Academic and social adjustment of students transitioning from an early college high school program to an institution of higher education
Abstract
Historically, minority and low-income populations have faced numerous challenges in achieving a higher education particularly students of Latino descent. Gandara and Contreras (2009) explain that Latinos are the fastest growing population in the United States and yet academically, they are further behind than any other ethnic group in the nation. However, as the nation continues to grapple with how best to educate its children, and programs such as early college high schools grow in popularity, a viable solution to closing the academic achievement gaps of minority students, it is more important than ever that there is an understanding of how these programs impact students’ academic and social adjustment to a four-year institution. Although designed to reduce time to degree and remove significant financial barriers to obtaining a college degree, the question as to whether early college high schools are preparing students well enough for the eventual academic and social adjustment to a four-year institution is a relevant one. This study examined the academic and social adjustment of students who participated in an early college high school and matriculated to a four-year, public, research institution after completing 60 hours of college coursework thus academically classified as juniors as compared to students who had attended a traditional high school, matriculated to the four-year, pubic institution as freshman and at the time of the study were classified as juniors.
Subject Area
School counseling|Higher education
Recommended Citation
McCorry-Andalis, Catherine, "Academic and social adjustment of students transitioning from an early college high school program to an institution of higher education" (2013). ETD Collection for University of Texas, El Paso. AAI3565921.
https://scholarworks.utep.edu/dissertations/AAI3565921