Research and Data Inform our Work

Wednesday, March 30, 2016

“At first semester here, I had like all As and Bs, Second semester, I made the Dean’s list. The third semester, I think I did, and last semester, I think I did too. But this year I was inducted into the honor’s society.” 

Male Gateway student who left high school with a GPA of .80

The focus of research at GtCNN is to amplify student voices and provide additional evidence as programs continue to improve practice. In June 2015, we wrapped up data collection for an ambitious project, Understanding Academic Success. The project examined Gateway data and census data, surveyed students about technology, and interviewed 62 successful students. In addition to the interviews, 20 of these students allowed the research team to shadow them for a full day. We woke up at the crack of dawn to meet students as early as 6:00 am as they traveled to school by car, bus, or family carpool. We went to class, observed as they worked in computer labs, printed assignments, and mentored other students.

These students showed us the incredible dedication they have to their education with long commutes and dedicated study hours on campus, all while managing work, parenting, and their own health issues. This research has provided reams of data that we will be learning from for months and years to come. We now have a clear picture of the type of neighborhoods students live in, how Gateway students access technology (over 95% have devices), and how students succeed in college with the support of Gateway staff, peers, and family as they pursue their aspirations of supporting their families and giving back to their communities.

“My first semester was my best semester. I think it was such a relief to be around people that actually cared. I didn't really mind getting there and waking up at nine because I've been getting up at seven before so I think I had a four point out my first semester. My counselor is probably the best person I've ever met my whole life. Although one day I have one idea of what I want to do with my whole life and then I'll go in another day and change the whole thing, and she’ll be like 'okay' and figure out how we can do that and be supportive of anything anyone wants to do… Yeah and being treated like I was more of an adult” 

- Female student who left high school with a 1.29 GPA, describing starting Gateway to College

In addition to continuing our work with these data in 2016, we will also conduct research on postsecondary enrollment after Gateway. This research will help us better understand student pathways to a meaningful credential, as we examine important components of a supportive learning context, including sense of belonging and social support. We will also be continuing to learn about how the School to Jobs curriculum, from Daphna Oyserman at USC, can benefit Gateway to College students.

“I think it’s [Gateway support that builds success] keeping up with stuff. Which kind of makes us feel like we’re important, and they don’t want us to fail.” 

– Female student who came to Gateway because she didn’t feel safe at her high school.

Featured State: Gateway to College in California

Wednesday, March 30, 2016

Jessica Zambrano, now a 4.0 student at Gateway at Santa Rosa Junior College, nearly gave up on her education. With her mother frequently hospitalized from a chronic illness, Jessica was the primary caretaker for her three younger siblings. At 16, Jessica had to quit school and eventually held three jobs trying to make ends meet when her mother was hospitalized.

Jessica and her siblings were eventually placed with other family members and foster homes, which was difficult but alleviated the intensive responsibility of caring for her siblings.

Jessica joined Gateway to College fiercely determined to succeed. “I saw the opportunity I needed to be something and do something with my life,” she said. In Gateway, she found support, not judgment, for her difficult path. With a 4.0 grade point average her first semester and perfect attendance, her future looks bright.

California has challenges in serving its large and diverse group of high school students. With the highest student-counselor ratio and largest homeless and foster youth populations in the nation, California schools, like some of the students they serve, need support. Gateway to College National Network is committed to facilitating support systems and partnerships to serve California’s hardest-to-reach students, like Jessica. California enrollment in Gateway programs has now surpassed all other states, with 955 students served in academic year 2014-2015.

GtCNN has opened seven programs in California, including our first replication site in 2004: Riverside Community College (Riverside), Santa Rosa Junior College (Petaluma), Contra Costa College (San Pablo), City College of San Francisco (San Francisco), Laney College (Oakland), Los Angeles City College (Los Angeles), and Shasta College (Redding).

"This is the second college to which I’ve brought Gateway to College,” says Dr. Frank Chong, Santa Rosa Junior College president and member of GtCNN’s President’s Circle. “I've seen close up what a successful model Gateway to College is. It’s innovative, honest, powerful and it works."

Building partnerships is key to serving the diverse needs of California’s student population. GtCNN has welcomed our first Gateway Affiliate member, Berkley City College, to expand our impact on underserved youth in the state.

GtCNN has extensive roots in California communities, especially the Bay Area and Los Angeles Metropolitan area. Jill Marks serves as GtCNN’s dedicated California State Director, located in Los Angeles. GtCNN’s goal is to have twelve programs in California by 2020, so more students like Jessica can have a second chance at earning a high school diploma. 

