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Journal articles on the topic 'Postsecondary access'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Hu, Shouping. "Educational Aspirations and Postsecondary Access and Choice." education policy analysis archives 11 (April 29, 2003): 14. http://dx.doi.org/10.14507/epaa.v11n14.2003.

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Using data from the National Education Longitudinal Study of 1988 (NELS: 88), this study examines educational aspirations and postsecondary access and choice by students in urban, suburban, and rural schools. In addition, this study raises issues with the methods in postsecondary educational research by using students in different grades (8th, 10th, and 12th grades) as baseline populations to compare educational outcomes. The results indicated that students in urban schools were comparatively disadvantaged in the early years in schooling in terms of postsecondary access but appeared to be enrolled in postsecondary institutions at similar percentages as their suburban counterparts, if they made it to later years in K-12 schooling. For those students in urban schools who went to college, higher percentages were enrolled in private institutions and four-year colleges. Students in rural schools were consistently disadvantaged in postsecondary aspirations and enrollment, compared to students in other schools.

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Dallas, Bryan K., and Thomas D. Upton. "Maximizing Access to Postsecondary Educational Print Materials for Students With Print-Related Disabilities." Journal of Applied Rehabilitation Counseling 42, no. 1 (2011): 35–42. http://dx.doi.org/10.1891/0047-2220.42.1.35.

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Many students with print-related disabilities need alternative media such as Braille, audio, electronic text, or enlarged text to succeed at the postsecondary level. Currently, a variety of ways are available to acquire accessible print materials for these students. This article examines the current state of maximizing access to alternative media and how to navigate postsecondary alternative media service delivery systems. This article also reviews the roles and responsibilities of students, faculty, postsecondary disability support personnel, and publishing companies. Implications for rehabilitation counselors are also included as many of these professionals are employed in postsecondary disability support offices.

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Whitney, Michael, and Thomas D. Upton. "Assistive Technology: Unequal Access in Postsecondary Education." Journal of Applied Rehabilitation Counseling 35, no. 1 (2004): 23–28. http://dx.doi.org/10.1891/0047-2220.35.1.23.

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As postsecondary institutions race to bring academia up to speed on the information highway, students with disabilities discover that electronic architects are building an environment with minimal, if any, curb cuts. Identifying physical access issues for a building is at times obvious, but seeing compliance in the world of the web is difficult, if not impossible when one is not cognizant of the issues. With a student's academic success or failure hanging on equal electronic access, it is imperative that institutions facilitate electronic access by understanding and implementing necessary electronic architectural modifications. At conclusion of this article, suggestions for addressing these barriers across postsecondary institutions are presented.

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Burgstahler, Sheryl. "The Role of Technology in Preparing Youth with Disabilities for Postsecondary Education and Employment." Journal of Special Education Technology 18, no. 4 (2003): 7–19. http://dx.doi.org/10.1177/016264340301800401.

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Access to electronic and information technology has the potential to promote positive postsecondary academic and career outcomes for students with disabilities. However, this potential will not be realized unless stakeholders assure that all individuals with disabilities have access to technology that promotes positive academic and career outcomes; learn to use technology in ways that contribute to positive outcomes; and experience a seamless transition of availability of technology as they move through educational and career environments. This article explores the role technology can play in helping students with disabilities make successful transitions to postsecondary studies, employment, and adult life. It (a) defines terms, (b) provides examples of electronic and information technologies and their applications in pre-college and postsecondary education and employment, (c) summarizes legal issues that apply to technology access for students with disabilities in pre-college, postsecondary, and employment settings, (d) explores promising practices, and (e) lists topics for future research. Ensuring that all of the educational and employment opportunities that technology provides are accessible to everyone will contribute to the creation of a level playing field, thereby increasing access for people with disabilities to postsecondary education and careers in high-paying jobs and, ultimately, strengthening the economy.

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Patton, Lori D. "Disrupting Postsecondary Prose." Urban Education 51, no. 3 (2015): 315–42. http://dx.doi.org/10.1177/0042085915602542.

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Ladson-Billings and Tate ushered critical race theory (CRT) into education and challenged racial inequities in schooling contexts. In this article, I consider the role CRT can play in disrupting postsecondary prose, or the ordinary, predictable, and taken for granted ways in which the academy has functioned for centuries as a bastion of racism and White supremacy. I disrupt racelessness in education, but focus primarily on postsecondary contexts related to history, access, curriculum, policy, and research. The purpose of this article is to commemorate and extend Ladson-Billings and Tate’s work toward a CRT of higher education.

