Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(college access). Showing records 1 – 30 of 210 total matches.

[1] [2] [3] [4] [5] [6] [7]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

▼ Search Limiters


University of Georgia

1. Bell, Angela Diance. College opportunity in context: an analysis of cultural, organizational, and policy influences on the college enrollment behaviors of students from low-income backgrounds.

Degree: PhD, Higher Education, 2008, University of Georgia

 This study assesses the relationship between local school context, family background, and state higher education policy in shaping the college-going behaviors of low-income high school… (more)

Subjects/Keywords: College access

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bell, A. D. (2008). College opportunity in context: an analysis of cultural, organizational, and policy influences on the college enrollment behaviors of students from low-income backgrounds. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/bell_angela_d_200812_phd

Chicago Manual of Style (16th Edition):

Bell, Angela Diance. “College opportunity in context: an analysis of cultural, organizational, and policy influences on the college enrollment behaviors of students from low-income backgrounds.” 2008. Doctoral Dissertation, University of Georgia. Accessed August 07, 2020. http://purl.galileo.usg.edu/uga_etd/bell_angela_d_200812_phd.

MLA Handbook (7th Edition):

Bell, Angela Diance. “College opportunity in context: an analysis of cultural, organizational, and policy influences on the college enrollment behaviors of students from low-income backgrounds.” 2008. Web. 07 Aug 2020.

Vancouver:

Bell AD. College opportunity in context: an analysis of cultural, organizational, and policy influences on the college enrollment behaviors of students from low-income backgrounds. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2020 Aug 07]. Available from: http://purl.galileo.usg.edu/uga_etd/bell_angela_d_200812_phd.

Council of Science Editors:

Bell AD. College opportunity in context: an analysis of cultural, organizational, and policy influences on the college enrollment behaviors of students from low-income backgrounds. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/bell_angela_d_200812_phd


University of Georgia

2. Cook, Nicole Shaub. A case study of C5 Georgia: understanding how one college access program promotes access to college for students from low-income backgrounds.

Degree: PhD, Counseling and Student Personnel Services, 2014, University of Georgia

 The purpose of this study was to investigate how a college access program for students from low-income backgrounds was promoting access to postsecondary education. The… (more)

Subjects/Keywords: College access programs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cook, N. S. (2014). A case study of C5 Georgia: understanding how one college access program promotes access to college for students from low-income backgrounds. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/cook_nicole_s_201408_phd

Chicago Manual of Style (16th Edition):

Cook, Nicole Shaub. “A case study of C5 Georgia: understanding how one college access program promotes access to college for students from low-income backgrounds.” 2014. Doctoral Dissertation, University of Georgia. Accessed August 07, 2020. http://purl.galileo.usg.edu/uga_etd/cook_nicole_s_201408_phd.

MLA Handbook (7th Edition):

Cook, Nicole Shaub. “A case study of C5 Georgia: understanding how one college access program promotes access to college for students from low-income backgrounds.” 2014. Web. 07 Aug 2020.

Vancouver:

Cook NS. A case study of C5 Georgia: understanding how one college access program promotes access to college for students from low-income backgrounds. [Internet] [Doctoral dissertation]. University of Georgia; 2014. [cited 2020 Aug 07]. Available from: http://purl.galileo.usg.edu/uga_etd/cook_nicole_s_201408_phd.

Council of Science Editors:

Cook NS. A case study of C5 Georgia: understanding how one college access program promotes access to college for students from low-income backgrounds. [Doctoral Dissertation]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/cook_nicole_s_201408_phd


Vanderbilt University

3. Park, Toby. The role of the community college in Texas: the impact of academic intensity, transfer, and working on student success.

Degree: PhD, Leadership and Policy Studies, 2012, Vanderbilt University

 Far too many students who begin at a community college are unsuccessful in transferring to a four-year institution and completing a baccalaureate degree. How can… (more)

Subjects/Keywords: community college; higher education; access

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Park, T. (2012). The role of the community college in Texas: the impact of academic intensity, transfer, and working on student success. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03242012-094629/ ;

Chicago Manual of Style (16th Edition):

Park, Toby. “The role of the community college in Texas: the impact of academic intensity, transfer, and working on student success.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed August 07, 2020. http://etd.library.vanderbilt.edu/available/etd-03242012-094629/ ;.

MLA Handbook (7th Edition):

Park, Toby. “The role of the community college in Texas: the impact of academic intensity, transfer, and working on student success.” 2012. Web. 07 Aug 2020.

Vancouver:

Park T. The role of the community college in Texas: the impact of academic intensity, transfer, and working on student success. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2020 Aug 07]. Available from: http://etd.library.vanderbilt.edu/available/etd-03242012-094629/ ;.

