High-Selective College

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In the affluence driven world that is lived today, many students have an inequitable impediment that confines their ability to attend a top-selective college: wealth. In the diverse New York City, many students are low-income, which is defined for this research study as when a student receives free-lunch; however, in addition, many of these low-income students are also high-achieving, which is defined for this research study as when a student has a GPA over 90% and an ACT or SAT score in the 90th percentile respectively. These low-income, high-achieving students possess characteristics that are similar to those of high-income, high-achieving students. Yet, many research studies have consistently shown that low-income, high-achieving do not …show more content…
These effects impede their potential to thrive in college and post- college. Furthermore, previous research has stated that if low-income, high-achieving students apply and are ultimately selected to a top-selective colleges, then they will achieve at rates similar to those of high-income, high-achieving students at top selective colleges. Because low-income, high-achieving students can also excel at top-selective colleges, there must be a practical solution needed to help low-income, high-achieving students to apply and ultimately enroll at a top selective college. There are a multitude of plausible factors on why low-income, high-achieving students do not apply to top-selective colleges, and one prominent supposition is college guidance, or rather the deficiency of it. Thus, a research project that analyzes on why low-income, high-achieving students do not apply to top-selective colleges based on the effects of college guidance benefits a group that is continuously …show more content…
Many journal articles commend the opportunities College-Match has given to low-income, high-achieving students saying, “College Match uses interventions {a combination of classroom activities and one-on-one meetings with advisers} to better match low-income, academically prepared high school graduates with institutions of higher education” (Prueter, 2013). In addition, College-Match “offers five strategies that show promise, that could be widely applicable, that counselors and advisers can integrate into their existing college guidance activities, and that can be implemented in college advising settings in and out of schools” (Byndloss & Reid, 2013). Thus, College-Match and adult guidance can serve to increase the rate of low-income, high-achieving students enrollment into a top selective
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