Featured State: Gateway to College in Massachusetts

Wednesday, March 30, 2016

Rafaela Lopes organizes GO Make a Difference, a United Way-funded operation helping children of homeless and displaced families through community dinners at a local Boys & Girls Club in Leominster, MA. She also organizes community birthday parties, with hundreds in attendance, for local children. In 2015, Lopes ventured to Haiti to work with children in clinics, nutrition centers, and schools, bringing 14 suitcases of school supplies, food and clothing. She is driven, and passionate, about helping underserved kids.

Lopes is 18 and a student at Mount Wachusett Community College’s Gateway to College program.

Since 2006, GtCNN has had an impact on Massachusetts communities. Many Gateway students, like Lopes, want to give back. Mount Wachusett is the oldest of six Gateway programs in the state, opening its doors to out-of-school youth in 2006. Since then, 2178 students have been served at all Massachusetts programs. The partnerships have proved invaluable for students, but also for the colleges. All six programs are members of Gateway to College National Network’s President’s Circle, which brings together campus presidents to support the work of the National Network and, in turn, the campus programs.

“Gateway to College offers opportunities for young people to return to pathways in education,” says Bristol Community College President, Dr. John J. Sbrega. “By simultaneously earning a high school credential and some college credits, Gateway students enjoy brighter prospects for the future. I am proud of our work in this valuable program which invests in young people and our communities.”

Dr. Sbrega is one of three Massachusetts partner college presidents retiring this year. The average college president serves for seven years, but these three presidents have gone above and beyond in their effort to serve local students: William Messner of Holyoke Community College, 12 years; Dr. John Sbrega of Bristol Community College, 17 years; and, Dr. Daniel Asquino of Mount Wachusett Community College, 29 years. All three have provided innovative pathways for students from all walks of life to succeed in the college environment.

“Gateway to College provides a clean slate for students to reengage and take ownership of their education within a supportive environment,” says Mount Wachusett Community College President, Dr. Daniel Asquino. “As the first Gateway site in New England, I have witnessed the long-term benefits this program provides to students, our college and most importantly, our community. Since 2006, 206 students have graduated from our GtC program, with the majority continuing their educational journey within our institution and beyond.”

In the next few years, GtCNN will continue to expand in Massachusetts and New England, adding programs and further closing the aspiration and attainment gap for out-of-school and off-track youth in the region. Gateway students and graduates like Rafaela Lopes will continue to inspire and mentor the younger generation of New England youth.

Meet Melanie Quinones, Gateway Student Voice Writer from Donnelly College

Thursday, February 18, 2016

In addition to writing for Gateway Student Voice, Melanie is an honor roll student and Editor-in-Chief for Gateway Star, a student-run newsletter for Gateway to College at Donnelly College.


Who am I?

My name is Melanie Quinones, but my friends refer to me as Mel. I've lived my whole life in Kansas City, KS, and consider myself quite the explorer. I explore a wide range of things: music, food and places. From what I have learned, the best thing to explore is experiences. By that I mean what you can learn and what you can take from a moment or circumstance. Since this is my last year as a teenager I've come to the realization that time is moving at a speed that disappears with every blink, and I can't let this pass me by. This love for exploring is the reason I'm here in Gateway. By learning, you’re exploring your potential and giving yourself the key to go further in this world. Education is the the foundation I need to accomplish to move on to the next bigger and better experiences. My hope, for my part in this newsletter, is to inspire others and to create a community of like-minded individuals to start and have those conversations that need to be heard.

Why I came to Gateway

In my third year of high-school I had to change schools due to moving houses. The school I was forced to go to was not the environment I wanted to be in. I felt like an outsider and unwanted. The way the students acted made me feel uncomfortable. I did not want to be there, and I tried to change schools. I was rejected from transferring and had no other option: I dropped out before my second semester of junior year started. I knew I still wanted to get some education and went forward with GED classes. I was about halfway through completing it when I was approached with Gateway as my other option. My old counselor from a prior high school told me I shouldn't have to sell myself short. She knew the circumstances of why I dropped out and knew what I was capable of. The next day we set up a meeting to come talk to the administrative assistant of Gateway.

“My old counselor from a prior high school told me I shouldn't have to sell myself short. She knew the circumstances of why I dropped out and knew what I was capable of. The next day we set up a meeting to come talk to the administrative assistant of Gateway.”