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Marschark, M. "Access to Postsecondary Education through Sign Language Interpreting." Journal of Deaf Studies and Deaf Education 10, no. 1 (2005): 38–50. http://dx.doi.org/10.1093/deafed/eni002.

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7

Jenkins, Davis, and Olga Rodríguez. "Access and Success with Less: Improving Productivity in Broad-Access Postsecondary Institutions." Future of Children 23, no. 1 (2013): 187–209. http://dx.doi.org/10.1353/foc.2013.0000.

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8

Darolia, Rajeev, Cory Koedel, Joyce B. Main, J. Felix Ndashimye, and Junpeng Yan. "High School Course Access and Postsecondary STEM Enrollment and Attainment." Educational Evaluation and Policy Analysis 42, no. 1 (2019): 22–45. http://dx.doi.org/10.3102/0162373719876923.

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We study the effects of access to high school math and science courses on postsecondary science, technology, engineering, and mathematics (STEM) enrollment and degree attainment using administrative data from Missouri. Our data include more than 140,000 students from 14 cohorts entering the 4-year public university system. The effects of high school course access are identified by exploiting plausibly exogenous variation in course offerings within high schools over time. We find that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment. Our null results are estimated precisely enough to rule out moderate impacts.

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Elias, Rebecca, Ashley E. Muskett, and Susan W. White. "Educator perspectives on the postsecondary transition difficulties of students with autism." Autism 23, no. 1 (2017): 260–64. http://dx.doi.org/10.1177/1362361317726246.

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Addressing the challenges of adolescents and emerging adults with autism spectrum disorder is crucial to improving the outcomes of these students in the postsecondary setting. Although secondary and postsecondary educators and staff are critical to helping these students access services, there has been little investigation into the perspectives of this stakeholder group, with respect to the needs of postsecondary students with autism spectrum disorder. A series of focus groups was conducted with secondary and postsecondary educators to understand educator perspectives related to the challenges faced by postsecondary students with autism spectrum disorder. Competence, autonomy and independence, and the development and sustainment of interpersonal relationships emerged as primary areas of difficulty and corresponding need. Results suggest that targeted interventions addressing these areas should be implemented, prior to and during enrollment in a postsecondary setting, to facilitate transition in a comprehensive manner.

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Shaw, Stan F., Joseph W. Madaus, and Manju Banerjee. "Enhance Access to Postsecondary Education for Students With Disabilities." Intervention in School and Clinic 44, no. 3 (2009): 185–90. http://dx.doi.org/10.1177/1053451208326047.

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Cortes, Kalena E. "Achieving the DREAM: The Effect of IRCA on Immigrant Youth Postsecondary Educational Access." American Economic Review 103, no. 3 (2013): 428–32. http://dx.doi.org/10.1257/aer.103.3.428.

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This paper contributes to the existing literature on the effect of legal status on educational access among immigrant youth in the United States. The Immigration Reform and Control Act (IRCA) of 1986 granted amnesty to undocumented immigrants who entered the United States before 1982. Using a difference-indifferences framework, I analyze the effect of this large amnesty program on immigrant youth's postsecondary educational access. My main finding shows that immigrant youths who were granted amnesty under IRCA are more likely to enroll in postsecondary education.

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12

Baum, Sandy, and Saul Schwartz. "Is Postsecondary Education Affordable?" International Higher Education, no. 70 (January 1, 2013): 11–12. http://dx.doi.org/10.6017/ihe.2013.70.8706.

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The evolution of higher education from a privilege for the elite to an economic and social necessity for broad segments of the population has created financing challenges, along with new opportunities, for students and their families. Governments that were able to provide free or low-priced access to universities for the select few have found it necessary to charge rising levels of tuition, even as less-affluent citizens aspire to enroll. In a number of countries—including Canada, Chile, and England—students have taken to the streets to protest tuition policies. Students are less militant in the United States; but there, as elsewhere, rising college prices and stagnating incomes have led to the widespread perception that postsecondary education is “unaffordable” for more and more people.Yet, it is not obvious what “unaffordable” means. What price is relevant—the published price of postsecondary study, the price people actually pay, or the price people should be expected to pay? Efforts to increase educational opportunity can be hindered if policymakers do not have a clear idea of the meaning of an “affordable” or “unaffordable” education.

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Giani, Matt S. "Does Vocational Still Imply Tracking? Examining the Evolution of Career and Technical Education Curricular Policy in Texas." Educational Policy 33, no. 7 (2017): 1002–46. http://dx.doi.org/10.1177/0895904817745375.

