Do High Levels of Preparation Lead to Enrollment in Selective Colleges?
Room: Missouri
presented by Vanessa Coca, Research Analyst, Consortium on Chicago School Research
Jamiliyah Gilliam, Qualitative Researcher, University of Chicago
Eliza Moeller, Lead Qualitative Researcher, Consortium on Chicago School Research
The IB program has been used by the Chicago Public Schools (CPS) as a part of its strategy to provide greater access to rigorous coursework to low-income and minority students in its neighborhood high schools. Has access to high levels of preparation through the IB program translated into enrollment in selective colleges? This presentation takes an in-depth look at this question through case studies of IB students as they progress from their junior year along the pathway to college enrollment, and examines the role of support in college choice. It concludes by showing the college pathway of IB students compared to their CPS classmates, and whether their college choices matched their level of preparation.
Vanessa Coca, Research Analyst, Consortium on Chicago School Research
Vanessa Coca is a Research Analyst at the Consortium on Chicago School Research. She received her B.A. in Public Policy from the University of Chicago and her master of public policy, with a concentration in Education Policy, from the Irving B. Harris School of Public Policy at the University of Chicago. Currently, she is involved in research on post-secondary outcomes of CPS students and the use and availability of technology in schools.
Jamiliyah Gilliam, Qualitative Researcher, University of Chicago
Jamiliyah Gilliam is a qualitative researcher for the Chicago Postsecondary Transition Project. She is currently writing her doctoral dissertation in the University of Chicago's sociology department. Her work focuses on access to social support for academically gifted minority students.
Eliza Moeller, Lead Qualitative Researcher, Consortium on Chicago School Research
Eliza Moeller is the Lead Qualitative Researcher for the Chicago Postsecondary Transition Project, which is based at the School of Social Service Administration at the University of Chicago and is a sponsored project of CCSR. Eliza received her B.A. from the University of Wisconsin and a M.A. in Social Service Administration from the University of Chicago. Her research interests include adolescent development; the postsecondary planning process; and supportive school, home, and community environments for academic achievement in high school.
