Concurrent Enrollment: Its Effect on Under-Achieving Minority High School Students and Their Retention Rate at a Predominately White University.

Autor/in	Brigham, Forrest
Titel	Concurrent Enrollment: Its Effect on Under-Achieving Minority High School Students and Their Retention Rate at a Predominately White University.
Quelle	(1989), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Access to Education; Admission Criteria; American Indians; Black Students; College Admission; College Bound Students; College Programs; Eligibility; Enrollment; High Schools; Higher Education; Hispanic Americans; Low Income; Minority Groups; Outcomes of Education; Outreach Programs; Selective Admission; Special Programs + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; American Indian; Indianer; Hochschulzugang; Hochschulzulassung; Studienprogramm; Eignung; Einschulung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Niedriglohn; Ethnische Minderheit; Lernleistung; Schulerfolg; Jobcoaching; Bildungsselektion; Sonderpädagogische Förderung
Abstract	This paper examines the traditional approach used by most students to meet the admission requirements of four-year colleges and universities and argues that the approach is not working for minority students, including American Indian, Black, and Hispanic students and members of families of low-income backgrounds. It is suggested that a better means for meeting admission requirements and increasing eligibility rates is a program termed "concurrent enrollment," in which high school students attend a community college or university before high school graduation. Findings of a concurrent enrollment effort at the University of California Los Angeles (UCLA) are reported. A successful concurrent enrollment effort depends upon the degree of perception, expertise, and ability to generate trust that the program staff possesses. The academic performance and the retention rate of a set of minority concurrent enrollment students of UCLA are compared to those of other students at the campus. Retention rates for concurrent enrollment students were higher than rates for other minority students in most instances. (Eight references) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC