ERIC ED439660: Advances in Education Research, Fall 1999.

160 Pages·1999·2.4 MB·English

by  ERIC

DOCUMENT RESUME
HE 032 738
ED 439 660
Advances in Education Research, Fall 1999.
TITLE
National Library of Education (ED/OERI), Washington, DC.
INSTITUTION
NLE-1999-2011
REPORT NO
1999-00-00
PUB DATE
159p.; For volume 4, Winter 1999, see HE 032 739. For volume
NOTE
2, see ED 410 308.
National Library of Education, 400 Maryland Avenue, SW,
AVAILABLE FROM
Washington, DC 20202-5523. Tel: [phone] (Toll Free);
e-mail: library®inet.ed.gov; Web site:
http://www.ed.gov/NLE.
Collected Works
Serials (022)
PUB TYPE
Advances in Education Research; v4 Fall 1999
JOURNAL CIT
MF01/PC07 Plus Postage.
EDRS PRICE
*Access to Education; Black Students; College Attendance;
DESCRIPTORS
College Preparation; College Students; *Community Services;
Compensatory Education; Disadvantaged; Educational
Counseling; *Educational Opportunities; *Educational
Research; Educationally Disadvantaged; *Family Influence;
High Schools; Higher Education; Minority Groups; Outreach
Programs; Post High School Guidance; Service Learning;
Student Characteristics; Student Financial Aid;
*Transitional Programs
*African Americans
IDENTIFIERS
ABSTRACT
This volume presents selected research articles related to
early intervention for college programs. This is part of a two volume set
designed to showcase some of the best cutting edge research on early
intervention programs. Providing an introduction to the types of these
programs, this issue: presents research on why the programs are necessary;
discusses the value of a classification scheme; makes readers aware of the
vast number and types of programs available; and provides research evidence
for the necessity of these programs. Following an introduction by Adrianna
Kezar, there are two articles on program access that address: multiservice
resource centers; restricted focus resource services; last-dollar
scholarships and financial aid advising; early commitments of guaranteed
tuition; educational awareness programs; academic preparation and precollege
counseling programs; and systematic change to facilitate college access.
These articles are: "School to College Transition Programs for Low Income and
Minority Youth" (Ann S. Coles) and "Missed Opportunities: A New Look at
Disadvantaged College Aspirants" (Education Resources Institute). Articles in
the section focusing on program necessity are: "Family and High School
Experience Influences on the Postsecondary Education Plans of Ninth-Grade
Students" (Don Hossler and Frances K. Stage); "Increasing African Americans'
Participation in Higher Education: African American High School Students'
Perspectives" (Kassie Freeman); "Postsecondary Education Opportunity" (Thomas
G. Mortenson); "Access, Equity, and the Privatization of College Counseling"
(Patricia M. McDonough, Jessica Korn, and Erika Yamasaki); and "Early
Awareness of College Financial Aid: Does It Expand Choice?" (Thomas A.
Flint). Appended is a list of early career and postsecondary awareness
programs for middle school students, with links to recent information on-line
Reproductions supplied by EDRS are the best that can be made
from the original document.
and searchable by state and local area, and the original publication
information for each article. (Most of the articles contain references.)
(CH)
Reproductions supplied by EDRS are the best that can be made
from the original document.
VOLUME 4, FALL .1999
ADVANCES
EDUCATION
IN
Library
Education
National
Educational
Office
[2,®GE3a4lo
Improvement
Department Education
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
IA This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
BEST C PY AVALABLf]
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
12l
official OERI position or policy.
Customer Survey of OERI Publication Users
For what purposes did you use this OERI publication?
To help us improve future editions of this publication and give
5.
service, we would appreciate your
(Check all that apply.)
customer
better
you
Please check the appropriate
comments on this survey form.
Planning
Responses will be kept
boxes below for each question.