Council of Science Editors:

Park T. The role of the community college in Texas: the impact of academic intensity, transfer, and working on student success. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu/available/etd-03242012-094629/ ;


University of Minnesota

4. Jenkin, Ann. Advancing the Ascent into Higher Education: An Exploration of College Access Programming.

Degree: MA, Organizational Leadership, Policy, and Development, 2019, University of Minnesota

 The following case study was conducted as a master’s thesis on Breakthrough Twin Cities, a college access program located in the Minneapolis/St. Paul metropolitan area… (more)

Subjects/Keywords: college access; educational equity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jenkin, A. (2019). Advancing the Ascent into Higher Education: An Exploration of College Access Programming. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206703

Chicago Manual of Style (16th Edition):

Jenkin, Ann. “Advancing the Ascent into Higher Education: An Exploration of College Access Programming.” 2019. Masters Thesis, University of Minnesota. Accessed August 07, 2020. http://hdl.handle.net/11299/206703.

MLA Handbook (7th Edition):

Jenkin, Ann. “Advancing the Ascent into Higher Education: An Exploration of College Access Programming.” 2019. Web. 07 Aug 2020.

Vancouver:

Jenkin A. Advancing the Ascent into Higher Education: An Exploration of College Access Programming. [Internet] [Masters thesis]. University of Minnesota; 2019. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/11299/206703.

Council of Science Editors:

Jenkin A. Advancing the Ascent into Higher Education: An Exploration of College Access Programming. [Masters Thesis]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206703


University of Southern California

5. Esqueda, Monica Christina. A mixed method examination of available supports for secondary school students’ college and military aspirations.

Degree: PhD, Education, 2015, University of Southern California

 Background/Context: The demands of military family life are great, especially within the context of war. Yet, because less than 1 percent of the population serves,… (more)

Subjects/Keywords: college access; college choice; military families

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Esqueda, M. C. (2015). A mixed method examination of available supports for secondary school students’ college and military aspirations. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566511/rec/249

Chicago Manual of Style (16th Edition):

Esqueda, Monica Christina. “A mixed method examination of available supports for secondary school students’ college and military aspirations.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 07, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566511/rec/249.

MLA Handbook (7th Edition):

Esqueda, Monica Christina. “A mixed method examination of available supports for secondary school students’ college and military aspirations.” 2015. Web. 07 Aug 2020.

Vancouver:

Esqueda MC. A mixed method examination of available supports for secondary school students’ college and military aspirations. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Aug 07]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566511/rec/249.

Council of Science Editors:

Esqueda MC. A mixed method examination of available supports for secondary school students’ college and military aspirations. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/566511/rec/249


University of Southern California

6. Kim, Danny Young. An application of Clark and Estes' (2002) gap analysis model: closing knowledge, motivation, and organizational gaps that prevent Glendale Unified School District students from accessing four-year universities.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 This alternative capstone project examined and analyzed the four-year college access and participation problem in Glendale Unified School District (GUSD) through Clark and Estes’ (2002)… (more)

Subjects/Keywords: college access; gap analysis; college participation; four-year university access

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kim, D. Y. (2011). An application of Clark and Estes' (2002) gap analysis model: closing knowledge, motivation, and organizational gaps that prevent Glendale Unified School District students from accessing four-year universities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436507/rec/684

Chicago Manual of Style (16th Edition):

Kim, Danny Young. “An application of Clark and Estes' (2002) gap analysis model: closing knowledge, motivation, and organizational gaps that prevent Glendale Unified School District students from accessing four-year universities.” 2011. Doctoral Dissertation, University of Southern California. Accessed August 07, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436507/rec/684.

MLA Handbook (7th Edition):

Kim, Danny Young. “An application of Clark and Estes' (2002) gap analysis model: closing knowledge, motivation, and organizational gaps that prevent Glendale Unified School District students from accessing four-year universities.” 2011. Web. 07 Aug 2020.

Vancouver:

Kim DY. An application of Clark and Estes' (2002) gap analysis model: closing knowledge, motivation, and organizational gaps that prevent Glendale Unified School District students from accessing four-year universities. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Aug 07]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436507/rec/684.

Council of Science Editors:

Kim DY. An application of Clark and Estes' (2002) gap analysis model: closing knowledge, motivation, and organizational gaps that prevent Glendale Unified School District students from accessing four-year universities. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/436507/rec/684


University of Southern California

7. Marshall, Wendy. University ready: examining the relationships between social capital and an online college access program.

Degree: EdD, Education, 2012, University of Southern California

 Despite aspirations of college enrollment, low-income and minority students face great obstacles in reaching their college dreams. Prior research indicates that college enrollment relates to… (more)

Subjects/Keywords: college access; social capital; parent involvement; college pipeline; online program; online college access program

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Marshall, W. (2012). University ready: examining the relationships between social capital and an online college access program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/11139/rec/7701

Chicago Manual of Style (16th Edition):

Marshall, Wendy. “University ready: examining the relationships between social capital and an online college access program.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 07, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/11139/rec/7701.

