Department Of Education Trio Grant, The Ub Program For English Language Learners

High school graduation marks the start of young adults’ lives, a time where they are expected to decide what they want to do for the rest of their lives. Many young adults are pressured into attending college, whether they have determined their goal or not, but is it necessary? “The Case Against College,” an article written by Linda Lee, a mother who has questioned the former belief that college equals success, claims that “not everyone needs a higher education.” College, though beneficial to many, is not for everyone and should not determine an individual’s life.

Historically Black Colleges and Universities (HBCU) are experiencing low retention rates with first generation college students. The students are not graduating within a four to six year enrollment period, and or are not returning after their freshmen year. As the American workforce looks to colleges and universities to fulfill the workforce pipeline with educated diverse workers, HBCUs are in the spotlight to produce qualified minority graduates. Moreover, HBCU’s are looking to refine their methods of inclusion and buy-in, this will in-turn manifest a higher level of retention amongst first generation college students.

For example seeing that Southeast Asians have the highest high school dropout rate (Le, 2011), we find it is due to the lack of resources available. This Summer Bridge program will address the issue of how the model minority myth that exists is actually not true and provide opportunities for Southeast Asian Americans in their college decision process. Furthermore, the Summer Bridge program will specifically help high school students who are in junior or senior year standing to get into four year universities. The program will start in the summer going into their junior year. They will direct target high schools that come from low socioeconomic backgrounds and have the lowest graduation rates and have the most Southeast Asian American backgrounds. The Summer Bridge program will be made up of three pathways, which will be counseling, outreach, and internship

African American students enrolling in HBCUs experience better outcomes such as general satisfaction with their experience, higher grade, psychological adjustments, etc than those African American students enrolling in PWIs while Whites attending PWIs experience better outcomes such as higher grade, psychological adjustments than those white students attending in HBCUs. African American students found more comfortable and friendly environment at HBCUs while White students found more comfortable and friendly environment at PWIs. Students attending in HBCUs seems to be more satisfied with college experience because of their involvement on Colleges/Universities compared to those students attending in PWIs. African American students attending HBCUs wanted just to complete their degree as compared to students attending PWIs. White students wanted to read more as compared to African American students. In the context of educating African Americans in Specific field, HBCUs became more successful in providing access and retaining students through graduation compared to PWIs. Students attending HBCU has outcomes like tutoring other students, higher GPAs, gradating with honors, and

Educational opportunity program at Cal Poly Pomona and all other twenty three California State University campuses address the access and equity for these minority group of students in higher education to provide support services for low income, first generation students from historically disadvantaged backgrounds. These educational institutions have been successful in increasing both the higher education attendance rates and educational attainment of students from low-income, first-generation college, and underrepresented ethnic minority backgrounds.

Many programs are targeted to support members of minority, low income, disabled, or first generation students (Kezar, 2000). The main focus of most programs is to give disadvantaged students the same chance of graduating as non-minority students (Ohland & Crockett, 2002). Several common factors play a role in impeding minority acclimation into the college environment, which include: a lack of academic preparation, a lack of peers with common characteristics, and financial need

Adam Gorlick in “ Got an hour? Boost your grades. Stanford psychologists design 60-minute exercise that raises GPAs of minority student” talks about the transition from high school to college and the difficulties many students face. In his article Adam Gorlick brings up various questions many freshman ask for example, will they fit in but also brings up the issue of being a minority in a new college campus. He later goes on to talk about how these situations during the transition to college are situations that everyone goes through.

I am very fortunate to receive the endless support from the Uplift Education College Prep program. I would have never thought about preparing for college as early if it was not for the teachers and counselors’ guidances. They helped me working through the college tests but also hosting writing classes to prepare us with the most outstanding college application. Academically, I have had the most passionate teachers who willing to go beyond the lesson and infuse us with wisdom and encouragements. I feel challenged through my classes, similar to a college level course I have experienced during my visit. In class When working in robotics, my coach always pushes me to think of the ending game when working on projects. With these beneficial life

Offer early college high school or dual or concurrent enrollment programs or courses designed to help ELs achieve success in postsecondary

Upward Bound is an outside of school leadership program that I value a lot. Having the opportunity to be a part of that program has taught me not only school lessons but also valuable life lessons that happen on an everyday life basis. One of the things that we are focusing on in our 6 week summer classes is how to find the college that best fits us. Upward Bound does not only focus on helping us in our education and becoming successful. It also helps the students get more involved in our community by helping out in the Regional Food Bank, Feed the Children, and helping donate shoes to Sole Hope. Not only does Upward Bound prepare students for college and life it also helps us prepare ourselves on how to be better communicators and the way

However, the study indicated that first-term academic performance had the strongest relationship to retention, followed by student receipt of financial aid. As a result of that study, Hoyt (1999) emphasized the need for interventions that focus on the academic needs of students and for strengthening financial aid programs, particularly for high-risk students. Hennessy (1990) found that students who successfully completed a reading improvement course were more likely to be successful in college classes. Hennessy speculated two possible causes for their success. One possible factor was that participation in the reading course led to student success, or the second possibility that Hennessy (1990) raises is that those “who heeded their counselor’s advice to enroll in a reading course may have had different goals, attitudes, or motivation than students in other groups” (p. 117). In other words, individual student characteristics upon entry into college may have contributed to student success. College Student Characteristics and Behaviors

This paper will describe my learning experiences working with English Language Learners (ELL) who were in the first grade; the students’ age ranges were from 6 to 8 years old. The students attended an elementary school that provided a curriculum specifically to fit their learning needs; the school develops lessons from an English only model. Restrepo & Gray (2007) suggested that English only models allow ELL students to learn lessons only in English with teacher’s aids or paraprofessionals offering occasional support to them in their native language. During my learning experience, I will note that the classroom teacher selected various materials to demonstrate the learning activities to students. I will create lesson plans visible

Researchers collected high GPAs, ethnicity, gender and socioeconomic status (SES). SES was determined by collecting a mean of the mother’s and father’s educational and occupation level. Motivation to attend college was measured using a revised version of the subscales from Student Motivations for Attending University, the Family Expectation-driven Motivation subscale, and the Personal/Career Motivation subscale. Social support was measured using questions pertaining to each of the areas. To measure Family support and Peer support researchers used a single question item to measure each. To determine the extent to which participants were lacking resources, researchers used two measures. The first section measured Peer resources needed and the second measured Family resources needed. Outcome variables were taken in the spring and cumulative GPA was taken from the official school records at the end of spring quarter. College adjustment was measured through four items taken from the Student Adaptation to College Questionnaire. Students responded to each of the item using a five-point Likert scale. Lastly, college commitment was measured during a focus group where participants responded to a five-point Likert scale during the

1. The project has the potential of creating a new collaborative and shared resource model for HBCUs that will improve enrollment, retention, and graduation rates of African-American students by gender and interest in STEM.

The intended English language learners for my assessment would be primary aged students who are at the beginning level, according to WIDA. Primary aged students are students in kindergarten through grade 2, and WIDA describes students as “beginning” if they (a) understand and speak conversational and academic English with hesitancy and difficulty, (b) understand parts of lessons and simple directions, and (c) are at a pre-emergent or emergent level of reading and writing in English, significantly below grade level. (http://ell.dpi.wi.gov/sites/default/files/imce/ell/pdf/elp-levels.pdf). Although my students would be young, they could be classified as significantly below grade level if they cannot identify letters and perform poorly on the kindergarten screening and running records. Most ELL students at this age are not literate in their native language, which may make learning English literacy more difficult.