Accelerated college preparation: Examining middle college high school alumni perception of their college readiness and transition to college

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).

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Policy Studies

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Williams, Montrischa

Contributors dc:contributor

• Ward Hood, Denice
• Trent, William T.
• Welton, Anjale D.
• Baber, Lorenzo D.
• Anderson, James D.

• Dual Enrollment
• College Readiness
• College Access
• Underrepresented Students

Statement dc:rights

• Copyright 2014 Montrischa Williams

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/49504

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/49504