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Supporting Student Transitions and Postsecondary Pathways
Fri, April 10, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), JW Marriott Los Angeles L.A. LIVE, Floor: Ground Floor, Gold 4Session Type: Roundtable Session
Abstract
This roundtable explores how schools and systems can better support students through key educational transitions and pathways to postsecondary readiness. The studies examine student and staff perspectives on the middle-to-high school transition, the impacts of work-based learning on CTE student outcomes, the perceived value of dual-credit experiences, and how English proficiency designation affects access to advanced coursework.
Sub Unit
Chair
Papers
The Impact of English Proficiency Designation on High School Students’ English Language Arts and Reading Course-Taking Paths - Micaela Maria Bonilla, Stanford University; Eunjung Myoung, Stanford University; Guillermo Solano-Flores, Stanford University
Student and Educator Perceptions of the Value of Dual-Credit Courses - Madison E. Andrews, University of Texas at Austin; Kait Ogden, University of Texas at Austin; Matthew S. Giani, University of Texas at Austin
Student and Staff Perspectives on the Challenges and Opportunities of the Middle-to-High School Transition - Yuxuan Zhuang, Boston College; Christine Power, Medfield Public Schools; Cuiyun Liu, Boston College; Nat Vaughn, Medfield Public Schools; Nathaniel J. S. Brown, Boston College
Work-Based Learning and Student Outcomes: Evidence from Pennsylvania’s Secondary CTE Students - Rosemary Riccardo, Lancaster Lebanon IU13; Brian Hutchison, Lancaster Lebanon IU13; Candy M. Miller, Lancaster Lebanon IU13