Beyond the Test Score: A Mixed Methods Analysis of a College Access Intervention in Chile

Ernesto Treviño, Judith Scheele, Stella M. Flores

Research output: Contribution to journalArticle

Abstract

Using both quantitative and qualitative analyses, we examine the role of a college access intervention in the enrollment and persistence outcomes of low-income students in Chile modeled partially after a Texas admissions program. We find that, although students from the program have a mean cumulative GPA significantly lower than that of their peers who entered college through the regular admissions system, most program students nevertheless meet the institution's academic requirements. Qualitative evidence collected through student interviews presents some of the personal challenges and struggles that these students face when making the transition from high school to university while also highlighting the role of the program in student decisions to persist in college through the end of the first year.

Original languageEnglish (US)
Pages (from-to)255-265
Number of pages11
JournalJournal of Mixed Methods Research
Volume8
Issue number3
DOIs
StatePublished - 2014

Fingerprint

Mixed Methods
Score Test
Chile
student
Persistence
persistence
Test scores
Mixed methods
Requirements
low income
university
interview
school
evidence
Admission

Keywords

  • college accesss
  • inequality
  • low-income students
  • testing

ASJC Scopus subject areas

  • Social Sciences (miscellaneous)
  • Education
  • Statistics, Probability and Uncertainty

Cite this

Beyond the Test Score : A Mixed Methods Analysis of a College Access Intervention in Chile. / Treviño, Ernesto; Scheele, Judith; Flores, Stella M.

In: Journal of Mixed Methods Research, Vol. 8, No. 3, 2014, p. 255-265.

Research output: Contribution to journalArticle

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