The development of a structured support system in a large urban high school to increase high needs students' attendance at a post-secondary institution

An increasing number of high needs high school students (defined as students with little or no parent support, first generation potential college students, or students living with someone other than their biological parents) are graduating from high school, but not attending a post-secondary institution. This study focused on the effects that a structured support system (college information workshops and discussion groups) for high needs students at a high school in Virginia had on students' intention to attend a post-secondary institution, and the degree to which the structured support system provided students with a better understanding of the post-secondary application process, the selection of degree programs, financial aid process, and the importance of obtaining a post-secondary credential. The findings of this study indicated that all students who participated in the intervention felt that a structured support system within the high school was of benefit to them in that the sessions motivated them to consider attending a post-secondary institution and addressed their concerns regarding college. No increase in high needs students' applications to post-secondary institutions was found, and it was concluded that more than one intervention should be conducted throughout the year to positively affect application rates. The results from this study should contribute to what is known about how to address high needs high school students' concerns about attending a post-secondary institution and thus contribute towards producing a more educated workforce. It is recommended that an exploration of the relationship between students' post-graduation plans and parental involvement with school-related activities be conducted to better understand how to create a continuous learning environment that promotes academic success for high needs students.