MLA Handbook (7th Edition):

Marshall, Wendy. “University ready: examining the relationships between social capital and an online college access program.” 2012. Web. 07 Aug 2020.

Vancouver:

Marshall W. University ready: examining the relationships between social capital and an online college access program. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Aug 07]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/11139/rec/7701.

Council of Science Editors:

Marshall W. University ready: examining the relationships between social capital and an online college access program. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/11139/rec/7701


Syracuse University

8. Weber, Staci. “My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs.

Degree: PhD, Higher Education, 2016, Syracuse University

  This research explored how 47 first generation college students at a private university in the Northeast used non-profit and government-funded college access and support… (more)

Subjects/Keywords: college access; college access programs; college experience; college success programs; First generation college students; higher education; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Weber, S. (2016). “My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/600

Chicago Manual of Style (16th Edition):

Weber, Staci. ““My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs.” 2016. Doctoral Dissertation, Syracuse University. Accessed August 07, 2020. https://surface.syr.edu/etd/600.

MLA Handbook (7th Edition):

Weber, Staci. ““My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs.” 2016. Web. 07 Aug 2020.

Vancouver:

Weber S. “My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2020 Aug 07]. Available from: https://surface.syr.edu/etd/600.

Council of Science Editors:

Weber S. “My Training Wheels are Off:” How First Generation College Students Made Meaning of the Influence of their College Access and Support Programs. [Doctoral Dissertation]. Syracuse University; 2016. Available from: https://surface.syr.edu/etd/600


UCLA

9. Garcia, Maribel. Creating College Culture: A Systematic Approach to Attaining College-Knowledge at an Elementary School.

Degree: Education, 2012, UCLA

 This study documents the process for creating a college-knowledge curriculum in an urban elementary school. Research widely recognizes the disproportionate advantage white middle class students… (more)

Subjects/Keywords: Elementary education; college access; college going culture; elementary; college-knowledge

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Garcia, M. (2012). Creating College Culture: A Systematic Approach to Attaining College-Knowledge at an Elementary School. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/17z1f3p7

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Garcia, Maribel. “Creating College Culture: A Systematic Approach to Attaining College-Knowledge at an Elementary School.” 2012. Thesis, UCLA. Accessed August 07, 2020. http://www.escholarship.org/uc/item/17z1f3p7.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Garcia, Maribel. “Creating College Culture: A Systematic Approach to Attaining College-Knowledge at an Elementary School.” 2012. Web. 07 Aug 2020.

Vancouver:

Garcia M. Creating College Culture: A Systematic Approach to Attaining College-Knowledge at an Elementary School. [Internet] [Thesis]. UCLA; 2012. [cited 2020 Aug 07]. Available from: http://www.escholarship.org/uc/item/17z1f3p7.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Garcia M. Creating College Culture: A Systematic Approach to Attaining College-Knowledge at an Elementary School. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/17z1f3p7

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Urbana-Champaign

10. Taylor, Jason. Community college dual credit: differential participation and differential impacts on college access and completion.

Degree: PhD, 0209, 2013, University of Illinois – Urbana-Champaign

 This study examines the impact of dual credit policy at the time dual credit was beginning to take hold in Illinois, using a large cohort… (more)

Subjects/Keywords: Dual credit; Community college; Equity; Illinois; College access; College completion

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Taylor, J. (2013). Community college dual credit: differential participation and differential impacts on college access and completion. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44429

Chicago Manual of Style (16th Edition):

Taylor, Jason. “Community college dual credit: differential participation and differential impacts on college access and completion.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 07, 2020. http://hdl.handle.net/2142/44429.

MLA Handbook (7th Edition):

Taylor, Jason. “Community college dual credit: differential participation and differential impacts on college access and completion.” 2013. Web. 07 Aug 2020.

Vancouver:

Taylor J. Community college dual credit: differential participation and differential impacts on college access and completion. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/2142/44429.

Council of Science Editors:

Taylor J. Community college dual credit: differential participation and differential impacts on college access and completion. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44429


University of North Texas

11. Collins, Sarah R. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.

Degree: 2012, University of North Texas

 In response to the increasing cost of college, colleges and universities are leveraging financial aid and academic support services to implement access and success programs… (more)

Subjects/Keywords: Collegiate access and success; academic success; college access

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Collins, S. R. (2012). Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149575/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Collins, Sarah R. “Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.” 2012. Thesis, University of North Texas. Accessed August 07, 2020. https://digital.library.unt.edu/ark:/67531/metadc149575/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Collins, Sarah R. “Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen.” 2012. Web. 07 Aug 2020.

