SavedAdd your journal

Journals / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2019 / Cilt: 13 - Sayı: 1

Utilizing A Practitioner-Led Action Research Study to Improve Urban Students’ College Readiness and Pursuit

Olcay YAVUZ
Pages
1–30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

As researchers seek to produce scientific knowledge that school leaders, policy makers, school counselors and educators can use to improve urban school systems, this action research study further solidifies current urgencies to re-visit urban schools’ academic and counseling support services.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This practitioner-led action research study was conducted at a high-poverty urban school and investigated how participation in a comprehensive school program affects underrepresented urban students’ college readiness and pursuit.
📊
Key Findings & Data:Particularly, this action research study revealed that urban students who participated in the Comprehensive College Readiness Access and Success Program (CCRASP) have statistically significant higher rates of SAT participation, SAT scores, FAFSA completion, and postsecondary applications compared to other urban students who never participated in CCRASP.
💡
Conclusion & Impact:As researchers seek to produce scientific knowledge that school leaders, policy makers, school counselors and educators can use to improve urban school systems, this action research study further solidifies current urgencies to re-visit urban schools’ academic and counseling support services.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Program Evaluation · Urban Education · College Readiness

Abstract

This practitioner-led action research study was conducted at a high-poverty urban school and investigated how participation in a comprehensive school program affects underrepresented urban students’ college readiness and pursuit. Particularly, this action research study revealed that urban students who participated in the Comprehensive College Readiness Access and Success Program (CCRASP) have statistically significant higher rates of SAT participation, SAT scores, FAFSA completion, and postsecondary applications compared to other urban students who never participated in CCRASP. As researchers seek to produce scientific knowledge that school leaders, policy makers, school counselors and educators can use to improve urban school systems, this action research study further solidifies current urgencies to re-visit urban schools’ academic and counseling support services.

Özet

This practitioner-led action research study was conducted at a high-poverty urban school and investigated how participation in a comprehensive school program affects underrepresented urban students’ college readiness and pursuit. Particularly, this action research study revealed that urban students who participated in the Comprehensive College Readiness Access and Success Program (CCRASP) have statistically significant higher rates of SAT participation, SAT scores, FAFSA completion, and postsecondary applications compared to other urban students who never participated in CCRASP. As researchers seek to produce scientific knowledge that school leaders, policy makers, school counselors and educators can use to improve urban school systems, this action research study further solidifies current urgencies to re-visit urban schools’ academic and counseling support services.

🔖

Cite This Article

YAVUZ, O. (2019). Utilizing A Practitioner-Led Action Research Study to Improve Urban Students’ College Readiness and Pursuit. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 13 - Sayı: 1, 1–30. https://ajindex.com/articles/289779

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (6)

  1. ACT. (2005). National college retention and persistence to degree rates, Iowa City, IA: Author. Retrieved from www.act.org/research/policymakers/pdf/retain_2005.pdf ACT. (2010). What works in student retention survey? (Research Report). Iowa City, IA: Author. Retrieved from http://www.act.org/research/policymakers/pdf/droptables/AllInstitutions.pdf
  2. Adelman, C. (1999). Answers in the toolbox: Academic intensity, attendance patterns, and bachelor's degree attainment. (PLLI 1999–8021).
  3. Washington, DC: U.S. Department of Education. Adelman, C. (2006). The toolbox revisited: Paths to degree completion from high school through college. Washington, D.C.: U.S. Department of Education. Retrieved from www.ed.gov/rschstat/research/pubs/toolboxrevisit/index.html American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. American Institutes for Research, and SRI International (2009). Fifth annual early college high school initiative evaluation synthesis report six years and counting: The ECHSI matures. Retrieved from http://www.air.org/files/ECHSI_Eval_Report_2009_081309.pdf
  4. Anderson-Ketchmark, C., & Alvarez, M. E. (2010). The school social work skill set and positivebehavior support: A good match. National Association of Social Workers, 32 (1). Baum, S. & Payea, K. (2004). Education pays: The benefits of higher education for individuals and society. Washington, DC: College Board. Bettinger, E. P., Long, B. T., Oreopoulos, P. & Sanbonmatsu, L. (2009). The role of simplification and information in college decisions. Cambridge, MA: National Bureau of Economic Research. Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education, (pp. 241-258).
  5. New York, NY: Greenwood Press.
  6. Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single-case research. School Psychology Review, 42(1), 39. Brown, D., & Trusty, J. (2005). Designing and leading comprehensive school counseling programs: Promoting student competence and meeting student needs. Belmont, CA: Thomson Brooks/Cole. Brimely, V. & Garfield, R. (2012), (11th), Financing education in a climate of change. Allyn and Bacon. Bui, K.V.T. (2002). First-generation college students at a four-year university: Background characteristics, reasons for pursuing higher educat