Policy or legislation
completely confidential.' You may return the survey by mail or
Administrative decisions
It can be folded and taped closed to allow mailing to the
FAX.
it can be
address listed on the reverse side of this form, or
Teaching, class material
returned by FAX to 202-219-1321. Many thanks for your
Research/analysis
customer feedbackit is very important to us!
General information
Name of publication
Writing news articles, TV or radio material
1.
Marketing, sales, or promotion
Other (please describe)
How did you receive a copy of this publication?
2.
Bought it
Borrowed it
Did the publication help you accomplish whatever you
6.
Mailing list membership
needed it for?
Telephone request
Partially
No
Yes
Internet request
What is your occupation?
7.
Other (please describe)
Administrator
Teacher
Parent
Statistician
Researcher
Librarian
Student
Policy Analyst
Journalist/writer
Was this publication easy to get?
3.
Program Planner
Not at all
Somewhat
Very
Other (please specify)
How did you find out about this and other OERI
4.
(Check all that apply.)
publications?
Conferences
How could this OERI publication (or other OERI
8.
Journal articles
publications) better meet your needs?
(Check all that apply).
Teacher/educator
More important topics in education
Professional associations
More timely release of data
Internet (WWW)
More text introductions to each section
Publication announcement
More research statistics
Received in mail
Shorter reports (less than 10 pages)
OERI staff contact
Other (please describe)
Overall, how satisfied are you with the following aspects of this publication?
9.
Dissatisfied
Satisfied
Very Satisfied
a. Comprehensiveness of information
b. Clarity of writing (readability, interpretability)
c. Clarity of presentation (e.g., tables, charts)
0
d. Timeliness of information
0
e. Accuracy of information
Clarity of technical notes
f.
g. Usefulness of resources and bibliography
CI
h. Organization
Length
i.
CI
Format
j.
PAPERWORK BURDEN STATEMENT
BESTCOPYAVAILABLE
Office of Educational Research and Improvement (OERI)
Publication Customer Survey
control number. The valid
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it displays a valid OMB
10 minutes per response,
OMB control number for this Information collection is 1880-0529. The time required to complete this Information collection Is estimated to average
If you have any comments
Including the time to review Instructions, search existing data resources, gather the data needed, and complete and review the Information collection.
of this form, write directly to:
concerning the accuracy of the time estimate(s), suggestions for Improving this form, or concerns regarding the status of your Individual submission
20208-5570.
P. Quinn, Room 204, Media and Information Services, OERI, U.S. Department of Education, 555 New Jersey Avenue NW, Washington, DC
OERI Publication Customer Survey
Nil
NO POSTAGE
Media and Information Services
NECESSARY
555 New Jersey Avenue NWRm. 202
IF MAILED
Washington DC 20208-5570
IN THE
UNITED STATES
OFFICIAL BUSINESS
PENALTY FOR PRIVATE USE, $300
BUSINESS REPLY MAIL
FIRST-CLASS MAIL PERMIT NO. 012935 WASHINGTON DC
POSTAGE WILL BE PAID BY US DEPARTMENT OF EDUCATION
A. Reed
Room 202
Media and Information Services
Office of Educational Research and Improvement
US Department of Education
555 New Jersey Avenue NW
Washington DC 20208-5570
Fold on line TAPE CLOSEDDO NOT STAPLE
10. Do you have any suggestions regarding the content or format of future editions of this publication or other comments?
KAM 1 00Q__Ag10
VOLUME 4, FALL 1999
ADVANCES
EDUCATION RESEARCH
IN
National Library of Education
Office of Educational Research
and Improvement
U.S. Department of Education
NATIONAL
LIBRARY OF
EDUCATION
ti
VOLUME 4, FALL 1999
ADVANCES IN EDUCATION RESEARCH
U.S. Department of Education
RICHARD W. RILEY
Secretary
Office of Educational Research and Improvement
C. KENT MCGUIRE
Assistant Secretary
National Library of Education
BLAKE K. DESSY
Executive Director
FALL 1999
The National Library of Education, through the Office of Educational Research and Improvement, has obtained
permission from the copyright holders to reproduce certain quoted material in this report. Further reproduction of
this material is prohibited without specific permission of the copyright holders. All other material contained in this
report is in the public domain and may be used and reprinted without special permission; citation as to source,
however, is expected.