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Vocational education has historically been viewed as a mechanism for reinforcing social stratification by channeling underrepresented students into pathways with limited educational and economic benefits. However, vocational education has evolved significantly over time, most notably with the shift to career and technical education (CTE) in the Carl D. Perkins Act of 2006 (Perkins IV). Texas began reforming its approach to CTE around 2009 in response to Perkins IV. This study compared demographic patterns in CTE participation and the relationship between CTE concentration and postsecondary access for two cohorts of Texas high school graduates, the latter of which began high school under the new CTE policy. The results reveal limited stratification in CTE participation and a positive relationship between CTE concentration and postsecondary access overall, and in particular enrollment in public 4-year colleges, for the latter cohort. The results suggest CTE may be becoming more effective at providing pathways to postsecondary.

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Pierszalowski, Sophie, Jana Bouwma-Gearhart, and Lindsay Marlow. "A Systematic Review of Barriers to Accessing Undergraduate Research for STEM Students: Problematizing Under-Researched Factors for Students of Color." Social Sciences 10, no. 9 (2021): 328. http://dx.doi.org/10.3390/socsci10090328.

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While the benefits of undergraduate research experiences for students from underrepresented racial/ethnic groups have been well explored, more research is needed to better understand how students of color access these experiences. We summarize a non-structured review of literature that highlights barriers to success that students of color face in relation to STEM programming at the postsecondary level. Building from this, we report on a structured review of barriers to accessing undergraduate research. We discuss implications of the relative lack of research on access to undergraduate research for students of color at postsecondary institutions. We consider how barriers for the success and persistence of students of color in postsecondary STEM, overall, may manifest as barriers to accessing the undergraduate research experiences argued to help reduce these barriers. With the hope of guiding future relevant action, we put forth recommendations for researchers and practitioners.

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Dowd, Alicia C., Jenny H. Pak, and Estela Mara Bensimon. "The Role of Institutional Agents in Promoting Transfer Access." education policy analysis archives 21 (February 25, 2013): 15. http://dx.doi.org/10.14507/epaa.v21n15.2013.

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A growing body of research points to the important role played by “institutional agents” in facilitating college access and success for students from non-dominant racial-ethnic and low socioeconomic status groups. Applying attachment theory, this study adds to that literature by demonstrating how institutional agents can provide a secure base, in a psychological sense, for such low-status college students in the United States to make successful postsecondary transitions and develop collegiate identities. Based on the life stories of 10 low-status students who successfully transferred from a community college to a selective college or university, our narrative analysis depicts the students’ collegiate identity development and how college practitioners in positions of authority were instrumental in raising their collegiate aspirations. The results demonstrate the role of college practitioners in facilitating students’ postsecondary transitions and warrant the professional development of faculty and administrators as institutional agents. We conclude by providing resources for practitioners to develop their professional knowledge and capacity to act as institutional agents.

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Frempong, George, Xin Ma, and Joseph Mensah. "Access to postsecondary education: can schools compensate for socioeconomic disadvantage?" Higher Education 63, no. 1 (2011): 19–32. http://dx.doi.org/10.1007/s10734-011-9422-2.

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17

Kanno, Yasuko, and Jennifer G. Cromley. "English Language Learners' Access to and Attainment in Postsecondary Education." TESOL Quarterly 47, no. 1 (2012): 89–121. http://dx.doi.org/10.1002/tesq.49.

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Sullins, W. Robert, Daniel E. Vogler, and Sylvia B. Mays. "Increasing Access to Postsecondary Education for Adults in Rural Appalachia." Community College Review 15, no. 1 (1987): 46–53. http://dx.doi.org/10.1177/009155218701500107.

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19

Kutscher, Elisabeth L., and Elizabeth D. Tuckwiller. "A Mixed Methods Study of K–12 Influences on College Participation for Students With Disabilities." Career Development and Transition for Exceptional Individuals 43, no. 2 (2020): 101–14. http://dx.doi.org/10.1177/2165143420905104.

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This study investigated K–12 experiences individuals with disabilities perceived as influencing their transition to and participation in postsecondary education. Using a convergent transformative mixed methods research design, the study integrated findings from interviews and surveys ( n = 13) using multiple correspondence analysis. Qualitative analyses yielded eight K–12 facilitators of postsecondary education participation. Quantitative results showed participants reported access to at least one previously identified high school predictor, high levels of self-determination, and neutral identification with a disability community. Finally, integrated findings revealed that endorsement of facilitators was associated with experiencing a challenging transition to postsecondary education. Research and practice implications are discussed.

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20

Stodden, Robert A., Megan A. Conway, and Kelly B. T. Chang. "Findings from the Study of Transition, Technology and Postsecondary Supports for Youth with Disabilities: Implications for Secondary School Educators." Journal of Special Education Technology 18, no. 4 (2003): 29–44. http://dx.doi.org/10.1177/016264340301800403.

