Beneath and Beyond Outcomes: An Exploration of College Choice in the No Excuses Charter School Setting / Lori Ann Noll.

Format:

Book

Manuscript

Thesis/Dissertation

Author/Creator:

Noll, Lori Ann, author.

Contributor:

University of Pennsylvania. Educational Leadership, degree granting institution.

Perna, Laura W., degree supervisor.

Bloom, Janice, degree committee member.

Lareau, Annette, degree committee member.

Quinn, Rand, degree committee member.

Language:

English

Subjects (All):

Education.

Secondary education.

Higher education.

Educational Leadership--Penn dissertations.

Penn dissertations--Educational Leadership.

Local Subjects:

Education.

Secondary education.

Higher education.

Educational Leadership--Penn dissertations.

Penn dissertations--Educational Leadership.

Physical Description:

1 online resource (224 pages)

Contained In:

Dissertation Abstracts International 78-10A(E).

Place of Publication:

[Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2017.

Language Note:

English

System Details:

Mode of access: World Wide Web.

text file

Summary:

This study aimed to understand how 35 focal students in a No Excuses high school, a charter school model designed to promote social mobility, made decisions about if and where to go to college. This study draws on college choice, cultural capital, and performance management literature to understand how the high school context at the focal school influenced students' college choice processes. Drawing on data from interviews, observations, and documents, this exploratory study found that Performance High provided extensive college resources and support to its students, which was consistent with how researchers conceptualize a "college-going culture" in high schools. Further, the high school used a performance management approach, in which administrators held teachers and students accountable for meeting particular college related metrics, such as the number and types of applications students were required to submit. The study found that focal students submitted applications and enrolled in college at high rates. Thirty-four of the 35 focal students planned to attend college the following fall. However, rather than exhibit the sense of entitlement and expectation that research describes for students who benefit from dominant forms of cultural capital, most of the focal students' college choice processes were characterized by hesitation, ambivalence, and doubt. Further, the findings suggest the performance management approach assimilated students to one model of college choice that did not easily accommodate students' preferences. These findings highlight the difficulties for schools in providing cultural capital for students independent of their families, and suggests the need to reconceptualize "college-going cultures" to not only consider the college outcomes and the density of resources in the high school context, but how well students absorb cultural capital, which may be important for social mobility.

Notes:

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Advisors: Laura W. Perna; Committee members: Janice Bloom; Annette Lareau; Rand Quinn.

Department: Educational Leadership.

Ed.D. University of Pennsylvania 2017.

Local Notes:

School code: 0175

ISBN:

9781369830071

Access Restriction:

Restricted for use by site license.