Ensuring Endless Possibilities: Students At-Risk and the Pipeline to Higher Education EDUC 780

Introduction As the global economy demands a more educated and highly trained student, it has become increasingly crucial for all students to continue their education beyond high school. Understanding the demands of competition in the workforce, it is encouraging to note that nearly two-thirds of th - graders had enrolled in some form of postsecondary education by 1994, two years after most completed high school (Sanderson et al. 1996), and that three quarters of high school graduates had enrolled (Berkner and Chavez 1997). Nonetheless, there are still great disparities in postsecondary enrollment when socioeconomic status was considered.

Pipeline The pipeline refers to five junctures or step necessary to make successful transitions from high school to college. Bachelor’s degree goal Being minimally prepared academically to attend college Taking entrance exams Applying to college Enrolling in college

Question: How at-risk students with differed from their counterparts who were not at-risk in terms of their college pipeline experiences and further compared?

Risk Factors In many studies on the base-year and first follow-up National Education Longitudinal (NELS:88) surveys (8 th - and 10 th graders), many factors were identified as being associated with an increased probability of school failure and dropping out (Kaufmann and Bradby 1992). Low socioeconomic quartile Single-parent family Older sibling dropped out of high school (asked in the 10 th grade Changed schools tow or more times from 1 st to 8 th grade Average grades of C’s or lower from 6 th to 8 th grade Repeated an earlier grade from 1 st to 8 th grade

Background Students were further identified according to their level of risk based on the number of risk factors they had accumulated. One risk factor was considered low risk; two risk factors constituted moderate risk; and students with three or more risk factors were considered to be at high high risk of dropping out (Chen and Kaufman 1997).

Table 1 Table 1 identifies 1992 high school graduates according to their risk status. Approximately one-third were at low risk (three or more risk factor), 18 percent were at moderate risk (two risk factors), and 9 percent were at high risk (three or more risk factors). The average number of risk factors among all 1992 high school graduates was about 1,7. This particular table included only students considered at moderate or high risk. They constitute about one-quarter of the cohort of 1992 high school graduates (figure 1).

Table 1

Figure 1.

Engagement Effects of engagement associated with the likelihood of at- risk students completing high school and enrolling into college (Chen and Kaufman 1997). Student Engagement Parent Engagement Peer Engagement College Preparation Activities

Conclusion Finally, nearly all of the special college preparation activities increase the odds of moderate to high-risk students attending a 4-year college, as well as attending any postsecondary education. Some suggestions for increasing students’ chances for exhibiting strong persistence indicators. Financial Aid Preparation for entrance exams Preparation of college application

Thank You Endless possibilities toward higher education for all students! At-risk student no longer have to be limited by the negativity of professional educators. At-risk student no longer have to be limited by the negativity of professional educators. At-risk students need to be encouraged that with hard work and determination you can position yourself to do great and mighty things! Will you engage the At-Risk student?

References Horn, L. (1997). Confronting the Odds: Students at Risk and the Pipeline to Higher Education (NCES ) Washington, D.C.: U.S. Department of Education, National Center for Educational Statistics. Swanson, C.B., & Chaplin, D. (2003). Counting high school graduates when graduates count. Washington, D.C.. Educational Policy Center, Urban Institute. Sum, A. (2009). Left Behind in America: The nation’s dropout crisis. Boston, MA: Center for Labor Market Studies, Northwestern University, Chen, X. and Kaufman, P “Risk and Resilience: The Effects of Dropping Out of Schools.” Paper presented at the American Association of Education Research (AERA), Chicago, IL. Kaufman, P. and Bradby, D. (1992). Characteristic of At-Risk Students in NELS:88 (NCES ) Washington, D.C.: U.S. Department of Education, National Center for Education Statistics.