Abstract
Many factors inhibit college completion by African-American high school graduates who come from low socio-economic backgrounds. Some factors are “cognitive,” while others can be classified as “non-cognitive.” Variables in the latter classification are examined in this study conducted at an urban high school in the Midwest with an African-American student population five times the national average, and in a city with a median income well below that of the nation. An instrument designed and validated to predict success of impoverished minority students in college was administered to over 200 students at this school. This paper outlines the connection between findings and specific curricular plans put forth by high school and district staff, assisted by two researchers from an area public university, as a way to prioritize the school resources aligned with non-cognitive variables leading to curriculum enhancement and successful student transition to college.
Highlights
Recent conversations on the future of the American society and economy in the 21st century have been increasingly focused on identifying the attributes of teaching and learning in a globalized world
Connecting these 21st century skills to a set of expectations expressed by employers surveyed by Hart Research Associates on behalf of the Association of American Colleges and Universities in Fall 2009, individuals graduating from high school and college should demonstrate the necessary skills and “higher levels of learning and knowledge” (2010, p. 1)
Recent data show that most high school graduates in the U.S are not sufficiently prepared to meet the rigor of college education or workplace requirements (Barnes & Slate, 2010; Santos, 2011)
Summary
Recent conversations on the future of the American society and economy in the 21st century have been increasingly focused on identifying the attributes of teaching and learning in a globalized world. After several discussions at the school district level involving teachers and counselors from the high school representing the site of the research project, one particular non-cognitive area was selected for emphasis over the course of the following academic year - availability of strong support person.
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