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Over the past twenty years, changes in the nation's labor market have increased the importance of possessing a postsecondary degree. Students who continue their education after high school maximize their preparedness for careers in today's changing economy as they learn the higher order thinking and technical skills to take advantage of current and future job market trends. For individuals with disabilities, completion of some type of postsecondary education, including vocational-technical training, significantly improves their chances of securing meaningful employment. Therefore, it is necessary to ensure that youth with disabilities are fully prepared in secondary school to continue on to and to meet the challenges of postsecondary education. The successful use of technology and other supports plays a critical role in this preparation. The purpose of this article is to (a) describe findings from a five-year research project at the University of Hawaii at Manoa that demonstrate the importance of postsecondary school for individuals with disabilities and highlights the current status of postsecondary access for these individuals, (b) discuss barriers to the successful transition between secondary school and postsecondary school for youth with disabilities, and (c) explore the implications of these findings for secondary school preparation.

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Rosinger, Kelly Ochs, and Karly S. Ford. "Pell Grant Versus Income Data in Postsecondary Research." Educational Researcher 48, no. 5 (2019): 309–15. http://dx.doi.org/10.3102/0013189x19852102.

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Given growing disparities in college enrollment by household income, policymakers and researchers often are interested in understanding whether policies expand access for low-income students. In this brief, we highlight the limitations of a commonly available measure of low-income status—whether students receive a federal Pell grant—and compare it to new data on enrollment by income quintile to evaluate a recent policy effort within elite colleges aimed at expanding access. We demonstrate that Pell is a rough measure of low-income status and that without more detailed data on colleges’ economic diversity, policy evaluations focusing on existing Pell data will suffer from measurement error and potentially miss enrollment effects for moderate- and high-income students.

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22

Kirby, Dale. "Statistics and the Canada Millennium Scholarship Foundation." Canadian Journal of Higher Education 32, no. 3 (2002): 111–18. http://dx.doi.org/10.47678/cjhe.v32i3.183421.

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This article critiques the Canada Millennium Scholarship Foundation's claim that recent research indicates that "Canada must move beyond (its focus on) student financial assistance" as a means of ensuring access to postsecondary education since "three out of four Canadian youth cite non-financial reasons to explain why they chose not to pursue postsecondary studies." This article argues that the Scholarship Foundation's research claims are not entirely accurate and are presented in a manner that is misleading.

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Ford, Reuben, Douwêrê Grékou, Isaac Kwakye, and Taylor Shek-wai Hui. "The Sensitivity of Impact Estimates to Data Sources Used: Analysis From an Access to Postsecondary Education Experiment." Evaluation Review 42, no. 5-6 (2018): 575–615. http://dx.doi.org/10.1177/0193841x18799093.

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Background: This article reports on the Future to Discover Project—a Canadian randomized controlled trial of two high school interventions—where data on key postsecondary enrollment outcomes were collected for two phases. During the initial phase, outcomes were recorded from administrative data and follow-up surveys. During the later phase, data came from administrative records only. Objectives: The article provides analyses that are informative about the consequences of a change from administrative-only data to survey-only data (and vice versa) for the estimation of impacts. Results: The change from administrative-only to survey-only data tended to produce apparent drops in postsecondary enrollment rates that varied by subgroup and education outcome. Nonetheless, levels and significance of impact with respect to postsecondary enrollment remained relatively stable. Conclusions: The findings of the article provide evidence that estimating education program impacts in the context of a randomized experiment can be relatively robust to the data sources chosen. They suggest that internal validity and conclusions for policy need not be affected by changing data sources even when the change produces marked changes in levels of the outcome of interest observed.

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Madaus, Joseph W., Meg Grigal, and Carolyn Hughes. "Promoting Access to Postsecondary Education for Low-Income Students With Disabilities." Career Development and Transition for Exceptional Individuals 37, no. 1 (2014): 50–59. http://dx.doi.org/10.1177/2165143414525037.

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Kezar, Adrianna, Jaime Lester, and Hannah Yang. "Nonprofits Partnering With Postsecondary Institutions to Increase Low-Income Student Access." Educational Policy 24, no. 3 (2009): 500–533. http://dx.doi.org/10.1177/0895904809335108.

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Glennie, Elizabeth J., Ben W. Dalton, and Laura G. Knapp. "The Influence of Precollege Access Programs on Postsecondary Enrollment and Persistence." Educational Policy 29, no. 7 (2014): 963–83. http://dx.doi.org/10.1177/0895904814531647.

