Removing Roadblocks to Rigor: Linking Academic and Social Supports to Ensure College Readiness and Success. Annotated Bibliography
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| Title: | Removing Roadblocks to Rigor: Linking Academic and Social Supports to Ensure College Readiness and Success. Annotated Bibliography |
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| Language: | English |
| Authors: | Savitz-Romer, Mandy, Jager-Hyman, Joie, Education Resources Institute, Pathways to College Network, Institute for Higher Education Policy |
| Source: | TERi (The Education Resources Institute, Inc). 2009. |
| Availability: | Pathways to College Network. Available from: Institute for Higher Education Policy. 1320 19th Street NW Suite 400, Washington, DC 20036. Tel: 202-861-8223; Fax: 202-861-9307; e-mail: institute@ihep.org; Web site: http://www.pathwaystocollege.net |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 31 |
| Publication Date: | 2009 |
| Document Type: | Reference Materials - Bibliographies |
| Education Level: | High Schools Higher Education Middle Schools Postsecondary Education |
| Descriptors: | Social Support Groups, Annotated Bibliographies, Student Personnel Services, Student Needs, Middle School Students, High School Students, Transitional Programs, College Students, Postsecondary Education, Educational Quality, College Bound Students, At Risk Students, Academic Achievement, Student Diversity, Academic Standards, Dropout Prevention, School Counseling, Hispanic American Students, Equal Education, Graduation Rate, School Readiness, Barriers, After School Programs, African American Students, White Students |
| Abstract: | The purpose of this annotated bibliography is to identify and summarize research on the scope, characteristics and impact of academic and social support services for students. Several reports on academic rigor have also been included to establish a context for the importance of social and academic support. The bibliography is divided into five sections: (1) Defining academic rigor; (2) Academic and social support in middle and high school; (3) Postsecondary academic and social support services; (4) Academic and social support for key transitions in the education pipeline; and (5) Providing academic and social support out of school. Relevant research found in peer-reviewed journals, major policy reports, public opinion surveys, and other seminal work is summarized in each section. The bibliography does not provide an exhaustive list of every program or strategy, but rather illustrates the rich diversity of academic and support strategies being used to help students undertake a rigorous course of study. It includes work published in the past 15 years with an emphasis on more contemporary sources. |
| Abstractor: | ERIC |
| Entry Date: | 2010 |
| Accession Number: | ED509546 |
| Database: | ERIC |
| Abstract: | The purpose of this annotated bibliography is to identify and summarize research on the scope, characteristics and impact of academic and social support services for students. Several reports on academic rigor have also been included to establish a context for the importance of social and academic support. The bibliography is divided into five sections: (1) Defining academic rigor; (2) Academic and social support in middle and high school; (3) Postsecondary academic and social support services; (4) Academic and social support for key transitions in the education pipeline; and (5) Providing academic and social support out of school. Relevant research found in peer-reviewed journals, major policy reports, public opinion surveys, and other seminal work is summarized in each section. The bibliography does not provide an exhaustive list of every program or strategy, but rather illustrates the rich diversity of academic and support strategies being used to help students undertake a rigorous course of study. It includes work published in the past 15 years with an emphasis on more contemporary sources. |
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