Integrating a College Transition Curriculum Into Senior English: Increasing Access and Persistence

• In Event: AERA Roundtable Session 6
  In Roundtable Session: College Access and Minoritized Populations

Abstract

This study was conducted to promote a better understanding of how to utilize student-centered, college-going curriculum in Senior English classes to support college access and persistence.; this mixed-methods study endeavors to deepen an understanding of how a transition curriculum embedded into compulsory twelfth-grade English classes can work as an essential component to influence college completion. Surveys and focus groups are utilized to garner high school and first-generation community college students’ input of the degree of effectiveness and improvements needed to better the curriculum. Qualitative results revealed what components of the curriculum students felt was effective, should be deepened, and needs to be added. Quantitative results supported students’ positive feedback and gave insight into areas of improvement.

Author

• Janeen Erin Malatesta, San Francisco State University