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Becht, Kathleen, Carley Blades, Rumi Agarwal, and Shanna Burke. "Academic Access and Progress for Students With Intellectual Disability in Inclusive Postsecondary Education: A Systematic Review of Research." Inclusion 8, no. 2 (2020): 90–104. http://dx.doi.org/10.1352/2326-6988-8.2.90.

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Abstract The passage of the Higher Education Opportunity Act in 2008 extended the expectation of previous legislation (the Education for All Handicapped Children Act and Individuals With Disabilities Education Act) regarding general education academic access for students with intellectual disability, from elementary to secondary and now through to postsecondary education. In light of this extension of academic access, the authors conducted a systematic research review of the studies that explored access to and progress in college academics for students with intellectual disability (ID) enrolled in inclusive postsecondary education (PSE) programs. Of the 43 studies that met criteria, between 1987 and 2017, less than half provided sufficient contextual information to confirm academically inclusive course attendance or participation. Findings and implications, regarding the lack of research exploring access to and progress in academically inclusive college course content for students with ID are discussed. Authors also discuss the need for consensus on academic expectations of students with ID enrolled in college courses and the timely use of compensatory technologies and strategies.

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Cerven, Christine. "Public and Private Lives: Institutional Structures and Personal Supports in Low-Income Single Mothers’ Educational Pursuits." education policy analysis archives 21 (February 25, 2013): 17. http://dx.doi.org/10.14507/epaa.v21n17.2013.

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Drawing on a case study of 60 low-income single mothers in California, I present a grounded account of the barriers and supports single mothers encounter in their pursuit of postsecondary education (PSE) and detail what the women themselves attributed to their success. I highlight the role both significant others (peers, family, friends) and institutional structures (the county welfare department and a community college district) played in their access and persistence within a community college district. In doing so, I provide a rich portrait of single mothers’ pursuits of postsecondary education to inform the empirical research gaps in the literature on the effects of welfare reform on the pursuit of PSE. I find that not only does the support of significant others play an important role in single mothers’ access of PSE, but that referrals to PSE from the county welfare department were as equally important—a finding that counters the dominant discussion in scholarly work on the barriers welfare departments pose to welfare recipients’ pursuit of PSE. Supportive significant others remained an important factor in the women’s abilities to persist in their postsecondary pursuits, but the women also cited student support programs designed to address the needs of low-income students as facilitating their persistence. The implications for the impact of welfare department practices, community college support structures and close networks of significant others on low-income single mothers’ access and persistence in a community college district are discussed.

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Rodon, Thierry, Francis Lévesque, and Sheena Kennedy Dalseg. "Qallunaaliaqtut: Inuit Students’ Experiences of Postsecondary Education in the South." Articles / Les articles 50, no. 1 (2016): 97–118. http://dx.doi.org/10.7202/1036108ar.

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The purpose of this study was to learn from the experiences of post-secondary Inuit students from Canada. Through surveys, interviews, and focus groups, we realized that despite the challenges associated with pursuing post-secondary education in the South, most respondents perceived their experience to be positive. Lack of access to sufficient and equitable funding was perceived by respondents to be a significant barrier, as was the lack of readily available information for prospective students from Inuit Nunangat. We conclude with a brief discussion of possible actions for improving access to university education in Inuit Nunangat, notably that governments should not only focus on training and should develop programs that reflect Inuit students’ needs and aspirations.

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Ward, James Dean, and William G. Tierney. "The Role of State Policy in Ensuring Access, Achievement, and Attainment in Education." American Behavioral Scientist 61, no. 14 (2017): 1731–39. http://dx.doi.org/10.1177/0002764217744820.

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This volume focuses on the importance of state policy for ensuring equity in postsecondary access, achievement, and attainment. America has a federalist system of education that gives states significant autonomy in their governance of schools, colleges, and universities. This system has created significant variation across states; variation that provides opportunities for state governments to learn from one another. This volume underscores the importance of context and uses differentiation across state lines to highlight the roles internal and external factors play in policy development and issues pertaining to postsecondary access, achievement, and attainment. This collection of papers includes a diverse set of theoretical and methodological approaches to address a range of topics that makes clear the scope and importance of a multitude of state policies. This volume will serve as a source of new information regarding state policies that will be useful for policymakers and researchers alike. It is also suggests important new avenues for research that focus on theoretical and methodological considerations as well as topical areas including funding, accountability, transparency, and policy framing.

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Levrio, J. "Accreditation and the enhancement of the quality of professional education." Journal of the American Podiatric Medical Association 82, no. 6 (1992): 328–35. http://dx.doi.org/10.7547/87507315-82-6-328.