I was hesitant to join because of the time frame that they have given me for my expected graduation. I was so close to finishing my GED and thought it would be more time consuming to switch. After considering my options, I decided that I would give it a chance. All the time I had spent out of school would have been made up through the college credits I earned. That is one of the better decisions I have made in a long time.

Currently, I am in my third semester of Gateway. I have one more to go until graduation. It's been an experience for which I will be forever grateful. I definitely think being involved with Newsletter as the Editor in Chief and joining Donnelly College’s DLAC has kept me on the path of productivity and taught me how to step up and lead. Not only that, but having a positive relationship with all of Gateway’s staff has made the difference in my academics. They’ve shown me how to be held accountable. Academically, I've earned a spot on the honor roll for the last two semesters I have completed, and I credit that to all the help I’ve received and all the late nights I had to re-read essays.

“…Having a positive relationship with all of Gateway’s staff has made the difference in my academics. They’ve shown me how to be held accountable.”

Being a part of the Newsletter has not only helped me form into a better leader but has influenced me on what I want to pursue after I leave Gateway. I know for sure I to want major in graphic design as well as communications. I don't think I’d be on this path if it wasn't for Gateway.

Alina Randall

Monday, February 15, 2016

Gateway to College National Network is pleased to welcome Alina Randall as our new Coordinator of Network Membership. In her role, Alina serves as a frequent point of contact with our national network partners, ensuring that they are informed of important network news & have access to the wide range of resources critical to their success. Alina will collaborate with the Education Services team on special projects, as well as develop and promote student leadership opportunities for GtC program alumni.


Prior to GtCNN, Alina received her Masters in Sociology from Humboldt State University. She is a Pomo Native and enrolled member of Round Valley Indian Tribes, which shaped her focus to examine the U.S. Criminal Justice System and its effects on Indigenous Nations. Alina has evaluated juvenile probation programs and was a member of the Youth Disparities Reduction Collaborative in Humboldt County. She received her B.A. in Sociology from San Francisco State. While in San Francisco, Alina worked for a few nonprofits collaborating with low-income communities around education equity, which propelled her passion to partner with communities and address the inequities of marginalized youth. Alina can relate to GtC students and recognizes it took a village to get her to this point in her life and she will make every effort to be part of the GtC village for our youth.

GtCNN Study: A Balanced Approach is Key in Implementing Technology in the Classroom

Thursday, February 11, 2016

Technology and next generation learning are revolutionizing the classroom. From online courses that let computer algorithms grade thousands of student assignments in no time, to smartphone applications that measure and promote student well-being on campus – technology is pervasive in academia and may be leveraged for several purposes.

Gateway to College National Network is interested in understanding students’ attitudes toward, and practices related to, technology-supported education and next generation learning in order to inform the design and implementation of these strategies in the classroom. The Understanding Academic Success Initiative, funded by the Carnegie Corporation of New York, provided Gateway with an opportunity to gather this information. Several research questions were used to guide this analysis; here we focus on one that informed the findings associated with online/hybrid course intake:

  • What implications does student access to technology have for technology-supported education and/or courses that rely on online curricula? (Student attitudes and experience with use of technology for courses, campus environment/offerings)

GtCNN partnered with Pacific Research & Evaluation to collect data from nearly 600 student responses to a survey administered to new Gateway to College students, and more than 200 responses to surveys administered to returning students. Here are a few of the notable findings from the study:


  • Approximately two-thirds (66%) of students surveyed indicated that they do not skip classes when course lectures are available online.


  • Survey respondents reported internet searches (85%) and listening to audio and watching videos (85%) as the primary means through which they like to learn.


  • Nearly three-fourths of respondents (73%) reported they have not taken any online courses since beginning Gateway to College (GtC), compared with 69% for hybrid courses.


  • Students were asked to indicate whether they completed or dropped the most recent online or hybrid course in which they were enrolled. Respondents reported a relatively high rate of completion, with 83% of online respondents and 89% of hybrid respondents completing their most recent course.

  • Similar to respondents enrolled in online courses, slightly over two-thirds of respondents in hybrid courses agreed that their college/GtC offered sufficient infrastructure (69%) and technical assistance (68%) for the courses.

