Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.

Educational attainment is important for economic and personal well-being. While policy makers continue efforts to increase access to higher education, a national outcomes have yet to improve. Higher education application and attendance is complex and heavily influenced by predetermined factors. Social capital and a thorough barriers analysis begin to unpack the context and issues around high school graduation and college going, specifically for minority, low income, and first-generation students. An analysis of higher education outcomes nationwide and within Arizona, specifically in the Phoenix Union High School District (highly representative of low income, first generation, and minority students) reveals that current trajectories are not enough to significantly improve educational attainment. Some notable programs exist that have implemented student, school, and scholarship centered interventions, in addition to conditional acceptances. This paper will create a simulation of a new intervention based on past efforts and their outcomes, ‘Automatic Acceptances,’ within the state of Arizona starting in the 2017-2018 school year until the 2030-2031 school year. Overall, given the increase in educational attainment as a result of the simulation, the ‘Automatic Acceptances’ intervention is validated.

Honors colleges are recognizing the need for diversity in their student populations and are taking steps toward that end. However, disabled students are still underrepresented in honors collegiate student bodies. Through a series of open-ended questions posed to thirty-five students enrolled in Barrett, the Honors College at Arizona State University, this study will examine how experiences with family, school personnel, and peers during their grade school (K-12) years effect a student’s choice to enroll in an honors college. This study will briefly explore how the intersection of factors such as race/ethnicity, sex, gender, and disability impacted these experiences. Finally, implications for collegiate honors programs and for grade school teachers and the families of children with disabilities will be discussed. Areas for future research will be considered.