Project Abstract My capstone question is why do some high schools stress the importance of college while others do not. Schools do not provide equal opportunity for attending college. Information and encouragement is not distributed equally from high school to high school based upon money and expectations. Along with a research paper I also wrote a news article that compares and reveales the inequalities that exist within Monterey County. The schools I chose were Alisal High in Salinas and Carmel High.

Project Context and Contributions My project is about the rate of high school students going to college. The question I am trying to answer is: why some schools stress the importance of college and other seems to dismiss it. There are many students who are well informed about all their college options once they graduate but others are not adequately informed. When I was in high school I was rarely told about all my college options, I feel this hindered my opportunities for success. At other high schools, college applications and information is given out and completed by the students, which is an advantage. I have researched and read many materials pertaining to my topic. I believe that social, economical, and educational factors influence a student's decision about college options. My research revealed that a student's rate for success is varies depending on the high school one attends or the influences one has. Information and encouragement is not distributed equally from high school to high school. Many schools and faculty do not see their students as college material. Evidence of this is based on different journalistic articles I have researched. Many people feel this tracking system is beneficial because schools should be preparing students not only for college but also for alternatives such as work force skills. I acknowledge this, yet, I think that all students should be given the same information and opportunity for success; ensuring deserving students do not miss a college education. The aim of my project is to uncover this inequality and to find a solution. I think that my project can contribute to in informing high school of what is going on so they can take the steps to make a change, so no one is left out of their right for education.

Project Format My capstone will take the form of a research paper and journalistic article. I plan to research my topic so I can develop and become an expert on the topic before I go out into the community to conduct my interviews. I then plan to compare two different schools, one that has a high continuation rate and one that has a low continuation rate. I want to write a three-part article that begins with background research and then delves into the two high schools. I hope that through this article I am able to answer key questions about my project and answer my original question about "why this is happening". I also hope to come to a conclusion about how to solve the problem.

Photo by Weiyun Wang

Research Questions 1. Why do some schools stress the importance of college and aid their students in the process while other schools dismiss it? 2. In California, are schools adequately preparing deserving students for college? 3. What percentage of high schools in California is meeting the needs of college bound students? How are they meeting those needs? What prevents them from meeting a student's needs? 4. How and why are schools placing students on a "tracking system"? Does this system work? 5. How do race, family background and the income of the family undermine or promote continuation rates?

Bibliography "Accountability Reports." California Department of Education. 2006. Department of Education. 01 Mar. 2007 <http://www.cde.ca.gov/>. "Alisal High School." Alisal High School. Salinas Unified School District. 18 Oct. 2006 <http://www.salinas.k12.ca.us/alisal/>. "Carmel High School." School Report Card. Carmel Valley Unified School District. 18 Oct. 2006 <http://www.carmelvalleyhigh.org/>. Choy, Susan P. "College Access and Affordability." Education Statistics Quarterly os 1.2 (1998). National Center for Education Statistics. 16 Oct. 2006. Hossler, Don, Jack Schmit, and Nick Vesper. Going to College: How Social, Economic, and Educational Factors Influence the Decisions Students Make. Baltimore: The John Hopkins University Press. 1999. Kirst, Michael W., Anthony L. Antonio and Andrea Venezia. "Undermining Student Aspirations." National Cross Talk Spring 2003. 18 Oct. 2006 Kirst, Michael W. "We are Betraying the College Dream in America." Palo Alto Weekly 15 June 2005. 18 Oct. 2006 McDonough, Patricia. Choosing College: How Social Class and Schools Structure Opportunity. Albany: State University of New York Press, 1997. McDonough, Patricia. "School to College Transition." American Council on Education (2004): 1-43. Jan. <http://www.acenet.edu/bookstore/pdf/2004_IPtransitions.pdf>. National Center for Education Statistics. U.S. Department of Education. 19 Feb. 2007 <http://nces.ed.gov/>. Porter, Kathleen. "The Value of a College Degree." ERIC Digest. 2002. ERIC. 19 Feb. 2007 <http://www.ericdigests.org/2003-3/value.htm>. Rombokas, Mary. "High School Extracuirricular Activities and College Grads." ERIC Document (1995). Jan. 2007 "School Tracking System Harms Millions, Sociologist Finds." Stanford University News 03 Feb. 94. 19 Feb. 2007 <http://www.stanford.edu/dept/news/pr/94/940302Arc4396.html>. Alonso, Maria. Personal interview. 07 Mar. 2007. Burns, Dan. Personal interview. 20 Feb. 2007. Goodbody, Jennifer. Personal interview. 02 Mar. 2007. Ly, Loan. Personal interview. 02 Mar. 2007. Warren, James. Personal interview. 07 Mar. 2007.

Key Findings 1. Schools exasperate or strengthen a student's luck or misfortunes. They often mirror societal inequalities, giving more opportunities to the students who already have wealth and success and less to those who do not. College access and information is not distributed equally across high schools based upon money and expectations. Yet, regardless of income, and across the board, if a school does not stress college then deserving students are less likely to attend. 2. If the students' parents did not attend college they are even less likely to attend themselves. Parents and educators both have a huge responsibility in enabling and encouraging a student to attend a higher educational institute. Parents should take an active role in shaping and guiding their child through the college process. Schools have an equal responsibility to their students by giving them information and handouts that will allow them to hear about college and learn about all the college options offered. Even if schools don't have the finances, offering an ounce of encouragement can make a difference. 3. The tracking system has its benefits, giving those who wish to obtain vocation skills more opportunities, yet this system is deeply flawed. The tracking system hinders many students because it mirrors society's labels, misplacing many deserving students on the working track instead of college track. All parents who have children in high school should be aware of what track or course the school lays out for their child. I would argue that education is imperative for this exact reason. I would challenge this concept to be further explored in order to find a possible solution. I think that pointing out the problem is not enough but finding a way to solve it is what brings about change

Evidence My two primary sources include two very different schools that represent the inequalities between social status and opportunity for higher education. Alisal High School located in Salinas California is a typical large school with 2,395 students. Carmel High School, located in Carmel California is a smaller school with only 761 students. At Alisal 81 percent of students who are currently enrolled are considered to be low income, and 45 percent are English learners, students who are in the process of learning the language. Only 19 percent of the students' parents have either attended or graduated college. These facts alone mean that the students who attend Alisal are considered to be both socially and economically disadvantaged. Not only are the students at a disadvantage but the school itself is increasingly failing these students. Only 29 percent of the students are meeting UC or CSU course requirements. Only 20 percent of Alisal graduates go on to attend UC or CSU's while another 32 percent go on to attend community college. For many of these students, a teacher is the only person in their life who has a college degree and even they fail to provide proper college preparedness. At Carmel High, students are at an advantage both economically and educationally. Only 6 percent of students are considered to be low income and 2 percent are English learners. 92 percent of the students' parents have either attended or graduated from college. Students are also attending college at a higher rate then those at Alisal. Students meeting UC or CSU course requirements are about 53 percent and those attending community college is about 41 percent. These schools produce very different students whose opportunity for higher education varies depending upon background, race, finances, and location.