Four Year Model Essay

Many people have an easy road to get a higher education, many don’t because we all come from different culture, society, and social class. Also, the general public has their own complications in their life. Unfortunately, money is the biggest problem that almost all people have to face and during their college life, it is hard for students to manage money for tuition fees, bills, and for the food and shelter. “Community College Students Face a Very Long Road to Graduation” is an article written by Ginia Bellafante and published by The New York Time on October 3, 2014. In the article, Bellafante has written about the LaGurdia Community College student, Vladimir de Jesus academic life and also talks about why Community Colleges have low graduation rate.

In general community colleges are helping students get through their obstacles to obtain a career. However, sometimes students in the little colleges are being categorized in the topic of stereotypes due to the judgement of others. This demonstrates that people from other countries pursuing a career, students that can’t afford, or get into senior colleges are being criticized due to not having the requirements needed to attend senior colleges. In the article “Community College to Bachelor’s”, the author Ashley A. Smith demonstrates that people who come from community college usually take six years or so to earn a bachelor’s degree. Why is this significant? In addition, it shows that many of us who attend community colleges are most likely to not earn a bachelor’s degree in four years, but instead it will take six or more years. This is because many students are taking developing courser to gain entry to the classes for their major.

to about 83 percent of high school graduates enroll in some form of postsecondary education, but only about 52 percent of students complete their degrees. Further, a very small proportion of students complete a degree in four years—“among students starting at ‘four-year’ institutions, only 34 percent finish a B.A. in four years, 64 percent within six years, and 69 percent within eight and a half years.”

According to Kaplan (2013), students’ motivation levels are easily influenced through extrinsic forces in schools. Such forces can be attributed to simple events such as prom and graduate night. It is imperative to think of various solutions to this motivational issue because students who are planning on attending a four-year postsecondary institution might be at risk on losing their admission. Furthermore, losing their admission at this stage can signify no other option than attending a community college. It is important to note that though there are plenty of benefits in attending a community college this paper will focus only on students who plan on attending a four-year postsecondary

Every year, there are thousands of college students that are pushed to attend college, in the sole hope that they will be able to make a respectable living. More than half of these students will not end up completing their 4-year degree. Many students are starting to take a hard look at why they are going to pursue a college degree, to determine if a degree is really their best option. College education is changing for the better, with technical and vocational skills giving less academically inclined students an option. Another reason why students should consider other options is the cost; university boards have been some of the most corrupt and wasteful spenders in the last decade and this will only change with less demand. Finally, the strenuous process of admissions has been continuously overlooked and underestimated by thousands of future students. A traditional 4-year education, that caters to the industry of university, is no longer required to be successful in the job market, and traditional admissions can become an anachronism.

The drastic and exponential rise in college tuition and fees has thousands of Americans questioning if the education is worth the high costs. Knowing that a college education may open doors and allow for career opportunities that would not be there without a college degree, many feel pressured to attend. High school seniors specifically feel this pressure as the topic of whether or not they want to attend college and where comes into question. Not only do students have to be concerned about if the college they wish to attend has particular degrees, but also the cost of the secondary education. As a senior in high school I personally understand the frustration in considering the cost of college when choosing the right college to attend. Student

Many high school students succeed with a little leniency through their four years. The transfer from high school to college becomes overwhelming and a struggle for some. For students do not comprehend the importance of changing more than their location during the transition. A student must be psychologically, physically, and emotionally mature to pursue college and not venture into a point of no return. Dropping out of college makes the outlook of the conversion difficult to acquire. Individuals should take their time on deciding which college and/or university is the best match for them. There are various reasons that cause persons not to prosper. Issues that individuals may come upon might leave a lifelong scar. Matters such as these

Investigating college-readiness by looking at the data for particular groups pinpoints definite achievement gaps. The profile of a college student in the United States reveals that about 60% of recent graduate are “not college-ready” (Kirst, 2007). High school graduation data broken down by ethnicity indicates that 97% of African Americans and 90% of Hispanics are not college-ready upon high school completion (Collins, 2009). This percentage compares to 33% of Caucasian and 25% of Asian students being college-ready at high school completion (Bettinger & Long, 2007). Further, an investigation of gender disparities reveal that males and females tend to perform similarly on college readiness

One of the key components in higher education enrollment management in a public, four-year university is the admissions process. With encouragement from many sources such as friends, family, and college marketing materials, high school juniors and seniors apply and enroll in college by the thousands each year (McDonough, 1994). College choice is greater now than twenty years ago, but finding the right fit for each potential student is harder due to increased college entrance standards and intense competition between institutions. Applicants now are more likely to apply to many more institutions than previous generations, yet still only attend

: The Early College High School (ECHS) model is an innovative concept that provides socioeconomically disadvantaged students the opportunity to earn a high school diploma, an associate’s degree, and a bachelor’s degree within a six-year period [1]. This timeframe is about two years less than that offered by a traditional or comprehensive high school to earn the same three degrees. With the purpose of identifying variables that impact odds of graduation, this paper takes a closer quantitative examination of ECHS records of those students who are now attending or have attended a four-year Hispanic Serving Institution in the Southwestern U.S. The variables examined in the data include, but are not limited to: ethnicity, first-generation status,

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.

When students reach their junior and senior years of high school, they are faced with pressure from teachers, counselors, and parents to choose and apply to colleges. Instead of succumbing to the pressure, some students choose to pursue careers with no degree necessary or careers in the military. Other students are still left contemplating whether or not college is worth the financial strain. When other factors such as future career earnings, personal growth, and potential friendships and relationships are considered, it becomes clear that college truly is worth the cost.

College student degree non-completion and attrition is a pressing issue for higher education institutions. Nearly 20% of first-time, full time students failed to return to campus for their sophomore year among the 2012 cohort. Further, the 6-year graduation rate among the fall 2007 cohort of students seeking bachelor’s degrees was approximately 59 percent (National Center for Education Statistics [NCES], 2015) The vulnerability of groups of students were identified by O'Keeffe (2013), who pointed out that part time students, first year students, first generation

Introduction: Inspired by the essay “Democratization or Diversion? The Effect of Community Colleges on Educational Attainment” written by the professor Cecilia Rouse, our group addresses an imperative question: does a student’s background and/or local community characteristics affect his/her test scores, possibly affecting a student’s chance of continuing into post-secondary education? In order to find the answer, our group collected the data that are related to students’ background, their community, and their test score as a measurement of their academic performance. After that, our group utilized the data and built a linear model to examine the factors’ impact upon the test score.

Many middle schools claim to have either integrated or exploratory curricula. After visiting Alden Central School District website, I noticed that this school has a little bit of both curriculums; however, it tends to go more on the exploratory side. In other words, this school offers more courses on vocational studies then it does on integration of courses. According to the text, “Teaching Goals exploration fill the "gaps" in regular curriculum help students make future course decisions now stimulate and broaden students' educational options before it becomes a forced choice to choose”. One can see that the website is full of vocational courses for students. The school offers many courses that students can utilize to explore different career