Vancouver:

Collins SR. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Aug 07]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149575/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Collins SR. Bridging the Gap Between Access and Success: a Study of the Impact of an Access and Success Program on Academic Outcomes of Low-income College Freshmen. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149575/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Ohio University

12. Adams, Amy M. National Measures of College Affordability: A Study of the College Affordability Index.

Degree: PhD, Higher Education (Education), 2007, Ohio University

  Currently the College Affordability Index (CAI) is available to the general public (albeit through the Peer Analysis System versus IPEDS COOL) for the purpose… (more)

Subjects/Keywords: Education, Higher; college affordability; public policy; access

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Adams, A. M. (2007). National Measures of College Affordability: A Study of the College Affordability Index. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178666421

Chicago Manual of Style (16th Edition):

Adams, Amy M. “National Measures of College Affordability: A Study of the College Affordability Index.” 2007. Doctoral Dissertation, Ohio University. Accessed August 07, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178666421.

MLA Handbook (7th Edition):

Adams, Amy M. “National Measures of College Affordability: A Study of the College Affordability Index.” 2007. Web. 07 Aug 2020.

Vancouver:

Adams AM. National Measures of College Affordability: A Study of the College Affordability Index. [Internet] [Doctoral dissertation]. Ohio University; 2007. [cited 2020 Aug 07]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178666421.

Council of Science Editors:

Adams AM. National Measures of College Affordability: A Study of the College Affordability Index. [Doctoral Dissertation]. Ohio University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178666421


University of Southern California

13. Cassady, Dawn Marie. Improving college participation success in Glendale Unified School District: An application of the gap analysis model.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 From the time of Brown v. Board of Education, the role of education has been on the forefront of our social, political and economic landscape.… (more)

Subjects/Keywords: secondary education; school reform; college access

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cassady, D. M. (2011). Improving college participation success in Glendale Unified School District: An application of the gap analysis model. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3412

Chicago Manual of Style (16th Edition):

Cassady, Dawn Marie. “Improving college participation success in Glendale Unified School District: An application of the gap analysis model.” 2011. Doctoral Dissertation, University of Southern California. Accessed August 07, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3412.

MLA Handbook (7th Edition):

Cassady, Dawn Marie. “Improving college participation success in Glendale Unified School District: An application of the gap analysis model.” 2011. Web. 07 Aug 2020.

Vancouver:

Cassady DM. Improving college participation success in Glendale Unified School District: An application of the gap analysis model. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Aug 07]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3412.

Council of Science Editors:

Cassady DM. Improving college participation success in Glendale Unified School District: An application of the gap analysis model. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/466021/rec/3412


University of Southern California

14. Burman, Maurice. Four year college access for undocumented Latino students.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This qualitative study explored how undocumented Latino immigrants navigated the educational pipeline to accomplish their goal of pursuing postsecondary studies. Eight (4 male and 4… (more)

Subjects/Keywords: social capital; college access; undocumented Latino students

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Burman, M. (2013). Four year college access for undocumented Latino students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231025/rec/2882

Chicago Manual of Style (16th Edition):

Burman, Maurice. “Four year college access for undocumented Latino students.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 07, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231025/rec/2882.

MLA Handbook (7th Edition):

Burman, Maurice. “Four year college access for undocumented Latino students.” 2013. Web. 07 Aug 2020.

Vancouver:

Burman M. Four year college access for undocumented Latino students. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Aug 07]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231025/rec/2882.

Council of Science Editors:

Burman M. Four year college access for undocumented Latino students. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/231025/rec/2882


University of North Texas

15. Olivarez, Catherine Prieto. Narratives on College Access and Academic Undermatch: Understanding Latinx Students and Their Families.

Degree: 2017, University of North Texas

 When students are academically qualified to attend a four-year college or university but instead enroll at a community college, they are considered academically undermatched. Research… (more)

Subjects/Keywords: Latinx Students; Academic Undermatch; Community College; College Access; College Choice; Education, Higher; Education, Community College

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Olivarez, C. P. (2017). Narratives on College Access and Academic Undermatch: Understanding Latinx Students and Their Families. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011882/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Olivarez, Catherine Prieto. “Narratives on College Access and Academic Undermatch: Understanding Latinx Students and Their Families.” 2017. Thesis, University of North Texas. Accessed August 07, 2020. https://digital.library.unt.edu/ark:/67531/metadc1011882/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Olivarez, Catherine Prieto. “Narratives on College Access and Academic Undermatch: Understanding Latinx Students and Their Families.” 2017. Web. 07 Aug 2020.

Vancouver:

Olivarez CP. Narratives on College Access and Academic Undermatch: Understanding Latinx Students and Their Families. [Internet] [Thesis]. University of North Texas; 2017. [cited 2020 Aug 07]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011882/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Olivarez CP. Narratives on College Access and Academic Undermatch: Understanding Latinx Students and Their Families. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011882/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Maine

16. Hubbard, Amy Lynn. Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges.

Degree: PhD, Higher Education Leadership, 2016, University of Maine

  Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges Only 39% of matriculated students will earn a college degree or certificate in six… (more)

Subjects/Keywords: dual enrollment; community college; high school; Maine; college access; Higher Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hubbard, A. L. (2016). Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges. (Doctoral Dissertation). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/2814

Chicago Manual of Style (16th Edition):

Hubbard, Amy Lynn. “Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges.” 2016. Doctoral Dissertation, University of Maine. Accessed August 07, 2020. https://digitalcommons.library.umaine.edu/etd/2814.