While the findings lean toward acceptance and positive outcomes associated with technology-supported education, there are several obstacles to favorable implementation. The financial barriers with high costs of up-to-date computers and high-speed internet connections prohibit low-income students from taking full advantage of the online courses. Additional fees tacked on to online course enrollment act as a further deterrent. In a 2010 study, Jaggars found that low-income and academically underprepared students face negative effects when it comes to online learning with regard to grades, passage rates, persistence and withdrawal.[i] It is often attributed to a lack of self-direction, self-discipline and help-seeking skills necessary to succeed in an online learning environment.

Improved access to technology may benefit some students, but it will not solve issues of lacking the skills or knowledge to leverage it as an academic tool. Training and structured practice will need to follow so that students are able to effectively utilize the tools they are given.

As evident from the survey findings, Gateway to College provides useful assistance, often in the form of a face-to-face teacher for students enrolled in online or hybrid courses. This offers valuable support for academically-underprepared students and prepares them to succeed in other online or hybrid coursework.

In conclusion, it may be beneficial for the students and the programs to begin by adopting a balanced approach – one that involves moderate amounts of information technology integrated in their coursework along with adequate infrastructural support and training from faculty.

You may access the full report here: Gateway to College Student Technology Survey


Kriti Agrawal is a Data Analyst, and has been with GtCNN since June 2015. She is responsible for designing and supporting extensive data collection systems and providing related support to our partners through online training modules, group training webinars and individualized technical assistance. Read more.

[i] Jaggars, S. S. & Xu, D. (2010). Online learning in the Virginia Community College System. New York, NY: Columbia University, Teachers College, Community College Research Center.

Cali Hayes

Wednesday, January 27, 2016

Gateway to College National Network is pleased to welcome Cali Hayes as our new Director of Foundation Relations. In her role, Cali will manage GtCNN's public and private grant proposals in support of specific network initiatives and the organization's operating budget. Cali will serve as the primary liaison for institutional funders, and will work closely with the GtCNN team to ensure that grant-related goals are met.


A dyed-in-the-wool storyteller, Cali strives to inspire funders to invest in programs that promote meaningful social and economic change. Prior to her recent move to Portland, a return to her Pacific Northwest roots, she served as the Director of Grants for People Assisting The Homeless (PATH), the largest homeless services agency in the State of California. There, she oversaw an annual portfolio of more than $22 million in public and private grants, and was instrumental in securing multiple large contracts that resulted in the organization more than quintupling in size during her six years there.


Prior to her work at PATH, Cali spent time honing her writing and editing skills at Boston publisher Baker's Plays and NuWire Investor, an online investment magazine based in Seattle. Cali holds a BA in Writing, Literature, and Publishing and Theatre Studies from Emerson College, and a MSc in Writing from the University of Edinburgh in Scotland. We look forward to introducing Cali to many of our friends and funding partners in the coming months.

New Opportunities for Serving Out-Of-School Youth in a States-Rights Style ESEA Reauthorization

Tuesday, December 29, 2015

I was as surprised and fascinated as everyone else as the bipartisan viability of the Every Student Succeeds Act (ESSA) became increasingly likely, and ultimately passed, this fall. Early in the process, I was somewhat ambivalent to the actual outcome because out-of-school and off-track youth do not get the attention or investment that I feel is needed through ESSA. The fact that the High School Graduation Initiative (HSGI), or any specific reengagement initiative for that matter, was not in the bill was a big disappointment. It was no surprise that the bill found its bipartisan support by swinging the pendulum away from the one-size-fits-all approach of No Child Left Behind (NCLB). And, with that pendulum swing, the prospects for prescriptive federal initiatives were greatly diminished.

However, as the bill progressed, a colleague pointed out a key benefit in ESSA that may prove to be, in the big picture, even more impactful than HSGI for out-of-school youth. Under NCLB, one of the biggest hurdles for out-of-school youth was in the disincentives that districts had in serving them. An accountability system that focuses on test scores and four-year graduation rates does not prompt superintendents to re-enroll 19 year olds who had dropped out of school. So, even where we are seeing some early progress among states going out of their way to re-engage out-of-school youth, those same trailblazers were getting ready to have their hands slapped by ED for the performance of their hardest-to-serve students. 

Under ESSA, states must still conduct standardized testing in English and Math, and continue to measure four-year graduation rates. However, with the new law, states and local districts have more autonomy to develop local accountability systems that are customized to the needs of specific populations. This autonomy may provide a beneficial context for states to experiment with accountability systems that allow districts to provide the necessary second chances for students who have previously struggled. In Washington state, a system has been set up to allow districts to measure a wide range of academic indicators such as industry-recognized credentials and college credits for re-engaged students who are older and already beyond their four-year graduation window. Accountability systems like this are critical to incentivize districts to serve all students, and I believe that ESSA will encourage more states to be creative in the systems they develop.   

