From High School to the Future: Potholes on the Road to College - Nagaoka, Jenny; Coca, Vanessa; Moeller, Eliza
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The University of Chicago Consortium on Chicago School Research (UChicago CCSR) builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement. Since 2004, CCSR has tracked the postsecondary experiences of successive cohorts of Chicago Public Schools graduates and examined the relationship among high school preparation, support, college choice, and postsecondary outcomes. The goal of this research is to help policymakers and practitioners understand what it takes to improve the college outcomes for urban and other at-risk…mehr

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Produktbeschreibung
The University of Chicago Consortium on Chicago School Research (UChicago CCSR) builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement. Since 2004, CCSR has tracked the postsecondary experiences of successive cohorts of Chicago Public Schools graduates and examined the relationship among high school preparation, support, college choice, and postsecondary outcomes. The goal of this research is to help policymakers and practitioners understand what it takes to improve the college outcomes for urban and other at-risk students who now overwhelmingly aspire to college. This second report in the "From High School to the Future" series looks beyond qualifications to examine where students encounter potholes on the road to college. The findings reveal that Chicago students at all levels of qualifications do not successfully navigate the daunting process of enrolling in four-year colleges and too often default to colleges for which they are overqualified. The study relies on qualitative and quantitative data for CPS seniors in 2005: student and teacher surveys, transcripts, college enrollment data reported by the National Student Clearinghouse, and student interviews. Consortium researchers spent nearly two years interviewing and tracking the academic progress of 105 students in three Chicago high schools. The ten case studies included in the "Potholes" study each highlight a student who struggled at a different point in the postsecondary planning process.
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Autorenporträt
MELISSA RODERICK, PHD, is the Hermon Dunlap Smith Professor at SSA and a co-director at UChicago CCSR where she leads the organization's postsecondary research. Professor Roderick is also the co-director of the Network for College Success, a network of high schools focused on developing high-quality leadership and student performance in Chicago's high schools. JENNY NAGAOKA is the Deputy Director of UChicago CCSR. Her current work uses linked quantitative and qualitative methods to examine the relationship among high school preparation, college choice, and postsecondary outcomes for CPS students. VANESSA COCA is a second year doctoral student in the Sociology of Education program at Steinhardt School of Culture, Education, and Human Development at New York University. She is also a Research Assistant at the Research Alliance for New York City Schools. ELIZA MOELLER is the Lead Qualitative Analyst for the Chicago Postsecondary Transition Project, which is based at the School of Social Service Administration and is a sponsored project of UChicago CCSR. She also heads the project's Data Practice Collaborative. The University of Chicago Consortium on Chicago School Research (UChicago CCSR) builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement. Created in 1990 after the passage of the Chicago School Reform Act that decentralized governance of the city's public schools, UChicago CCSR conducts research of high technical quality that can inform and assess policy and practice in the Chicago Public Schools. UChicago CCSR studies also have informed broader national movements in public education. UChicago CCSR encourages the use of research in policy action and improvement of practice but does not argue for particular policies or programs. Rather, UChicago CCSR helps to build capacity for school reform by identifying what matters for student success and school improvement, creating critical indicators to chart progress, and conducting theory-driven evaluation to identify how programs and policies are working.