MLA Handbook (7th Edition):

Hubbard, Amy Lynn. “Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges.” 2016. Web. 07 Aug 2020.

Vancouver:

Hubbard AL. Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges. [Internet] [Doctoral dissertation]. University of Maine; 2016. [cited 2020 Aug 07]. Available from: https://digitalcommons.library.umaine.edu/etd/2814.

Council of Science Editors:

Hubbard AL. Exploring the Liminal Space: Dual Enrollment at Maine's Community Colleges. [Doctoral Dissertation]. University of Maine; 2016. Available from: https://digitalcommons.library.umaine.edu/etd/2814


University of Arizona

17. Matera, Matthew Thomas. Networks of Transformative Resistance: How Community College Educators Support Students with an Undocumented Status .

Degree: 2020, University of Arizona

 Students with an undocumented or DACA status continue to fight for access to higher education across the U.S. Their struggle is particularly courageous in Arizona,… (more)

Subjects/Keywords: college access; community college; DACA; social networks; Student Services Professional; undocumented

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Matera, M. T. (2020). Networks of Transformative Resistance: How Community College Educators Support Students with an Undocumented Status . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/637713

Chicago Manual of Style (16th Edition):

Matera, Matthew Thomas. “Networks of Transformative Resistance: How Community College Educators Support Students with an Undocumented Status .” 2020. Doctoral Dissertation, University of Arizona. Accessed August 07, 2020. http://hdl.handle.net/10150/637713.

MLA Handbook (7th Edition):

Matera, Matthew Thomas. “Networks of Transformative Resistance: How Community College Educators Support Students with an Undocumented Status .” 2020. Web. 07 Aug 2020.

Vancouver:

Matera MT. Networks of Transformative Resistance: How Community College Educators Support Students with an Undocumented Status . [Internet] [Doctoral dissertation]. University of Arizona; 2020. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10150/637713.

Council of Science Editors:

Matera MT. Networks of Transformative Resistance: How Community College Educators Support Students with an Undocumented Status . [Doctoral Dissertation]. University of Arizona; 2020. Available from: http://hdl.handle.net/10150/637713


Penn State University

18. Griffith, Kelly. Beating the Odds: A Multi-Site Case Study of College Preparation in Rural, Western New York.

Degree: 2017, Penn State University

 This study focused on how educators in rural, western New York high schools make sense of the national push to prepare all students for college(more)

Subjects/Keywords: college preparation; college readiness; college access; qualitative research; rural schools; education policy; education reform

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Griffith, K. (2017). Beating the Odds: A Multi-Site Case Study of College Preparation in Rural, Western New York. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13722kmg19

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Griffith, Kelly. “Beating the Odds: A Multi-Site Case Study of College Preparation in Rural, Western New York.” 2017. Thesis, Penn State University. Accessed August 07, 2020. https://etda.libraries.psu.edu/catalog/13722kmg19.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Griffith, Kelly. “Beating the Odds: A Multi-Site Case Study of College Preparation in Rural, Western New York.” 2017. Web. 07 Aug 2020.

Vancouver:

Griffith K. Beating the Odds: A Multi-Site Case Study of College Preparation in Rural, Western New York. [Internet] [Thesis]. Penn State University; 2017. [cited 2020 Aug 07]. Available from: https://etda.libraries.psu.edu/catalog/13722kmg19.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Griffith K. Beating the Odds: A Multi-Site Case Study of College Preparation in Rural, Western New York. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13722kmg19

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Georgia

19. Ciarimboli, Erin Beth. Running on the "Status Treadmill"?: institutional endowments and student financial aid at wealthy private colleges.

Degree: PhD, Higher Education, 2017, University of Georgia

 Despite efforts to combat rising college costs via significant federal, state, and institutional investments in student financial aid, enrollment in higher education remains woefully stratified… (more)

Subjects/Keywords: college endowments; financial aid; college access; college costs; content analysis; higher education; postsecondary education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ciarimboli, E. B. (2017). Running on the "Status Treadmill"?: institutional endowments and student financial aid at wealthy private colleges. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37681

Chicago Manual of Style (16th Edition):

Ciarimboli, Erin Beth. “Running on the "Status Treadmill"?: institutional endowments and student financial aid at wealthy private colleges.” 2017. Doctoral Dissertation, University of Georgia. Accessed August 07, 2020. http://hdl.handle.net/10724/37681.