JUDY A. CRAIG
Director of Publications/Editor
NATIONAL LIBRARY OF EDUCATION-CATALOGING DATA
Advances in education research/National Library of Education, Office of Educational Research and Improvement,
U.S. Department of Education.
Irregular. (1993
)
ISSN
L EducationResearchUnited States.
2. Student serviceUnited States.
3. Socially handicappedEducation (Higher)United States.
4. Socially handicapped childrenEducationUnited States.
I. National Library of Education (U.S>)
1993 Summer
v.1
1997 Spring
v.2
1998 Fall
v.3
v.4, pt. I
1999 Fall
v.4, pt. II 1999 Winter
LB1028.25.U6A38
6
ii
VOLUME 4, FALL 1999
ADVANCES IN EDUCATION RESEARCH
Fo REwo RD
li
makes available to the public peer-reviewed, scholarly research supported in whole or
Advances in Education Research
0
Educational Research and Improvement (OERI) through its educational research and devel-
in part by the Office of
me
goals of Advances in Education Research are to bring together from diverse scholarly sources
opment programs. The
CD
that relates to important educational themes or topics; disseminate the results of fund-
first-rate, exemplary research
0
for discussing, debating and
to researchers, educators, and policymakers; serve as a forum
ed research more widely
and perspectives of researchers and education practitioners; and increase public awareness
exchanging research results
high-quality education research that is central and indispensable to improving and strength-
CL
of, access to, and use of
ening American education.
in Education Research includes previously published articles from selected refereed
This fifth volume of Advances
the best research on the impact of early intervention programs. The articles are reproduced
journals, which identifies
authors and the journals in which they originally appeared. They were written by individ-
with the permission of the
and experts in the field of early intervention.
uals who are practitioners
is produced by the National Library of Education within OERI. The mission of the
Advances in Education Research
Library of Education Task Force
as noted in Access For All, the report of the National
National Library of Education,
is to:
released in February 1997,
maximum access to high-quality education information in all formats and from multiple
Provide awareness and
assistance to information seekers, and to be accountable for all these efforts. Our
sources, to provide high-quality
students, and parents of America at all education levels, and the agencies, corpora-
customers are the educators,
that serve them. Our partners are the nation's education libraries, education information
tions, and institutions
organizations.
providers, and education
Advances in Education Research or the National Library of Education and the work it
For more information about
supports, contact staff at:
Education
The National Library of
SW
400 Maryland Avenue,
Washington, DC 20202-5523
Phone: [phone]
E-mail: librasy@inet. ed.gov
Web: http://www.ed.gov/NLE
7
Iii
VOLUME 4, FALL 1999
ADVANCES IN EDUCATION RESEARCH
TABLE OF CONTENTS
This volume presents selected research articles related to community service learning.
Each article was previously published in a refereed journal.
0
I
INTRODUCTION
0
2
5
ACKNOWLEDGMENTS
ps.
(1)
=
PROGRAM ACCESS
PP
Youth
1 School to College Transition Programs for Low Income and Minority
7
CO)
ANN S. COLES
2 Missed Opportunities: A New Look at Disadvantaged College Aspirants
43
THE EDUCATION RESOURCES INSTITUTE
PROGRAM NECESSITY
Plans
3 Family and High School Experience Influences on the Postsecondary Education
70
of Ninth-Grade Students, DON HOSSLER AND FRANCES K. STAGE
4 Increasing African Americans' Participation in Higher Education: African American
87
High School Students' Perspectives, KASSIE FREEMAN
5 Postsecondary Education Opportunity
103
THOMAS G. MORTENSON
6 Access, Equity, and the Privatization of College Counseling
118
PATRICIA M. MCDONOUGH, JESSICA KORN, AND ERIKA YAMASAIU
7 Early Awareness of College Financial Aid: Does It Expand Choice?
131
THOMAS A. FLINT
APPENDIX: EARLY CAREER AND POSTSECONDARY AWARENESS PROGRAMS
142
FOR MIDDLE SCHOOL STUDENTS
150
BIBLIOGRAPHY
.
