Education Programs Should Be Better Than Those Who Are Not Met With The Same Opportunity

As a current Retention Specialist, for the College of Engineering and Computer Science (ECS), I have mastered group counseling. For instance, I have conducted over 100 academic advisement workshops. Aside from holding group counseling, I have prevented ECS Hispanic and Black American students from dropping out of California State University, Fullerton. Nonetheless, I am the face of a first-generation scholar who can relate to some challenges first-generation college students’ experience. These challenges may entail, working while pursuing an advanced degree, culture shock with the university environment, and overcoming learning disabilities. Remarkably, I have surmounted obstacles such as having a slight Reading Disability and successfully completing remediation courses during my freshman year in college.

Today’s education system has its problems, one of the problems being equal education to everyone. This is a problem that can be seen in the more poverty areas in the United States. Most schools in poverty areas have older materials to work with, teachers who are less passionate about their jobs, are not being taught the humanities, and many of the schools are shutting down from poor conditions and low attendance.

Summer bridge programs are a type of remediation and support program (Kezar, 2000). Like most of these programs, their creation resulted from the need to help new populations make the transition to college (Kezar, 2000). The main goal is to increase the retention rates of the populations that they serve and to ensure equal chances for success in their pursuit of quality education (Kezar, 2000). This is crucial because according to Gerdes and Mallinckrodt (1994) forty percent of college entrants leave higher education without earning a degree, and it is reported that studies show anywhere between twenty to forty percent of first time students require remedial coursework upon college entrance (National Conference of State Legislature, 2016).With that being said, Ohland and Crockett (2002) warn that programs should not identify themselves as being remedial as this may carry a stigma to the students which will hurt their retention efforts and numbers of participation.

Monitored summer academy program, academic year tutorial program, and college students bridge to college program

Sarah D. Sparks and Loyola University Maryland have different viewpoints when it comes being ready for college and careers. High Schools in Chicago are trying to help its students through a system of student support and feedback that continues through the first year of

Thus, investigating what caused minority students to persist in college beyond their freshmen year provided answers as to how the selected universities

The transition from secondary to postsecondary education can be a daunting experience for students. Over the years, many programs have been implemented at the secondary level to help ease this transition. Dual-credit programs are one of the most effective means of helping high school students prepare for the rigor of college (Taylor, 2015 and Giana, Alexander, & Reyes, 2014). Although the format of dual-credit forms vary greatly from state to state and even school to school, the approach is the same- students concurrently earn high school and college credit in a course before graduating from high school. Many studies have examined the ways in which participation in dual-credit programs can help students matriculate to postsecondary education. These benefits include increased likelihood of enrolling in a postsecondary institution, greater academic preparedness and achievement, and greater persistence throughout college and degree attainment.

The first thing I hope to gain from participating in the Summer Bridge program is being further college ready. Although my high school provided a rigorous curriculum, I believe the program will provide myself preparation for college work. At the same time, since college starts soon after the program, I need to enter the work mindset and transition from summer mode to school mode.

Early alert intervention programs can be beneficial to colleges to assist them with identifying students who are at risk of not being academically successful (Tampke, 2012-2013; Bryan & Simmons, 2009). Equally important, students entering college for the first time encounter significant changes from those encountered in high school as the academic demands are usually more rigorous. In addition, some freshman students struggle with academic success, which impacts persistence; therefore, early intervention programs should be considered. According to Vanthournout, Coertjens, Donche, and Van Petegem (2012), student academic persistence is an expected outcome of early intervention programs.

In Barnett and Hughes’ (2010) article that focuses on the “three important milestones” that lead to college completion, the authors dissect the best practices used across the country by colleges and high schools to get their students on the track to success in college. They found that dual enrollment of classes, which occurs when high school students are allowed to take college courses at the same time, and earn college credit upon completion, addresses the three main milestones identified. Dual enrollment also adds value for students and assists in helping students become acclimated to college. Although some states have restrictions on who can take dual enrollment, (ex. Must have a 3.0 GPA) the focus seems to be shifting away from those

Many new college students lacking preparation to successfully pursue postsecondary education on campus, a recent study shows that only one-third of high school graduates possess the minimum qualifications for a four-year college (Greene and Foster, 2003). In addition, a majority of students who study in two-year (community) college that also judged too weak to allow them enroll in college-level courses. In other words, those under-prepared students once study in college could not complete their degree on time, even drop out. In order to help under-prepared student complete college, postsecondary institution provides remedial or developmental courses on campus.

2004). If community colleges are able to provide resources for students to formulate culturally based clubs and organizations in efforts to aid in the retention and persistence efforts amongst minority students. Research also indicates the correlation amongst student engagement and student persistence (Astin, 1985; Tinto, 1993; Pascarella & Terenzini, 2005). A recent study conducted by (Wang and Shiveley, 2009) showed improvement in the retention of first-year students because of their participation in extracurricular activities. Students who are involved in activities are more likely to be successful.

Collaborations are present in learning communities and first year experience programs, but school leaders have to move beyond the norms and work seemingly together to create an environment of success for the students. First year experience programs are prominent on many university campuses but are optional on others. However, these departments utilize career placement counselors, academic advisors, testing coordinators, mentoring options, and academic success centers to increase the likelihood of students progressing from freshman year through graduation.

Education is something often seen as an equalizer in the face of social injustice. The concept of using school and information to put different people on a level playing field is a noble but misguided attempt at social equality. Education undoubtedly affects the position of people in society positively, while creating an outlet to educate the ignorant, it becomes problematic when education is not an equal opportunity for everyone. In Adrienne Rich’s essay, “Taking Women Students Seriously”, she speaks of the inequality mainly affecting women while subtly hinting at the inequality present in education in regards to race and class. Gender, race and class are three characteristics that work together to create either a positive or negative profile for one’s education.

Institutions of higher education has the ability to market and implement First year freshman policies that will attract and assist with the experience that influences the expectation of whether incoming freshman will successfully transition into four year university until completion. Students are in need of a wide range of support systems, and other resources and tools that are vital throughout their retention at an institution of higher education. First year freshman’s based on the research of