It is not yet clear how states will activate the new accountability that comes with ESSA. However, what is clear is that this is an opportunity for advocates for out-of-school youth and alternative accountability to collaborate with state agencies and legislatures for the creation of systems that measure the progress of students who were inadvertently neglected by NCLB. Despite the absence of explicit language in the new law calling on districts to re-enroll out-of-school youth, ESSA opens the door for states and districts to step forward with innovative approaches to accountability that measure outcomes that are relevant for previously dropped-out students and the educators who serve them.


Nick Mathern is Associate Vice President of Policy & Partnership Development. Since 2005, he has brokered agreements between colleges, school districts, and state education agencies in order to connect communities with training, professional development, and evaluation services, as well as replication and implementation of the Gateway to College program model. Read more.

Increased graduation rates are great, and they don’t solve our equity problem

Wednesday, December 16, 2015

By Nick Mathern

The US Department of Education announced last week that, once again, high school graduation rates are at a historic high. Across the US, 82% of young people who entered the 9th grade in fall of 2010 earned a diploma by the spring of 2014 (the rate was stalled for two years at 75% in 2008 and 2009[2]). This represents tremendous progress toward the goal set by America’s Promise Alliance of a 90% graduation rate by 2020. This is progress, not just because the overall number is going up, but because it is going up for low-income students and students of color as well. Graduation rates across demographics are not even yet, but we’re getting closer.

Still, those diplomas are not leading us to increased equity. The high school diploma is an ever-important step in the education process, but, it is just that, a step. It’s not news to anyone that we’re long past the point where a high school diploma is sufficient for preparing students for family wage jobs. That isn’t to say that all of our young people need four-year degrees—they don’t. But our 21st century job market is dependent on a balanced workforce that includes substantially more college degrees and technical certificates than American students currently earn.

The problem, then, is that while we’ve increased our capacity to get a larger and more equitable percentage of the population to clear the bar of high school graduation, it still amounts to a terminal degree for far too many students. The PELL Institute recently released a report demonstrating that over the past 45 years there has been a dramatic increase in college completion rates for students in the highest income quartile (and a doubling of attainment for students in the 3rd quartile as well).[3] However, for students in the lowest and in the second income quartiles, rates have only increased very modestly—not nearly enough to keep pace with the education demands of today’s workforce. (If you’re disinclined to read the entire 53 page report, has the salient graphics here[4].) NPR’s Morning Edition noted that first generation students are four times more likely than other students to drop out of college in their first year

In order to address this problem, we need to extend the pressure for accountability and equity that has yielded sustained progress in our nation’s high school graduation rates to our entire education system. We must ensure that the 81% of young people who earn an on-time high school diploma are both prepared and properly supported to achieve a post-secondary credential that allows them to access the American dream. Our current system doesn’t do that. Rather, it brings students to the end of the K-12 line, drops them off—very unevenly prepared—and cynically wishes them luck in achieving the daunting next phase of their journey. We can no longer afford the inequitable outcomes that result. Post-secondary education is no longer exclusively about achieving affluence and privilege. It is critical to meeting our workforce needs, and it cannot be exclusively attainable by those who come from affluence and privilege.

To be clear, this is not a problem that is being neglected. Across the country, there are many committed educators and policy makers who are working tirelessly to address college preparation, access, and completion. We’ve blazed many promising paths forward, but we have a long way to go in order to bring our solutions to scale. Gateway to College is one effort among many within the early college and dual enrollment movements to build college skills and success among first generation and low-income high school students. Programs like this, which focus both on college preparation and enrollment while students are still in high school, are critical and must be complemented by college-based programs that provide intensive support services to students who might otherwise struggle in college. The most successful of these programs help students to develop a sense of belonging within post-secondary institutions and build relationships which support them when they encounter challenges.

We should be encouraged by the positive news that more students are earning high school diplomas, but remain sober about how few students are ready or supported to earn the credential they need to lift them out of poverty. While a high school diploma is not enough, we can use the momentum of our improvement in high school graduation rates to double down on the next critical piece—genuine college readiness and a coordinated system for transition and support to ensure post-secondary success.


