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Extending school-to-college programs to the
community college
School-to-college programs acknowledge the need
for postsecondary training and provide
increasing access to college as the way of
extending opportunity for all (Tierney &
Hagedorn, 2002). Although there is almost
universal agreement on the need for
postsecondary education, access to and success
in college are not widespread and remain highly
correlated with race, socioeconomic status, and
other demographic statistics unrelated to
student effort, goals, or true ability.
Notwithstanding
the fact that most low-income students that make
it to a 4-year college will attend a community
college first, most high school-to college
programs promote entry only to elite
universities. Despite the intended outcomes of
high school to college programs, the
accumulation of deficits of low-income students
cannot be overcome with short-term fixes. In
many cases it is unrealistic to expect students
who have endured many hardships to overcome
significant barriers and enroll in an Ivy League
university directly after high school even with
the efforts of a special program. Rather it is
realistic to view community college enrollment
as an opportunity to continue the guidance and
care that may lead to the acquisition of a
college degree.
Evidence
indicates that when low-income students enter
elite universities they are likely to have more
difficulties than students from middle- and
high-income areas and are more prone to leave
(Jun &Colyar, 2002; Tinto, 1993). Because of the
lesser quality education received by low-income
students who attend schools in low-income
neighborhoods, their only alternative is the
circuitous route of enrolling in a community
college and then transferring to a 4-year
college. However, only a few that enter
community college ever make it to a 4-year
college. School to college programs must start
targeting community colleges as well.
A study of 17
school-to-college programs by researchers at
University of Southern California participating
in the Ford Foundation’s Students of College
Preparation Programs in Postsecondary
Instituions: Improving Program Effectiveness and
Student Achievement Program identified three
programs that offered support to community
college students. They are Vocational Plus,
Transfer Bound, and Future Engineers.
Vocational Plus
Vocational Plus
is present on most campuses in very large
community college districts in major
metropolitan cities. The e-program is funded
primarily through state funds, Perkins
Vocational and Technical Education Act funds,
donations, and grants and can be termed a 2+2+2
program. funded primarily through state funds,
Perkins Vocational and Technical Education Act
funds, donations, and grants, can be termed a
2+2+2 program.
Transfer Bound
Transfer Bound
is a program within a larger network of programs
called College Network that provides services
for students in a major western metropolitan
city. The program is funded through large
corporations and benevolent individuals.
Transfer Bound students attend meetings and
retreats as scheduled through the College
Network. Meetings may highlight social or
academic topics, but usually include important
information or skills related to transfer.
Transfer Bound is composed of two subprograms:
1) Scholarships and their Aftermath, and 2) the
Mentorship Program. Notably more than half
(55%) of the College Network students attend
community colleges after high school graduation
Future Engineers
Future
Engineers is a subprogram of a much
larger network that reaches throughout a western
U.S. state. This program extends its services
to low-income high school students interested in
a career related to math, science, or
engineering. It works closely within schools by
conducting a regular class where students learn
problem solving and study skills, and prepare
for state competitions by building
science-oriented projects. The program’s goal
is to continue the curriculum started in the
high schools; provide career exposure and
college advisement, and establish expectations
and goals related to science-related careers.
Both the high school and community college
programs are funded through various federal and
private grants and are free for students.
(NS, 7/05)
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