Teacher and Principal Perspectives on Supports for Students' College and Career Pathways: Findings from the American Educator Panels
Melanie A. Zaber
Bok Engelsk 2020
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| Utgitt | Santa Monica, Calif. : RAND Corporation , 2020
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| Opplysninger | Schools play a critical role in brokering access to college and career information and resources. The authors used the American Teacher Panel and American School Leader Panel to survey nationally representative samples of teachers and principals in U.S. public high schools about their perceptions of the quality and availability of their schools' supports for college and career transitions. The authors found that, although both groups of educators reported widespread supports, inequities both within and between schools are likely to limit some students' opportunities to develop the knowledge and skills they will need to succeed after high school, as well as their awareness of available postsecondary pathways. Although sufficient postsecondary transition support was widely reported for high-achieving students, sufficient support for underrepresented minority students, low-income students, and underachieving students was reported less frequently. More than half of high school principals reported no access to data on their students' postsecondary remedial education or graduation rates. Finally, a geographic analysis concluded that local employment and region also play a large role in determining what supports are available for college and career pathways: High-resource schools do not unilaterally have more supports. Educators, school leaders, and policymakers alike can benefit from understanding the role of school supports and school context in contributing to or narrowing gaps in college and career outcomes.
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