Preparing High School Students for College - ERIC - U.S. ...

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Participants: High school seniors who do not place into higher-levelmathematics courses (such as pre-calculus or statistics) are placed into thiscourse by their guidance counselors. During the fall of 2010, 376 studentswere enrolled in this course at Nimitz High School.Length/duration: Full academic yearFunding: Aldine ISD provides funding for the course, and LSCNH offerssupport for the course as a public service.Goals and components: The College Prep Algebra curriculum wasdeveloped through a partnership between LSCNH and participating highschools and combines the developmental mathematics curriculum and someelements of the college algebra curriculum used at Lone Star College. Taughtby high school teachers at the high school, the course uses college texts andmaterials .The course was created as a result of the large number of studentswere placing into developmental mathematics at LSCNH; its main objectiveis to help more students place directly into college-level mathematics courseson entry into college. Beyond the academic component, the course alsoincludes presentations on applying to college, completing the FAFSA,preparing for careers, and gaining college-readiness skills. Students take theACCUPLACER at mid-semester to make sure they are on track to becomecollege ready. The COMPASS is administered to all students at the end of theyear for college placement purposes.HCC Southeast Transitional ProgramOperated by: Houston Community College (HCC) Southeast CollegeDate of visit: November 15, 2010Location: Southeast College campusPartner institutions: HCC Southeast works with four high schools to recruitstudents: Sanchez Charter School, Eastwood Academy, Austin High School,and Raoul Yzaguirre School for Success.Program type: Academic-focused school-year transition programParticipants: High school juniors whose TAKS scores are between 2100 and2200 (2100 is the minimum passing score, and 2200 is considered collegeready). The program serves approximately 50 students per year.42
Length/duration: The program runs for 16–17 weeks, one day per week, 5.5hours per day. (Classes are held on Saturday during the spring semester.)Funding: The program is funded by a grant from the THECB. The programis free to students, who receive a stipend of $250 for successful completionwith at least 80 percent attendance.Goals and components: HCC Southeast Transitional Program is adevelopmental bridge program offered to high school juniors who are likelyto need remedial coursework upon entering college. The goals of the programare to improve students’ skills in reading, writing, and test-taking. Theprogram also focuses on study skills, motivation, time management, and otherdeficits in college readiness identified through the LASSI assessment.Students take the THEA and LASSI at the beginning and end of the program.During the last five weeks of the program, parents are invited to attend theParent Academy, which offers information on topics such as financial aid,FAFSA, applications to colleges, and picking majors and careers.Houston Pathways Initiative (HPI)Operated by: San Jacinto College (SJC)Date of visit: November 17, 2010Partner institutions: Deer Park Independent School District (ISD), GalenaPark ISD, Pasadena ISD, University of Houston–Clear Lake, and the THECBProgram type: High school, community college, and university partnershipParticipants: The program bridges high school, community college, anduniversity faculty. Students are not directly involved.Length/duration: Participants convene on a monthly basis.Funding: The program is funded by a Houston Endowment grant.Goals and components: Founded in 2009, HPI works to facilitate improvedsecondary-to-postsecondary alignment of curricula and assessments in orderto increase the number of students who enter college ready to take creditbearingcourses and to reduce the need for student remediation. This is donethrough faculty vertical-alignment teams, which are comprised of facultymembers from participating high schools, San Jacinto College, and theUniversity of Houston–Clear Lake. The teams meet and use student data43
Page 1:
Preparing High SchoolStudents for C
Page 4 and 5:
The National Center for Postseconda
Page 7 and 8:
ContentsOverviewList of ExhibitsPre
Page 9:
List of ExhibitsTable3.1 Number of
Page 13 and 14: AcknowledgmentsThe authors of this
Page 15 and 16: Executive SummaryIn his 2009 State
Page 17 and 18: Summer bridge programs, generally o
Page 19 and 20: Figure ES.1College Readiness Partne
Page 21 and 22: lack of funding streams that reward
Page 23 and 24: Chapter 1IntroductionIn his 2009 St
Page 25 and 26: partnerships formed by K-12 school
Page 27 and 28: There is some evidence in the liter
Page 29 and 30: In addition, the Texas legislature
Page 31 and 32: Chapter 2Research Design and Method
Page 33: The goal of the site visits was to
Page 36 and 37: Program CategoryTexas College Readi
Page 38 and 39: Key Characteristics of State and Lo
Page 40 and 41: equired by state law, 8 and incorpo
Page 42 and 43: ensure that every high school senio
Page 44 and 45: the summer. Staff members at some o
Page 46 and 47: these situations, a community-based
Page 48 and 49: easons to work together, policy cha
Page 50 and 51: Lack of Incentives for Community Co
Page 52 and 53: Implications for College Readiness
Page 54 and 55: programming and create a more cost-
Page 57 and 58: This appendix includes a short desc
Page 59 and 60: Length/duration: Approximately 20 s
Page 61 and 62: campus resources (including the lib
Page 63: College Connection Advisors Program
Page 67 and 68: their personal online portfolios, w
Page 69 and 70: program are that at least 80 percen
Page 71: Appendix BScan Summary of LocalColl
Page 74 and 75: Appendix Table B.1 (continued)Progr
Page 76 and 77: Appendix Table B.1 (continued)Progr
Page 79 and 80: ReferencesAchieve, Inc. (2006). Clo
Page 81 and 82: Kirst, M., & Venezia, A. (2001). Br
Page 83: Texas Higher Education Coordinating
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