Advanced Placement Study

In the comparison of rural and urban students we notice an overall under-representation of the students who reside in a regional or remote area. “In 2015, just under one quarter of domestic applicants (24.0%), (excluding WA) were from non-metropolitan areas (regional and remote areas). This is lower than their share of the working aged population aged 15 to 64 (28.6%)10 , demonstrating that people from nonmetropolitan areas are

The American College Testing (ACT), 2010 concluded that a large number of high school students and high school graduates do not possess the knowledge and skills for college level work or career training. With the creation and implementation of common core standards, states and school districts have a clear set of student expectations to target

school, the same questions loom over their heads. What courses should my student take to better their chances of getting into college? What can I do now to alleviate the financial burden of college tuition? AP courses look better than Dual Enrollment courses on an application. Due to the minimal monetary commitment, the accuracy to the rigor of college courses, and the confidence students receive, Dual Enrollment courses are the best courses to take in high school that will prepare you for college. ! While AP classes are supposedly closer to the rigor of college courses,

Community colleges in the United States develop rapidly and have become a vital component of the postsecondary education delivery system. As of 2011-2012 school year, 45% of all undergraduate students were enrolled in public two-year colleges, approximately 8.3 million students (Knapp et al., 2012. Cited by AACC Fast Facts). And it seems that with globalization and Obama’s education agenda, the trend of growing enrollment in community colleges won’t change. A high school graduate who decides to pursue postsecondary education may face with a dilemma--whether enroll in a community college or a traditional four-year college. Even within a community college, a student may be faced with a choice—enroll in a vocational program and enter workforce after graduation with a vocational certification, or choose an academic program with an intention of transferring to four-year institutions.

In this news article, Jessica Bock investigates the value of AP courses and dual credit classes in the high schools throughout Missouri. She describes the merits of both AP courses and dual credit in planning for college, and she explores the personal motivations of some high school students for taking AP or dual credit

Assumptions could be made that, when it comes to college admissions, more selective and competitive schools, such as magnet schools, would reflect well on applying students. Yet, “a new study of more than 1 million students . . . has concluded that very selective high schools can hurt, not help, most students' chances of getting into very selective colleges” (Matthews, p2). The study shows that students at more demanding high schools tend to have lower grade-point averages than those of students who attend neighborhood schools. In addition, the courses are sometimes less challenging at magnet schools, mostly due to the fact that most of the work load comes from the area of special interest (Matthews, p3).

Education plays an important role in every person’s future. Not only does it enhance a person’s intellect, but it allows them to discover what they want to become. For the past years, high school students were having trouble graduating and when Texas ranked the lowest in the population that received a high school diploma, the state decided to minimize the amount of exams students had to pass. Although Texas students became successful in graduating, this way of graduating harms the student because they were unable to understand the basics in their education. The reduction of End-of-course exams from fifteen to five and later to three motivate students, but also teaches them that they don’t need to work hard.

In perspective of students from underrepresented populations, the numbers are much lower in comparison the number of students participating in the AP course program. However, among concurrent and post-secondary enrollment options the number of low-income students rose 40% from the previous school year, while white student participation percentages remains stagnant ("Postsecondary enrollment options," 2012). This is a state funded program, with affiliated state colleges and universities from which the college credit is earned, which is very beneficial for those who do not have the financial support to attend college. Other benefits to these programs are they allow students to complete a “trial run” of college classes to determine if this is part of their career path without exhausting personal finances. These courses also give students exposure to the high academic expectations associated with college-level work, allow them to find new challenges, and give them momentum to pursue a college degree by awarding them college credits before they graduate high school.

According to Census data, 35% of people who live in the Urban Suburbs have at least Rural undergraduate degree. Tailing close behind are the big cities, with about 32% having a bachelor degree. Rural America however lags far behind with less than 20% having earned a bachelor degree (Press 2014). In 2017, The New York Times reported, that 29% of rural college-age teens were enrolled in college in comparison to 47% of urban college -age teens (Denby, 2018). There is no denying that rural America is consistently underrepresented in participation of higher education compared to their urban counterparts. In this paper, I will argue that that there is a clear opportunity gap that influences rural students in

I am in the Accelerated Studies in Associate Programs (ASAP). This program is a program that help students get their associate's degrees faster. The program offers semesterly MTA Metro Cards, book vouches and tuition assistance for this who qualify. This is to minimize the obstacles that a college student faces for the students to focus more on their studies. The program also offer academic advisers that you have to meet with monthly and a career specialist that can help students of the program find

My high school only had fourteen counselors to help the 4,263 students in attendance, this counselor-to-student ration meant that not much time could be devoted to each student to help them navigate the complex college application system (Common Core Data 2010). During my time, I never actually spoke to any of the counselors about college plans and I was not even aware that they could help in that area. The only time I met with a counselor was to choose classes for the next year and those meetings never exceeded ten minutes. Also, coming from a family that had not attended college, I was still without the knowledge of how to gain access into the realm of higher education. In the following sections I detail how the cultural capital borrowed or learned from special programs or individuals ultimately impact a student’s upward mobility

With no relatives to guide his way, Reyes would be the first to travel down the college road. Regardless, he was up for the challenge and began enrolling in advanced placement courses from middle school until high school. He dreamt of huge ACT scores, AP credit, and rigorous work that would ensure college readiness. Unfortunately, Reyes’ was never able to focus the energy required in advanced placement. The same classes he thought would rise him to college stardom become his end. After performing poorly in all his AP classes, Reyes’s GPA was so low, kids taking regular education courses were better off. Things were so bad, schools such as Texas State and Texas Tech University returned letters of rejection to the poor senior. The people who were “too dumb to get into any regular school”, as put by most college seniors, were labeled “losers”. It was an embarrassing time for Reyes’, but still, he decided it was time to change his ways. He’d always wanted to attend the University of Texas at Austin, so he decided if he had to attend community college, he would fix his image by transferring to a prestige’s

I have decided to pursue an advanced degree because I realized my current research interests involve skills and experiences that can only be obtained through an advanced degree and research. My main objective is to become an efficient and impactful scientist to my field and impacted communities. I have discovered through recent research experiences that I have the determination and mindset to fully succeed in completing an advanced degree. These experiences have also taught me skills to use while in graduate school like the steps to create and execute research projects and how to effectively communicate my research to a board community. Furthermore, I still have the passion to learn and explore new boundaries of my potential as a scientist

Holland, a professor of Educational Inquiry and Curriculum studies, and African and African American Studies at the University of Illinois, argues that, the message that students receive regarding college preparation varies because of the students’ race/ethnicity, socio-economic background, and generational status. She also believes that even though these students receive encouragement from their social networks, there was a shortage of individualized, concrete, and compressive college planning. Her findings suggest that college

Eric Bettinger from Stanford University says that so much of our society nowadays are based on incentives and it became important to accomplish our goals. It has been proved that getting an award motivates them to do better and makes a purpose to achieve something. For example, on the Texas Advanced Placement program, students that took AP tests increased their grades steadily when compared to schools not providing cash. Also when students go through the process of getting better grades, without a doubt, they can learn more about what they have studied for the