Running Head: PROGRAM PROPOSAL 1

Part 3: Program Proposal

Student’s Name

Course

Professor’s Name

Date
Program Proposal 2

Program Proposal

Introduction of the Program

Students at rural high schools are frequently unable to obtain advanced courses that can

help them excel in college or are merely admitted to schools in which they have been aspiring.

Calculus teachers, physics teachers, college students, and others — usually highly trained

educators and graduates — are also not appointed to districts outside of the urban areas. These

districts cannot justify a small-sized teacher who needs to take courses outside of his enthusiasm

for a full-time job. According to Winker-Wargner & Locks (2019), college transition requires a

lot both psychologically and financially for its success. A program to enable the students during

the transition is proposed to ease the Arizonian Students' transition from a high school to a two-

year junior college. The primary aim of college transition programs is to educate students early

in advance about the advantages of continuing education by enrolling at college. These programs

inspire students to think about college while also providing university students resources and

other support services. Services range from academic training to college support and access to

student support, often referred to as 'early intervention programs.' For those minority, poor,

parents who did not attend university, and students with disabilities, transition services seem to

be much needed. Data show that minority high school students enrolled at university and

finished high school at much lower rates than other students. This Program's major aim is to

introduce an early intervention to the students seeking to transit and make their transition process

easier to the two-year junior college.

The Transition Program

The transition program known as High-Higher transition program would be effective for

the Arizonan students. This program will incorporate the Individualized Educational Programs
Program Proposal 3

(IEPs) for the special children to cover a wider scope of students in the rural areas and the

disabled. The program will enable the student transit in a knowledgeable way into the various

activities that are set out for them within the college scopes. They will be able to choose wisely

on their life aspirations, life careers and life goals.

Based on the various statistics carried out, the high school graduation rates in Arizona

have been fluctuating. In the year 2016, graduation rates were 79.5% where the rates dropped

during the following year to 78.0% (Huang et al., 2016). The program’s major aim is to

encourage students to learn and aim at getting to the junior college. To ensure this goal is

attained, the transition program will be implemented within the high school for the graduating

class. This will act as a motivation to give them momentum to study, and will slowly orient them

to the college life. For the students going through the transition process, they will be enrolled to

the program as soon as they get to their second term of the year. Students will be required to

register with the program’s board which will then ensure their enrolment into the various

activities offered by the program. Students will be passed through a series of tests to ensure

where within the program they fit best, and how they will effectively transit through the process

from high school to college.

Due to the fact that the families involved are less privileged few individuals are able to

access and gain access to the enrollment to transition programs. This can mainly be attributed to

the lack of proper programs that guide the students from the rural areas on what is best for them.

However, due to the fact that various colleges have different activities and cultures, the students

are passed through the transition program whereby after they contact specific colleges where

they undergo more training under the same program. Within the college, a set of mentors has
Program Proposal 4

been set aside to advise the students further during their career path. The advice they provide

include the financial advice and various strategies to gain access to the financials needed.

The rationale behind the Program

When higher education and better job skills matter more than ever in the workforce,

Arizonan's people become less skilled and less educated. There need to be hundreds of thousands

of people. If this pattern does not change, Arizona will be a less attractive place to stay, work,

and raise the family, weakening the state's economies and quality of life. From a website

published by Leingang (2015), The Republic, it has been identified that older people in Arizona

are generally more educated than their counterparts around the country, with the government

ranking among the top 20, according to a state demographic, for those over the age of 65. Yet

younger people from Arizona fall well behind in higher learning. Arizona ranks 40th in the

nation for baccalaureate grades or higher for people aged 25 to 34. This challenge is brought

about by the major factor of poor transition programs from high schools to two-year junior

colleges.

According to Venezia & Jaeger (2013), students cannot prepare for post-secondary

education for various reasons. These factors include the inconsistencies between what high

schools teach and what colleges anticipate and the broad discrepancies between high school

education with high poverty levels and secondary schools with more advanced learners. The

authors are also aware of the significance of non-curricular factors, such as peer influences,

parental expectations, and testing conditions.

Importance of the Program

It is not enough to know that adolescents need help in a successful transition from high

school to the next stage in adulthood, specific steps to direct and prepare young people for school
Program Proposal 5

and career and independent living are necessary. The Program will take a major toll on the

student to learn how to differentiate social life and academic life. High school protocols differ

greatly from college, and students are required to familiarize themselves with the higher

education institution's culture to boost up their learning morale and growth.

Secondly, the Program will allow the students to make mistakes and learn from them.

During the transition, the phase high school students have a platform to experiment and know

what fits them best and how to go about various activities within their new scope. Students in the

rural areas lack access to some of the basic factors and the basic tools to carry out different

activities, making them prone to ridicule while they get into college. The ridicule acts as a

distraction to them as they begin having negativity towards school and their peers. However,

with the new Program implemented in Arizona rural areas, the students will be more exposed to

different activities and be more diverse in their decisions.

Objectives of the Program

The primary aim of college transfer services is to educate students early by enrolling at

college about the advantages of continuing education. The Program under the proposal will

enable the students from the rural areas in Arizona to be better citizens and seek more education.

In this case, the Individualized Educational Programs (IEPs) are an essential part of post-

secondary education and training preparation. The IEP teams have to train students for higher

education challenges, demands, and rigor. The major objective is for students not only to be

admitted but also to graduate from these institutions. Students must be willing, conscious of the

disparities between secondary and post-secondary education, and make use of skills related to

self-defense and self-determination to improve the probabilities of success.

Program Proposal 6

Additionally, the Program will enable the students to be career and employment-ready.

Students will be oriented to the new extracurricular activities within the Program, participate in

community development and other volunteer experiences. This will help the students to explore

and develop their passions. The Program aims at enabling the students to know and grow their

strengths, needs, preferences, and skills. Comparison of the information will enable the students

to understand through various formal and informal assessments the skills and strengths required

by the various employers and in different careers.

Research in the efficiency of university transformation programs that have been

thoroughly assessed has been minimal. Many initiatives claim to be effective, but sometimes the

proof behind these statements is anecdotal or is not based on a definitive study. Differences in

program practices, program intensity, and target population are made difficult to extend results to

other programs, even among rigorously and independently tested programs. This has created a

major gap among high school students seeking to transition from high school to junior years in

university. The major drive for this Program will help Arizonian students in their next phase as

soon as they are done with their school.

College preparedness among today's high school students has been available by the

intervention programs. Current actions and improvement programs employ several initiatives to

meet a wide spectrum of student needs concerning college preparation. Strategies include

preparing for academics, psychosocial and compartmental assistance, and developing appropriate

mental behaviors (such as organization, anticipation, persistence, and resiliency). While each

strategy's focus is on a separate student community and the emphasis is on various aspects of

college readiness, these attempts to help students access, prepare, and succeed are overlapping

considerably in the strategies.

Program Proposal 7
Program Proposal 8

References

Venezia, A., & Jaeger, L. (2013). Transitions from high school to college. The future of children,

117-136.

Wang, X., & Wickersham, K. (2018). Women, community colleges, and STEM careers. New

Directions for Institutional Research, 2018(179), 73-90.

Winkle-Wagner, R., & Locks, A. M. (2019). Diversity and inclusion on campus: Supporting

students of color in higher education. Routledge; chapter 2 and 3.

Huang, M., Haas, E., Zhu, N., & Tran, L. (2016). High School Graduation Rates across English

Learner Student Subgroups in Arizona. REL 2017-205. Regional Educational

Laboratory West.