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The postsecondary accreditation process is a unique system that attempts to evaluate and enhance the quality of higher and professional education in the United States. Critics of accreditation see the process as coercive and a deterrent to academic freedom while others call for accreditors to exercise greater authority. The origination of the process was a result of a number of coinciding events involving the development of educational and professional standards and concern over access. The current focus on assessment of educational outcomes has further established the credibility of postsecondary accreditation and its role in protecting the public interest.

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Siegel, Shepherd, Matt Robert, Michele Waxman, and Robert Gaylord-Ross. "A Follow-along Study of Participants in a Longitudinal Transition Program for Youths with Mild Disabilities." Exceptional Children 58, no. 4 (1992): 346–56. http://dx.doi.org/10.1177/001440299205800407.

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Descriptive data are presented on the employment patterns of youths with mild disabilities who participated in a transition program with an intensive postsecondary component. Data on employment rates, positive and negative job changes, participation in continuing education, and access to benefit packages are reported for 94 youths who participated in the program over a 4-year period. Program participants had favorable outcomes when compared with a national sample, but they stabilized at an entry level of work participation. Their rates of entry into postsecondary education were also greater than the national sample, but advances were nominal.

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Arendale, David. "Introduction to Special Issue on Universal Design for Inclusive Pedagogy and a Future Research Agenda." Education Sciences 8, no. 4 (2018): 203. http://dx.doi.org/10.3390/educsci8040203.

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This Special Issue seeks to address the needs of all postsecondary/tertiary students for a barrier-free learning environment to increase their academic achievement, engagement, learning mastery, and persistence to graduation. Universal Design for Inclusive Pedagogy (UDIP) is sensitive to diverse students and individual differences to promote access and equity. While our colleagues in elementary and secondary education have been addressing this issue for many years, postsecondary education is a newer field for this approach. The six articles in this issue break new ground with regards to expanding the boundaries of Universal Design (UD). Areas explored in this Special Issue are transformed curriculum, innovative teaching and learning practices, cross-national and cross-cultural student interactions, application of UD to academic pathways, and UDIP embedded into the institutional culture and policies. The central themes of the articles are increased access, equity, and social justice for all students.

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Boylan, Rebecca L. "Predicting Postsecondary Pathways: The Effect of Social Background and Academic Factors on Routes through School." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802311989517. http://dx.doi.org/10.1177/2378023119895174.

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Access to institutions of higher education has increased in recent decades; however, increased access has not led to parallel increases in degree completion among all types of students. In this article, I examine the associations between individual-level factors and the particular paths through educational institutions that students follow as they navigate their educational careers. Research on educational pathways has typically examined individual educational “transitions” but failed to examine the full “trajectories” that students experience. Applying optimal matching sequence analysis techniques to the Educational Longitudinal Study of 2002, I capture the long-term postsecondary educational experiences of respondents across 107 months in early adulthood. Examining how social background factors affect the extent and ordering of postsecondary experiences over this extended period of the life course contributes to our understanding of the ways these factors may influence whole educational careers and provides a holistic counterpart to the more traditional transitions-focused literature.

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Savitz-Romer, Mandy, Heather T. Rowan-Kenyon, Tara P. Nicola, Emily Alexander, and Stephanie Carroll. "When the Kids Are Not Alright: School Counseling in the Time of COVID-19." AERA Open 7 (January 2021): 233285842110336. http://dx.doi.org/10.1177/23328584211033600.

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The unprecedented arrival of COVID-19 upended the lives of American children with rapid shifts to remote and hybrid schooling and reduced access to school-based support. Growing concerns about threats to students’ mental health and decreased numbers of students transitioning to postsecondary education suggest access to school counselors is needed more than ever. Although previous research on school counselors finds they promote positive postsecondary, social emotional, and academic outcomes for students, further studies highlight the organizational constraints, such as an overemphasis on administrative duties and unclear role expectations, that hinder their work. Drawing on survey and focus group data, our mixed methods study documents school counselors’ experiences during the COVID-19 crisis, including the opportunities and constraints facing their practice. Findings suggest there should be a concerted effort to reduce the role ambiguity and conflict in counselors’ roles so they are better able to meet students’ increased needs.

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Trivette, Michael J., and David J. English. "Finding Freedom: Facilitating Postsecondary Pathways for Undocumented Students." Educational Policy 31, no. 6 (2017): 858–94. http://dx.doi.org/10.1177/0895904817719526.

