Improving college readiness, pursuit, access, and persistence of disadvantaged students
Description
TitleImproving college readiness, pursuit, access, and persistence of disadvantaged students
Date Created2014
Other Date2014-05 (degree)
Extentxv, 185 p. : ill.
DescriptionThis study investigated how participation in the comprehensive College Readiness Access and Success Program (CRASP) affected disadvantaged students’ college readiness, pursuit, access, and persistence. The study was guided by three major research questions: (1) What are the impacts of CRASP? (2) How does each component of CRASP affect college readiness, pursuit, enrollment, and persistence? (3) What struggles do graduated PCSST students report in their first year of college? CRASP was implemented by the Paterson Charter School for Science and Technology’s (PCSST) school counseling department. PCSST, located in Paterson, New Jersey, served 1,040 students, grades K through 12. Approximately 85% of PCSST’s students were enrolled in the free and reduced lunch program, and 90% of the school’s population was African American or Hispanic. The sample population for this study consisted of 384 PCSST alumni from the classes of 2009 to 2013. This study compared college-related outcomes of PCSST students who participated in CRASP for different lengths of time (from none to four years). Multiple regression was used to measure the relationship with CRASP, controlling for students’ basic demographics and abilities prior to CRASP. The findings showed that when professional school counselors, educational leaders, and key stakeholders worked collaboratively to deliver comprehensive counseling programs such as CRASP, disadvantaged students received measurable benefits in their college readiness, pursuit, and access. Particularly, CRASP participation was associated with higher percentages of students making necessary preparations to get ready for college and enrolling in post-secondary institutions. Overall, this study provided information on the efficacy of CRASP to inform local decision making. Furthermore, it shed light on factors that hinder or help disadvantaged students’ college readiness, pursuit, access, and persistence. The findings also address disadvantaged students’ low rates of college readiness, access to higher education, and completion of college degrees. In line with the new college and career readiness accountability standards, the results indicate a need for further investigation by creating research-based and innovative comprehensive school counseling programs catering to the needs of disadvantaged students.
NoteEd.D.
NoteIncludes bibliographical references
Noteby Olcay Yavuz
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.