MLA Handbook (7th Edition):

Ciarimboli, Erin Beth. “Running on the "Status Treadmill"?: institutional endowments and student financial aid at wealthy private colleges.” 2017. Web. 07 Aug 2020.

Vancouver:

Ciarimboli EB. Running on the "Status Treadmill"?: institutional endowments and student financial aid at wealthy private colleges. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10724/37681.

Council of Science Editors:

Ciarimboli EB. Running on the "Status Treadmill"?: institutional endowments and student financial aid at wealthy private colleges. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37681


Boston College

20. Minor, Kelly. Assets and Access: An Examination of the Transition from High School to College.

Degree: PhD, Counseling, Developmental and Educational Psychology, 2015, Boston College

 Americans are more educated than ever, and high educational attainment has long been associated with positive outcomes for individuals and society as a whole. However,… (more)

Subjects/Keywords: College Access; College Enrollment; College Readiness; Educational Attainment; High School Students; Internal Assets

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Minor, K. (2015). Assets and Access: An Examination of the Transition from High School to College. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104139

Chicago Manual of Style (16th Edition):

Minor, Kelly. “Assets and Access: An Examination of the Transition from High School to College.” 2015. Doctoral Dissertation, Boston College. Accessed August 07, 2020. http://dlib.bc.edu/islandora/object/bc-ir:104139.

MLA Handbook (7th Edition):

Minor, Kelly. “Assets and Access: An Examination of the Transition from High School to College.” 2015. Web. 07 Aug 2020.

Vancouver:

Minor K. Assets and Access: An Examination of the Transition from High School to College. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2020 Aug 07]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104139.

Council of Science Editors:

Minor K. Assets and Access: An Examination of the Transition from High School to College. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104139


Boston College

21. Luie, Siu Ming. College choice and documented Chinese immigrant community college students in Massachusetts.

Degree: PhD, Educational Administration and Higher Education, 2010, Boston College

College-choice studies have long been conducted to help colleges improve their recruitment strategies (Chapman, 1981; Hossler & Gallagher, 1987; Jackson, 1982; Litten, 1982). The dominant… (more)

Subjects/Keywords: access; Chinese immigrants; college choice; college knowledge; community college; critical race theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Luie, S. M. (2010). College choice and documented Chinese immigrant community college students in Massachusetts. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101967

Chicago Manual of Style (16th Edition):

Luie, Siu Ming. “College choice and documented Chinese immigrant community college students in Massachusetts.” 2010. Doctoral Dissertation, Boston College. Accessed August 07, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101967.

MLA Handbook (7th Edition):

Luie, Siu Ming. “College choice and documented Chinese immigrant community college students in Massachusetts.” 2010. Web. 07 Aug 2020.

Vancouver:

Luie SM. College choice and documented Chinese immigrant community college students in Massachusetts. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2020 Aug 07]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101967.

Council of Science Editors:

Luie SM. College choice and documented Chinese immigrant community college students in Massachusetts. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101967


University of Colorado

22. Nash, Chad Jereme. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.

Degree: PhD, Education, 2015, University of Colorado

  This dissertation examined high school concurrent enrollment participation in relation to the college transition, choice, readiness, and success of underrepresented student groups within the… (more)

Subjects/Keywords: College Access; College Preparation; College Success; Educational Opportunity; Social Justice; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nash, C. J. (2015). Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/64

Chicago Manual of Style (16th Edition):

Nash, Chad Jereme. “Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.” 2015. Doctoral Dissertation, University of Colorado. Accessed August 07, 2020. https://scholar.colorado.edu/educ_gradetds/64.

MLA Handbook (7th Edition):

Nash, Chad Jereme. “Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success.” 2015. Web. 07 Aug 2020.

Vancouver:

Nash CJ. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2020 Aug 07]. Available from: https://scholar.colorado.edu/educ_gradetds/64.

Council of Science Editors:

Nash CJ. Spheres of Educational Opportunity: A Mixed Methods Study Examining the Relationship Between Concurrent Enrollment Participation and Students' College Transition, Readiness, and Success. [Doctoral Dissertation]. University of Colorado; 2015. Available from: https://scholar.colorado.edu/educ_gradetds/64


Princeton University

23. Gentsch, Kerstin. How Admission Policy Shapes College Access: Evidence From Two Sectors .

Degree: PhD, 2016, Princeton University

 This dissertation illustrates how admission policies shape access to postsecondary education. Evidence comes from two sectors, each with a distinct type of admission system: highly… (more)

Subjects/Keywords: Admission policy; Bachelor's completion; College acceptance; College access; Community college; Higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gentsch, K. (2016). How Admission Policy Shapes College Access: Evidence From Two Sectors . (Doctoral Dissertation). Princeton University. Retrieved from http://arks.princeton.edu/ark:/88435/dsp01q811kn033

Chicago Manual of Style (16th Edition):

Gentsch, Kerstin. “How Admission Policy Shapes College Access: Evidence From Two Sectors .” 2016. Doctoral Dissertation, Princeton University. Accessed August 07, 2020. http://arks.princeton.edu/ark:/88435/dsp01q811kn033.

