How High School Contexts Shape the College Choices of High-Achieving, Low-Ses Students: Why a “College-Going” Culture is Not Enough

While many studies of college choice have focused on whether high schools have a general “college-going culture,” this dissertation considers the specific nature of college preparation and support that is conducive to elite college enrollment. This qualitative study examines the college preparation and choice process of high achieving students in two urban, selective admission public high schools where most students were from poor or working class families. Both schools had a college going-culture but neither had developed an elite college-going culture. As a result, some students did not apply to elite colleges when they were qualified. Other students did not have the opportunity to adequately prepare for elite college admissions, despite very high academic achievement. This study relied on in depth interviews and observations. Interviews with thirty high achieving 12th grade students provide a detailed account of their course taking, college application and choice process. Interviews with fifteen teachers shed light on how they advised students about college preparation and choice. In addition, participant observation in counselors’ offices and in college recruitment sessions revealed how students learned about the landscape of higher education. I identify three aspects of the high school experience that deterred elite college enrollment among high achieving students. First, students were unable to access high-level courses that would facilitate their access to elite colleges. Additionally, students and teachers alike were often unaware of the importance of taking high-level courses, such as calculus, for elite college admission. Second, students at both schools had minimal access to recruiters from elite colleges. Not only were recruiters from non-elite and non-selective colleges more likely to visit, they were more effective in addressing students’ concerns about cost, transportation and standard of living in college. Finally, many teachers and students doubted that an elite college education was desirable. Teachers had limited familiarity with elite colleges. Moreover, because of the concerns about student debt, teachers actively deterred students from any private institution. Overall, the study helps to explain the role high schools can play in limiting students’ opportunities to enroll in elite colleges and universities

Teacher Perceptions of Small High Schools

This research brief uses data from the School District of Philadelphia teacher survey to assess teacher perceptions of small and large neighborhood high schools

Transition to High School: School 'Choice' and Freshman Year in Philadelphia

The School District of Philadelphia's tiered system of selective, nonselective, and charter high schools, and the process for high school choice, has created real variation in the degree to which high schools can successfully meet the needs of ninth graders. Research has shown that the ninth grade year is critical in determining a student's likelihood of graduating from high school. This mixed-methods study examines the transition to high school in Philadelphia, which we define as including the eighth grade high school selection process and students' experience in their ninth grade year. In our analysis of eighth grade applications to district-managed high schools for the 2007-08 school year, we found that most District eighth graders participated in the high school selection process, but fewer than half of them were admitted and enrolled in any of their chosen schools. Further, comparing across types of high schools, we found first, that the choice process contributes to system stratification, with low-income students, Black and Latino students, students who need special supports, and boys concentrated in nonselective neighborhood high schools and Whites, Asians, and girls concentrated in special admission high schools. Second, we learned that the choice process creates distinct challenges to the neighborhood schools' ability to support ninth graders. Enrollment at neighborhood high schools does not settle until the school selection process settles in late summer, and then continues to shift through the fall due to geographic mobility and returns from the juvenile justice system or other schools. Late enrollments undercut the ability of the neighborhood high schools to prepare for incoming classes, and contribute to changes in course schedules and teacher assignments after the school year begins, which cost important instructional time. Finally, we found that despite widespread acknowledgement of the importance of the freshman year, competing district agendas often mean it is not a priority in district and school planning. Freshman year interventions are often implemented piecemeal, without the professional support teachers need to adopt new practices, and without the assessments needed to know if they are effective. We argue that if low-performing neighborhood high schools are going to "turn around" or improve, it will require not only building school capacity but also implementing changes to the broader systems of district policy and practice in which these schools function, including the high school selection process

Going Small: Progress and Challenges of Philadelphia's Small High Schools

Examines the start-up and implementation of Philadelphia's small neighborhood high school creation in 2003-08. Discusses student demographics, engagement and achievement, school climate, educators' visions, the role of partners, and remaining challenges