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College access for undocumented students in the United States continues to be a politically contested issue in many states across the country. Whereas a growing number have created friendly admission policies, such as in-state tuition benefits, other states—like Georgia—impose restrictive guidelines that work to reduce the number of undocumented students enrolling in public higher education. Through analyzing 26 participant interviews, this study examined how Freedom University, a nonprofit organization, worked to help students further their dream of earning a college degree by creating a college-going climate and sharing social and cultural capital to educate students about their postsecondary opportunities.

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Hatzes, Nanette M., Henry B. Reiff, and Michael H. Bramel. "The Documentation Dilemma: Access and Accommodations for Postsecondary Students with Learning Disabilities." Assessment for Effective Intervention 27, no. 3 (2002): 37–52. http://dx.doi.org/10.1177/073724770202700304.

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Joseph, W. Madaus, S. Kowitt Jennifer, and R. Lalor Adam. "Assistive Technology in Rehabilitation: Improving Impact Through Policy." Rehabilitation Research, Policy, and Education 26, no. 1 (2012): 33–41. http://dx.doi.org/10.1891/2168-6653.26.1.9.

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The Higher Education Opportunity Act of 2008 (HEOA) contains several important provisions that make postsecondary education more accessible and affordable for young adults with disabilities. This is particularly true for students with intellectual disabilities, as the law created new comprehensive transition and postsecondary programs and provided access to federal student aid to this population for the first time. This article presents a brief summary of the original Higher Education Act of 1965, as well as a detailed summary of the HEOA. Portions of the legislation specific to students with disabilities are highlighted, and specific implications for rehabilitation counselors and pre-service students are presented.

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Zhang, Dalun, Cheryl Grenwelge, and Stefania Petcu. "Preparing Individuals With Disabilities for Inclusive Employment Through the Postsecondary Access and Training in Human Services (PATHS) Program." Inclusion 6, no. 3 (2018): 224–33. http://dx.doi.org/10.1352/2326-6988-6.3.224.

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Abstract In an era of globalization, receiving postsecondary education (PSE) becomes necessary for young adults to gain meaningful employment and earn a decent income that supports his or her independent living. The same is true for individuals with intellectual and developmental disabilities who desire for inclusive employment and community living. However, although an increasing number of individuals with intellectual and developmental disabilities have participated in various formats of PSE, this population is still severely underserved. Moreover, those who receive PSE are sometimes simply gaining a college experience or learning functional skills on college campuses. The purpose of this article is to present inclusive employment outcomes of individuals with intellectual and developmental disabilities who graduated from the Postsecondary Access and Training in Human Services (PATHS) program. These individuals' successful stories demonstrate that individuals with intellectual and developmental disabilities can complete a PSE program focusing on employment outcomes and start a professional career.

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Finnie, Ross, Richard E. Mueller, and Andrew Wismer. "Access and Barriers to Postsecondary Education: Evidence from the Youth in Transition Survey." Canadian Journal of Higher Education 45, no. 2 (2015): 229–62. http://dx.doi.org/10.47678/cjhe.v45i2.2472.

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We exploit the Youth in Transition Survey, Cohort A, to investigate access and barriers to postsecondary education (PSE). We first look at how access to PSE by age 21 is related to family characteristics, including family income and parental education. We find that the effects of the latter significantly dominate those of the former. Among the 25% of all youths who do not access PSE, 23% of this group state that they had no PSE aspirations and 43% report no barriers. Only 22% of the 25% who do not access PSE (or 5.5% of all youths in our sample) claim that “finances” constitute a barrier. Further analysis suggests that affordability per se is an issue in only a minority of those cases where finances are cited, suggesting that the real problem for the majority of those reporting financial barriers may be that they do not perceive PSE to be of sufficient value to be worth pursuing: “it costs too much” may mean “it is not worth it” rather than “I cannot afford to go.” Our general conclusion is that cultural factors are the principal determinants of PSE participation. Policy implications are discussed.

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Baker, Therese L., and William Velez. "Access to and Opportunity in Postsecondary Education in the United States: A Review." Sociology of Education 69 (1996): 82. http://dx.doi.org/10.2307/3108457.

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Darolia, Rajeev. "Integrity versus access? The effect of federal financial aid availability on postsecondary enrollment." Journal of Public Economics 106 (October 2013): 101–14. http://dx.doi.org/10.1016/j.jpubeco.2013.08.001.

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Erickson, Amy S. Gaumer, and Mary E. Morningstar. "The Impact of Alternate High School Exit Certificates on Access to Postsecondary Education." Exceptionality 17, no. 3 (2009): 150–63. http://dx.doi.org/10.1080/09362830903028465.

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Renn, Kristen A. "The Role of Women's Colleges and Universities in Providing Access to Postsecondary Education." Review of Higher Education 41, no. 1 (2017): 91–112. http://dx.doi.org/10.1353/rhe.2017.0034.