MLA Handbook (7th Edition):

Gentsch, Kerstin. “How Admission Policy Shapes College Access: Evidence From Two Sectors .” 2016. Web. 07 Aug 2020.

Vancouver:

Gentsch K. How Admission Policy Shapes College Access: Evidence From Two Sectors . [Internet] [Doctoral dissertation]. Princeton University; 2016. [cited 2020 Aug 07]. Available from: http://arks.princeton.edu/ark:/88435/dsp01q811kn033.

Council of Science Editors:

Gentsch K. How Admission Policy Shapes College Access: Evidence From Two Sectors . [Doctoral Dissertation]. Princeton University; 2016. Available from: http://arks.princeton.edu/ark:/88435/dsp01q811kn033


University of Southern California

24. Mathis, Jonathan, David. Strategy and college participation: a comparative case study of two early college high schools.

Degree: PhD, Education, 2012, University of Southern California

 The President of the United States has declared that our country will once again emerge as the nation with the highest percent of the population… (more)

Subjects/Keywords: case study; college access; college participation; early college high schools; high schools; strategy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mathis, Jonathan, D. (2012). Strategy and college participation: a comparative case study of two early college high schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/93500/rec/6102

Chicago Manual of Style (16th Edition):

Mathis, Jonathan, David. “Strategy and college participation: a comparative case study of two early college high schools.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 07, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/93500/rec/6102.

MLA Handbook (7th Edition):

Mathis, Jonathan, David. “Strategy and college participation: a comparative case study of two early college high schools.” 2012. Web. 07 Aug 2020.

Vancouver:

Mathis, Jonathan D. Strategy and college participation: a comparative case study of two early college high schools. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Aug 07]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/93500/rec/6102.

Council of Science Editors:

Mathis, Jonathan D. Strategy and college participation: a comparative case study of two early college high schools. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/93500/rec/6102


Clemson University

25. Walker, De Morris. Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program.

Degree: PhD, Educational Leadership, 2016, Clemson University

 The United States' economic future and ability to compete in the global economy is dependent on increasing the nation's higher education attainment rates. The U.S.… (more)

Subjects/Keywords: College Access; College Choice; Community Cultural Wealth; First Generation College Student; Parent Involvement; Summer Programs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Walker, D. M. (2016). Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1625

Chicago Manual of Style (16th Edition):

Walker, De Morris. “Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program.” 2016. Doctoral Dissertation, Clemson University. Accessed August 07, 2020. https://tigerprints.clemson.edu/all_dissertations/1625.

MLA Handbook (7th Edition):

Walker, De Morris. “Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program.” 2016. Web. 07 Aug 2020.

Vancouver:

Walker DM. Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program. [Internet] [Doctoral dissertation]. Clemson University; 2016. [cited 2020 Aug 07]. Available from: https://tigerprints.clemson.edu/all_dissertations/1625.

Council of Science Editors:

Walker DM. Parent and Family Engagement Practices: A Case Study of A Pre-Collegiate Summer Program. [Doctoral Dissertation]. Clemson University; 2016. Available from: https://tigerprints.clemson.edu/all_dissertations/1625


University of Southern California

26. Sousa, John Chaves. Understanding the barriers to college access for former foster youth at the Los Angeles Community College District.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 Generally referred to as aged-out youth, approximately 20,000 former foster youth leave foster care each year, with very few enrolling into the community college system.… (more)

Subjects/Keywords: college access; community college; emancipated foster youth; foster youth; high risk college students; non-traditional college students; foster youth and college

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sousa, J. C. (2013). Understanding the barriers to college access for former foster youth at the Los Angeles Community College District. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7680

Chicago Manual of Style (16th Edition):

Sousa, John Chaves. “Understanding the barriers to college access for former foster youth at the Los Angeles Community College District.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 07, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7680.

MLA Handbook (7th Edition):

Sousa, John Chaves. “Understanding the barriers to college access for former foster youth at the Los Angeles Community College District.” 2013. Web. 07 Aug 2020.

Vancouver:

Sousa JC. Understanding the barriers to college access for former foster youth at the Los Angeles Community College District. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Aug 07]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7680.

Council of Science Editors:

Sousa JC. Understanding the barriers to college access for former foster youth at the Los Angeles Community College District. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/315951/rec/7680

27. Ponce, Ana F. College Knowledge: How Immigrant Latino Parents Access Information.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  Among ethnic groups in California Latinos continue to have the lowest high school graduation rates and the lowest college completion rates. This study focused… (more)

Subjects/Keywords: college access; college access program; Immigrant education; Latino parents; Latino students; parent engagement; Education; Education Policy; Student Counseling and Personnel Services

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ponce, A. F. (2013). College Knowledge: How Immigrant Latino Parents Access Information. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/231

Chicago Manual of Style (16th Edition):

Ponce, Ana F. “College Knowledge: How Immigrant Latino Parents Access Information.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed August 07, 2020. https://digitalcommons.lmu.edu/etd/231.

