Inequitable Opportunities: How Current Education Systems and Policies Undermine the Chances for Student Persistence and Success in College
Abstract
America’s high school students have higher educational aspirations than ever before, yet these aspirations are being undermined by disconnected educational systems and other barriers. These educational aspirations cut across racial and ethnic lines with scant differences. As this study demonstrates, access to college-preparation-related policy information, however, follows racial, ethnic, income, and curricular tracking lines. This article presents findings from Stanford University’s Bridge Project—a national study that examined (a) K-16 policies and practices and (b) student, parent, teacher, counselor, and administrator understandings of those policies and practices in regions in California, Illinois, Georgia, Maryland, Oregon, and Texas. In addition, it proposes recommendations for K-12 schools, postsecondary institutions, state agencies, and the federal government.
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Currently, 70% of the approximately 2.5 million public high school graduates in the United States pursue postsecondary education within a two-year span of graduation, and 50% aspire to earn a bachelor's degree.
“Currently, 70% of the approximately 2.5 million public high school graduates in the United States pursue postsecondary education within a two-year span of graduation (Venezia & Kirst, 2005).Further, 50% aspire to earn a bachelor's degree.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Venezia & Kirst, 2005
Where once a high school diploma was all that was necessary for an individual to obtain a job that could guarantee entrance in the middle class, today at least a coherent program of postsecondary training, if not a college degree, is typically necessary to achieve the same economic status.
“Where once a high school diploma was all that was necessary for an individual to obtain a job that could guarantee entrance in the middle class, today at least a coherent program of postsecondary training, if not a college degree, is typically necessary to achieve the same economic status.(p.285)”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Venezia and Kirst (2005)
Cited by
Sorted by citations
Successful leadership in a rural, high-poverty school: The case of County Line Middle School
W. Klar, H., & A. Brewer, C. (2014) · Journal of Educational Administration · doi:10.1108/jea-04-2013-0056 · Cited by 59 · see citing works
The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings
Fletcher ., E. C., & Zirkle, C. (2009) · Career and Technical Education Research · doi:10.5328/cter34.2.81 · Cited by 44 · see citing works
- Authors
- Venezia, A., & Kirst, M. W.
- Affiliations
- National Center for Public Policy and Higher Education (US)
- Stanford University (US)
- Venue
- Educational Policy
- Publisher
- SAGE Publications
- Published
- 2005-05
- Volume
- 19
- Issue
- 2
- Pages
- 283-307
- ISSN
- 0895-9048 (ISSN-L)
- 1552-3896
- OpenAlex
- W2068888968
- Cited by
- 104
- References
- 0
- Citations by year
- 2026: 2 · 2025: 1 · 2024: 3 · 2023: 1 · 2022: 2 · 2021: 1 · 2020: 6 · 2019: 9 · 2018: 4 · 2017: 7 · 2016: 6 · 2015: 9 · 2014: 7 · 2013: 10 · 2012: 6
- FWCI
- 9.58
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Policy (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- educational aspirations, college access, college persistence, educational equity, college preparation, racial and ethnic disparities, income inequality, educational tracking, high school students, BRIDGE project
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