{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/49504"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/49504","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Accelerated college preparation: Examining middle college high school alumni perception of their college readiness and transition to college","abstract":"The purpose of this pilot sequential explanatory mixed method design was to contribute to closing the void in the literature by exploring the educational outcomes of 45 Northern California MCHS Alumni and their perceptions of their college readiness and transition to college. By integrating quantitative and qualitative findings, results show that participants felt academically prepared for college, but were not comprehensively prepared for the college context. Findings from this dissertation study inform programmatic efforts structured to increase the enrollment, persistence and degree completion of traditionally underrepresented students that participate in MCHS-ECHS. More importantly, the results have larger implications for increasing student academic success of traditionally underrepresented students in traditional public high school by utilizing a “culturally responsive approach to college readiness (Welton & Martinez, 2013, p. 1).","abstract_html":"The purpose of this pilot sequential explanatory mixed method design was to contribute to closing the void in the literature by exploring the educational outcomes of 45 Northern California MCHS Alumni and their perceptions of their college readiness and transition to college. By integrating quantitative and qualitative findings, results show that participants felt academically prepared for college, but were not comprehensively prepared for the college context. 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