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Grigal, Meg, Clare Papay, Frank Smith, Debra Hart, and Rayna Verbeck. "Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs." Career Development and Transition for Exceptional Individuals 42, no. 1 (2018): 17–28. http://dx.doi.org/10.1177/2165143418813358.

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The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results identified several predictors of employment for students with IDD. Authors share implications for future research and practice gleaned from the analysis.

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Looker, E. Dianne. "In Search of Credentials: Factors Affecting Young Adults' Participation in Postsecondary Education." Canadian Journal of Higher Education 27, no. 2/3 (2017): 1–36. http://dx.doi.org/10.47678/cjhe.v27i2/3.183302.

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This paper uses longitudinal data from a survey of youth in three areas (Hamilton, Halifax and rural Nova Scotia) to examine the factors that affect young adults' participation in postsecondary education, applying Bourdieu's notions of capital and habitus. Data were collected from 1,200 youth in 1989, with questionnaire follow-ups in 1992 and 1994. The analyses examine (a) the factors the youth themselves say affect their educational decisions and (b) cross-tabulation and regression results that document the variables empirically related to the youth's educational expectations when they are seventeen and their attainments by age twenty-four. Cost factors were found to be a major deterrent as were, for some youth, their knowledge of and attitudes to schooling. Parental education and income affect their children's decisions. University is seen to be "the" preferred postsecondary path; other institutions such as community colleges seem to be the "fall back" option for those who cannot or do not get to university. Results are relevant to an understanding of the persistent impact of parental capital and of one's attitudes on educational outcomes. There are also policy implications regarding the resources needed by different students to better access the postsecondary options available to them.

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Elliott, Diane Cárdenas, Meghan W. Brenneman, Lauren Carney, and Steve Robbins. "Social Networks and Minority Male College Access: The “Tip of the Iceberg” Phenomena." Urban Education 53, no. 10 (2015): 1210–37. http://dx.doi.org/10.1177/0042085915613551.

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Using a qualitative approach, we sought to understand the social networks and decision-making strategies of minority males as they choose to attend a postsecondary institution. Data were obtained from interviews where students self-report perceptions of their college transition process. Our findings suggest that students’ social networks are inefficient, disrupted, and fractured resulting in prominent informational gaps that impacted matriculation decisions. We liken students’ knowledge about the transition to college to a tip of an iceberg; that is, participants only developed a surface-level understanding of the college process. We conclude with implications for policy and practice.

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Love, Matthew L., Joshua N. Baker, and Stephanie Devine. "Universal Design for Learning: Supporting College Inclusion for Students With Intellectual Disabilities." Career Development and Transition for Exceptional Individuals 42, no. 2 (2017): 122–27. http://dx.doi.org/10.1177/2165143417722518.

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As college becomes an increasingly important prerequisite for employment, it is important that all students have access to postsecondary education (PSE). The passage of the Higher Education Opportunity Act has provided students with intellectual disability (ID) a pathway to college, though some barriers in this transition still exist. This article is meant to highlight strategies instructors at the postsecondary level can utilize to support the transition and inclusion of students with ID in college-level courses. The role PSE programs play establishing what college readiness for individuals with ID is also discussed. A specific focus will be paid to how the universal design for learning (UDL) framework can be applied to instructional materials to support the inclusion of students with ID in college, and how these strategies can be modeled for secondary educators to support the transition planning process for students with ID.

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Adelman, Howard, Linda Taylor, and Perry Nelson. "Native American Students Going to and Staying in Postsecondary Education: An Intervention Perspective." American Indian Culture and Research Journal 37, no. 3 (2013): 29–56. http://dx.doi.org/10.17953/aicr.37.3.01130638k210j380.

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This paper explores and analyzes what is done for students in general and for Native American students in particular to (a) support readiness for postsecondary education, (b) increase recruitment and access, (c) improve transitions, and (d) support survival to completion. Recommendations are offered for moving beyond the current fragmented and marginalized approaches in order to develop a comprehensive system of student and learning supports.

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Hill, Jennifer Leigh. "Accessibility: Students with Disabilities in Universities in Canada." Canadian Journal of Higher Education 22, no. 1 (1992): 48–83. http://dx.doi.org/10.47678/cjhe.v22i1.183122.

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Data indicate that the number of students with disabling conditions in postsecondary institutions is increasing. The efforts made by universities across Canada were examined to ensure that special needs students are able to access higher education programs. Services offered by the Office for Students with Disabilities at 27 Canadian universities were investigated. Physical accessibility for students with a wide range of handicapping conditions also was explored.

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