MLA Handbook (7th Edition):

Ponce, Ana F. “College Knowledge: How Immigrant Latino Parents Access Information.” 2013. Web. 07 Aug 2020.

Vancouver:

Ponce AF. College Knowledge: How Immigrant Latino Parents Access Information. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2020 Aug 07]. Available from: https://digitalcommons.lmu.edu/etd/231.

Council of Science Editors:

Ponce AF. College Knowledge: How Immigrant Latino Parents Access Information. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/231


California State University – Sacramento

28. Ceballos, Marianne. The impact of Breakthrough Sacramento on its alumni's aspirations to pursue higher education.

Degree: MA, Education (Educational Leadership, 2010, California State University – Sacramento

 Students from low-income households attend four-year colleges at a significantly lower rate than their counterparts from high-income households (Pathways to College Network, 2004). It is… (more)

Subjects/Keywords: College access programs; College preparation programs; Student access

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ceballos, M. (2010). The impact of Breakthrough Sacramento on its alumni's aspirations to pursue higher education. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/395

Chicago Manual of Style (16th Edition):

Ceballos, Marianne. “The impact of Breakthrough Sacramento on its alumni's aspirations to pursue higher education.” 2010. Masters Thesis, California State University – Sacramento. Accessed August 07, 2020. http://hdl.handle.net/10211.9/395.

MLA Handbook (7th Edition):

Ceballos, Marianne. “The impact of Breakthrough Sacramento on its alumni's aspirations to pursue higher education.” 2010. Web. 07 Aug 2020.

Vancouver:

Ceballos M. The impact of Breakthrough Sacramento on its alumni's aspirations to pursue higher education. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/10211.9/395.

Council of Science Editors:

Ceballos M. The impact of Breakthrough Sacramento on its alumni's aspirations to pursue higher education. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/395


Syracuse University

29. Adsitt, Nicole Zervas. Stretching the Circle: First-Generation College Students Navigate Their Educational Journey.

Degree: PhD, Higher Education, 2017, Syracuse University

  This dissertation is a qualitative study that explores how first-generation college students experienced their educational journey in a private four-year institution of higher education.… (more)

Subjects/Keywords: college access; college experience; college support programs; First-generation college students; higher education; private schools; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Adsitt, N. Z. (2017). Stretching the Circle: First-Generation College Students Navigate Their Educational Journey. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/756

Chicago Manual of Style (16th Edition):

Adsitt, Nicole Zervas. “Stretching the Circle: First-Generation College Students Navigate Their Educational Journey.” 2017. Doctoral Dissertation, Syracuse University. Accessed August 07, 2020. https://surface.syr.edu/etd/756.

MLA Handbook (7th Edition):

Adsitt, Nicole Zervas. “Stretching the Circle: First-Generation College Students Navigate Their Educational Journey.” 2017. Web. 07 Aug 2020.

Vancouver:

Adsitt NZ. Stretching the Circle: First-Generation College Students Navigate Their Educational Journey. [Internet] [Doctoral dissertation]. Syracuse University; 2017. [cited 2020 Aug 07]. Available from: https://surface.syr.edu/etd/756.

Council of Science Editors:

Adsitt NZ. Stretching the Circle: First-Generation College Students Navigate Their Educational Journey. [Doctoral Dissertation]. Syracuse University; 2017. Available from: https://surface.syr.edu/etd/756

30. Billings, Meredith. Free College For All: The Impact Of Promise Programs On College Access And Success.

Degree: PhD, Higher Education, 2018, University of Michigan

 This dissertation focuses on a type of college scholarship called promise programs. These promise programs offer free or discounted tuition and fees to all eligible… (more)

Subjects/Keywords: place-based college scholarships; free college programs; quasi-experimental; financial aid; college access; college completion; Education; Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Billings, M. (2018). Free College For All: The Impact Of Promise Programs On College Access And Success. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/144101

Chicago Manual of Style (16th Edition):

Billings, Meredith. “Free College For All: The Impact Of Promise Programs On College Access And Success.” 2018. Doctoral Dissertation, University of Michigan. Accessed August 07, 2020. http://hdl.handle.net/2027.42/144101.

MLA Handbook (7th Edition):

Billings, Meredith. “Free College For All: The Impact Of Promise Programs On College Access And Success.” 2018. Web. 07 Aug 2020.

Vancouver:

Billings M. Free College For All: The Impact Of Promise Programs On College Access And Success. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/2027.42/144101.

Council of Science Editors:

Billings M. Free College For All: The Impact Of Promise Programs On College Access And Success. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/144101

[1] [2] [3] [4] [5] [6] [7]

.