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A Quantitative Analysis of Middle College High Schools on College Readiness for Underrepresented Students
Başlık:
A Quantitative Analysis of Middle College High Schools on College Readiness for Underrepresented Students
Yazar:
Pimentel, Robert, author.
ISBN:
9780438101494
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (150 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Advisors: Christian Wandeler Committee members: Lawrence Buckley; James Mullooly.
Özet:
In today's competitive economy, a college education is a necessity to obtain employment in jobs that offer sustainable wages to live a comfortable life. The constant changes in technology are creating a difficult environment for employers to find a qualified workforce across the United States. Colleges and universities continue to face challenges as they attempt to create learning environments that allow students to graduate on time; only 13% graduate in 2 years for community colleges, and about 15% in 4 years from state universities. In many cases, students appear to be unprepared for the rigor of college coursework; however, the curriculum currently offered at the K-12 level does not align well with the curriculum in higher education. There is a struggle between the two systems that appears to have a negative effect on students as they attempt to find their way through college.
This quantitative causal-experimental research study analyzed the differences between Middle College High School (MCHS) and traditional high school students in regards to academic success. The data used for this research study were collected from archival data from a community college in the Central Region of California and the feeder K-12 school district. The study compared high school graduation rates, a-g completion rates, total number of units completed at the college level, and overall college GPA between the two groups.
The study found that students from MCHS perform at much higher rates than students who attend traditional public high school. These data demonstrate a statistical significant difference in a-g completion, and overall college GPA between the two groups, demonstrating that MCHS students are performing at much higher levels. There was no statistically significant difference in overall college units completed; however, MCHS students attend both college and high school concurrently. Overall, the MCHS model appears to be successful in promoting student success at the high school level and community college level. The model appears to have positive effects on student success and reverses equity gaps in success for Hispanic and male students overall.
Notlar:
School code: 6050
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