Nick Mathern is Associate Vice President of Policy & Partnership Development. Since 2005, he has brokered agreements between colleges, school districts, and state education agencies in order to connect communities with training, professional development, and evaluation services, as well as replication and implementation of the Gateway to College program model. Read more.





Utilizing Data to Drive Student Growth

Thursday, December 10, 2015

One of the guiding principles behind the Gateway to College model is that when disconnected or out-of-school youth take courses on a college campus they are more likely to earn a high school diploma than if they take similar courses in traditional high school settings. The premise is fairly simple – being a member of a learning community that offers attentive care, support and motivation building, students have the capability to be academically successful. Thus, on their path to a high school diploma, our students receive significant support through meaningful interactions with their peers, faculty and Gateway to College mentors. These relationships and the students’ individual efforts are the strongest contributing factors to their success; and it is a gratifying task for us to share those stories of success. One way to capture those accomplishments is through extensive data collection and analysis.

As researchers, we value data that can paint the most accurate and comprehensive picture of student growth at Gateway to College programs. Hence, our programs do a rigorous job of collecting course-level data for students, along with responses for surveys administered at the beginning and end of a school term. In efforts to measure student success, the field often relies too strongly and exclusively on students’ academic achievements measured through grades and credits earned. This approach overlooks the more social, psychological and emotional aspects of student growth measured through peer and faculty relationships, and student engagement outside the classroom. This is not to say that students’ academic progress and their social-emotional development are independent of each other. In fact, several studies have shown evidence of situational and contextual factors that influence success or failure of disconnected youth in high schools and colleges.

“Students’ classroom engagement, academic effort, and subsequent school success or failure are influenced not only by individual differences in skills, abilities, and predispositions, but also by many situational and contextual factors. Among these contextual factors, the quality of school-social relationships may be especially important.”[1]

School-social relationships, as highlighted by Goodenow (1993), offer students a “sense of belonging” or “school membership”, enabling them to feel personally valued and welcome. As the extent to which students feel accepted, respected, included and supported by others in the school environment increases, their classroom participation and school retention increases.[2]  Some of our students share their experiences with Gateway to College, which reflects how their sense of belonging shaped their success and strengthened motivation:

“I’ve made really great relationships here at GtC and I am still heavily involved with the community here. I like to try and reach out when I can when I see other struggling students.”

“…I made friends in my first term that I am still close with on and off campus. I don’t think I would have graduated high school or been ready/motivated for college and my future without gateway.”


“…if I ever had the opportunity to choose this program I would pick it. I would tell them that this feels like home…”

Student survey responses validate these sentiments. We see an average 16% increase in the students’ reported sense of belonging after their first year with Gateway to College as compared to their previous education experiences. The sense of belonging is measured using the Goodenow scale of school membership. The scale assigns students a score between 1-5, based upon their responses to several questions that determine how committed and satisfied they are with their school environment. Scores closer to 5 are indicative of greater attachment with their institution; the average score recorded was 3.6 for students who had completed one academic year with Gateway to College.

As a result of this increased sense of belonging and commitment to their colleges and education, students are more likely to persist through high school and be more prepared for their future academic or professional goals.[3] To measure their preparedness, we collect and analyze student responses from the surveys, which identify their confidence or knowledge around the credit requirements for a high school diploma and further pursuit of their academic goals. On average, Gateway to College students score 3.5 out of 4 on their awareness of future goals and educational pathways. This score has been linked to greater motivation and drive to complete their education.

Our data offers additional valuable insight into the motivation and efforts of students who succeed with Gateway to College programs. We stress the importance of turning to social, psychological and emotional indicators of student motivation and success to fully comprehend the transformative impact of Gateway to College experience and offer more remarks from Gateway to College Students:

“I feel like all of us are here for the same thing so we all motivate each other…”

“I love the Gateway to College program. It has allowed me to discover my potential as a productive citizen in society.”


Kriti Agrawal is a Data Analyst, and has been with GtCNN since June 2015. She is responsible for designing and supporting extensive data collection systems and providing related support to our partners through online training modules, group training webinars and individualized technical assistance. Read more.

[1] Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Tufts University: Psychology in the Schools.

[2] Wehlage, G. (1989). Dropping Out: Can schools be expected to prevent it? In L. Weis, E. Farrar, & H. Petrie (Eds.), Dropouts from school. Albany, NY: State University of New York Press.

[3] Shoemaker, Allen L. (1980). Construct Validity of Area Specific Self-Esteem: The Hare Self-Esteem Scale


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