- Among high school students, success was attributed to families that value education, as well as families and community members that set consistently high expectations.
- Successful high school students often had meaningful relationships with teachers and other school adults who both supported and challenged them.
- Many high school students avoided neighborhood danger by spending minimal recreational time outdoors and had academic reputations that exempted them from gang recruitment.
- Most black and Latino male undergraduate students applied exclusively to public colleges in New York because they were the only schools to which they were introduced.
- Some undergraduates struggled to transition from their supportive high school environments to the more independent college experience – e.g., in the areas of study skills, meeting deadlines, and test-taking – and few established substantive relationships with professors and administrators.
Published by
- Center for the Study of Race and Equity in Education, University of Pennsylvania Graduate School of Education