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Thursday, November 17 • 1:40pm - 2:50pm
Supporting Students through the P-20 Pipeline

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Preparing Students for College: An Exploratory Study of the Impact of High Rigor Coursework. Lee Morgan, University of Northern Colorado

This study examined participation in a rigorous secondary curriculum and the corresponding outcomes related to college enrollment, persistence, and graduation. A sample of students
from a suburban high school was used to test this hypothesis. The results confirmed a positive relationship between high-rigor courses and college success. This relationship was evident
even after controlling for relevant students’ demographics including gender, ethnicity, and socioeconomic status. The academic bene ts of the high rigor course participation are discussed.

Effects of the UT Admission Cap on High School Students’ College Planning. Lolita Tabron, University of Denver

This study is an investigation of the effects of the University of Texas admission cap on a student’s likelihood of choosing a more rigorous (college-preparatory) high school diploma. Logistic regression models were used to share how the high school a student attended conferred important advantages or disadvantages regarding students’ educational planning and outcomes. Findings indicate that after the UT admission cap, students took less rigorous coursework to qualify for the Top 10% automatic admission guarantee.

Reimagining Precollege Programming for Overaged and Undercredited Students. Nakia M. Gray, New York University

Transfer high schools are charged with the task of preparing overaged, undercredited students for graduation and college. This purpose of this qualitative case study is to offer a perspective into how a transfer school leader in conjunction with community partnerships utilizes partnerships and precollege transition programs to rede ne college readiness and student success.

Fifth-Year Seniors: Persisting Versus Dropping Out. Gregory White, Michigan State University

This research explores why high school seniors who do not graduate on time persist in an effort to obtain a high school diploma instead of dropping out or seeking a GED, which is the more traditional trajectory. Structured interviews tease out underlying reasons for this divergence, interrogating personal and structural domains, while a nationally representative data set exposes this phenomenon on a national level.

Thursday November 17, 2016 1:40pm - 2:50pm
Detroit Marriott at the Renaissance Center: Floor 5 - Brule A

Attendees (10)