude and preparedness and broader criteria used in university selection. The aim of this paper is to support informed discussion regarding the development and improvement of university selection criteria and practices, recognising the common challenges universities face in fostering diversity of participation and student success in an expanding tertiary education environment.

This report was commissioned by the Group of Eight, with funding support from the Department of Education, Employment and Workplace Relations, to inform discussion on university selection strategies. The report builds on the 2009 report Improving Selection for Tertiary Education Places in Victoria, prepared by the Centre for the Study of Higher Education for the State Government of Victoria. Development of this paper has been informed by the Group of Eight Equity Framework and Equity Strategy, with invaluable input from the Group of Eight Equity Directors network.

A range of imperatives underpin university selection practices. These include demonstrating merit based on prior academic achievement and supporting successful graduate outcomes in the professions and in broader fields of endeavour. They also include improving diversity of participation and equality of educational opportunity. Selection for admission therefore involves selecting for student characteristics associated with success at university and also for those associated with the desired mix of students. Finally, fair and transparent selection practices are of particular importance in the context of expanded enrolments and also for courses where the number of applications exceeds the number of places available. While a move toward a “demand driven” funding model for undergraduate enrolments in Australia might imply a shift in emphasis from selection to recruitment in university admissions, selection to courses for which there is high demand will remain necessary and the need for measures to help ensure equity of participation will remain.

Student selection therefore involves three primary challenges:
- ensuring fairness and transparency in student selection;
- identifying the potential for student success in higher education; and
- improving equity of participation and equality of educational opportunity.

Clearly no single criterion for selection will be able to address all of these challenges. Institutions will require selection criteria and selection information according to their missions and contexts and in relation to the curricula and outcomes to which they aspire.

Reentry Programs for Out-Of-School Youth: Characteristics of Reentry Programs

by Julia Wilkins

Reentry Programs for Out-Of-School Youth: Locating and Reenrolling

by Julia Wilkins

Reentry Programs for Out-Of-School Youth: The Need for a Broad Range of Options

by Julia Wilkins

Organised Innocence: Towards a Reframing of the School-HE Transition in English Studies

by John Hodgson

Published in the International Journal of Adolescence and Youth, Vol 14 No. 1 (2007)

This paper argues that transition from school/college to university for students of English is rendered problematic by... more This paper argues that transition from school/college to university for students of English is rendered problematic by historically shaped differences in curriculum and pedagogy.  A tradition of encouraging students’ “personal response” to the “words on the page” of a literary text remains strong in schools, and English A level now offers many (but by no means all) students a choice of courses including language studies.  However, A level English courses do not prepare students well for the theoretically informed study of literature within culture which comprises English study in most universities, and students transferring to university often find the expectations unfamiliar and challenging.  The paper suggests ways in which institutions and teachers on both sides of the divide might reconsider their practices in order to provide students with a better curriculum and a more positive experience of transition.