11
V
VOLUME 4, FALL 1999
ADVANCES IN EDUCATION RESEARCH
EARLY INTERVENTION
COLLEGE
FOR
ADRIANNA KEZAR
Director, ERIC Clearinghouse on Higher Education
=
Assistant Professor, George Washington University
PP
wIl
0
becomes increasingly important as economic, social and political equity within our
Access to higher education
CL
"expand-
connected with educational achievement. As the report, Missed Opportunities states
society continues to be
o
college degree
has become increasingly important as the benefits that accrue from a
ing educational opportunity
PP
highly
Furthermore, national economic success and global competition depends on a
m
have grown" (TERI, 1997).
0
depends on
abilities to fulfill job responsibilities in the next millennium. Our democracy
skilled populace with the
2
enhanced by education.
voting, community organizing, policy development are all greatly
a well-educated populace;
that
conditions have lead to a discussion about the ways in which we can guarantee
These commonly discussed
(student for
the opportunity to go to college. In particular, low income, first generation
all of our population has
and welfare
of education is a high school diploma or less), minority, children of divorce,
whom parents' highest level
that are growing
finishing high school and continuing on to college. These are the groups
recipients have difficulty
educational
demographic projections present an disheartening picture for the future of
within our population,
unless trends of attendance among these groups can be reversed.
opportunity and access
important?
Why is early intervention
.
from The
and facilitators of opportunity. An example of the former is a recent report
Studies have examined barriers
myriad
(TERI) which describes this group as "disadvantaged college aspirants" since a
Education Resources Institute
individuals' success. One of the factors that makes their success difficult is that the
of factors work against these
the
often the child of divorce and low-income. The combination of these factors increase
minority student is also
One of the major
Yet, research, policy and practice have much to offer to address this trend.
barriers to opportunity.
for
address the problems faced by disadvantaged college aspirants students is early intervention
programs recommended to
college programs.
the commitment to affirmative
programs have become increasingly important as
Early intervention for college
for meeting
in some states. More and more states will most likely look to other strategies
action has been reversed
Texas
opportunity, and equality. Early intervention programs are being discussed in
their goals of creating access,
Federal legis-
other states will also follow this trend of trying to discover other models.
and California; most likely
the future
Up program, also signal that policymakers realize the value of these programs to
lation such as the Gear
of research will be particularly important for informing the work of individuals
of the country. This collection
and the resultant programs.
securing Gear Up funds
contents
Organization of the
edge
Research is part of a two volume set designed to showcase some of the best cutting
This Advances in Education
introduction to the types of earlier
programs. Volume 4 (Fall, 1999) provides an
research on early intervention
discussing the value of a classification
on why the programs are necessary, and ends
intervention programs, research
that
makes readers aware of the vast number and types of programs and the research
scheme. This first volume
this vast terrain. It also provides research evidence for the necessity of the programs.
has been conducted categorize
focuses more
also presents research on the landscape of early intervention programs, but
Volume 4 (Winter, 1999)
and meeting
the program that have proven to be most successful in helping students
specifically on aspects of
Volume 4 (Winter, 1999) presents research on the impact of early intervention
programmatic needs. Furthermore,
available, successful
in total: why the programs are needed, the type of programs
programs. This information
collection of
and program impact data, collectively represent the most comprehensive
components of programs,
volume about early intervention for college programs.
research gathered in one
Critical factors
education? Financial aid or assistance is an obvious
are less likely to enroll in higher
Why is it that these groups