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Most of us think that valedictorians can write their own ticket. By reaching the top of their class they have proven their merit, so their next logical step should be to attend the nation’s very best universities. Yet in Top Student, Top School?, Alexandria Walton Radford, of RTI International, reveals that many valedictorians do not enroll in prestigious institutions. Employing an original five-state study that surveyed nine hundred public high school valedictorians, she sets out to determine when and why valedictorians end up at less selective schools, showing that social class makes all the difference.
Radford traces valedictorians’ paths to college and presents damning evidence that high schools do not provide sufficient guidance on crucial factors affecting college selection, such as reputation, financial aid, and even the application process itself. Left in a bewildering environment of seemingly similar options, many students depend on their parents for assistance—and this allows social class to rear its head and have a profound impact on where students attend. Simply put, parents from less affluent backgrounds are far less informed about differences in colleges’ quality, the college application process, and financial aid options, which significantly limits their child’s chances of attending a competitive school, even when their child has already managed to become valedictorian.
Top Student, Top School? pinpoints an overlooked yet critical juncture in the education process, one that stands as a barrier to class mobility. By focusing solely on valedictorians, it shows that students’ paths diverge by social class even when they are similarly well-prepared academically, and this divergence is traceable to specific failures by society, failures that we can and should address.
Watch an interview of Alexandria Walton Radford discussing her book here: http://www.youtube.com/watch?v=F81c1D1BpY0
- Sales Rank: #1708663 in eBooks
- Published on: 2013-06-07
- Released on: 2013-06-07
- Format: Kindle eBook
Review
“Radford has carefully documented an ongoing polarisation of privilege while putting forward pragmatic suggestions for improvement.” (Sandra Leaton Gray Times Higher Education)
“Top Student, Top School? is an important, well-conceived, and well-written study. The topic addressed is of critical importance. Higher education is meant to facilitate social mobility, but a large body of research suggests it instead reproduces inequality. Here Alexandria Walton Radford gives us a much better understanding of the mechanisms that prevent higher education from achieving this central goal.” (Richard D. Kahlenberg, Century Foundation)
“Education is supposed to be the great equalizer. The mixed methods evidence presented by Alexandria Walton Radford in Top Student, Top School? insightfully shows why this still may not be true in the United States. She demonstrates that even the most high-achieving and motivated students from lower socioeconomic backgrounds need a steady supply of accurate information and guidance about every step of the college destination process in order to make similar college choices as their peers from higher socioeconomic backgrounds.” (Jessica Howell, College Board Advocacy & Policy Center)
“In the college admissions process, America’s brightest high school seniors compete on anything but a level playing field. In examining how valedictorians and their parents negotiate the six stages of the process—predisposition, preparation, exploration, application, admissions, and matriculation—higher education expert Radford (No Longer Separate, Not Yet Equal: Race and Class in Elite College Admissions) provides a wealth of data on the key role of ‘socioeconomic status’.” (Publishers Weekly)
“Top Student, Top School? is accessible, insightful, and clearly written. The story Radford tells is a disappointing one that highlights the intransigence of social class in shaping educational outcomes and the inadequacies of the college guidance that the high-achieving students in Radford’s study received from their high schools. It shines light on the mechanisms that sort even the highest-performing students into predictable paths based on their social class.” (Amanda Cox Teachers College Record)
“Ample research has shown that academic preparation is an important predictor of postsecondary enrollment and success as well as an important factor explaining the social class gap in college choices and outcomes. What Top Student, Top School? illuminates is the power of social class to influence pathways even for students who are academically prepared to pursue higher education—indeed who are prepared to enroll in educational institutions at the top of the hierarchy. It is a well-crafted and insightful study of the college-choice process and the role of social class in shaping educational decisions and postsecondary trajectories.” (Josipa Roksa, coauthor of Academically Adrift)
“A valuable contribution to our knowledge on class inequalities in college destinations. While scholars have recognized that class affects educational transitions even when holding academic performance constant, to my knowledge no one has specifically examined how class affects academically elite students’ postsecondary transitions. Radford’s book starkly shows these effects exist and are large, informs us of how they happen, and points to ways policy makers can counteract them to increase the representation of high-achieving, low-SES students in selective colleges. Selective colleges in the United States have the mission of developing the talents of the most academically successful students, but Radford’s book demonstrates they are failing to fulfill it, making her findings all the more powerful and necessary.”
(Joshua Klugman American Journal of Sociology)
About the Author
Alexandria Walton Radford is program director of transition to college at RTI International. She is coauthor of No Longer Separate, Not Yet Equal: Race and Class in Elite College Admission and Campus Life.
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1 of 1 people found the following review helpful.
Valedictorians & the College Admissions Pipeline
By Jeffery Mingo
The writer argues that being a valedictorian could help many get into prestigious colleges, no matter their class background or high school’s reputation. However, richer valedictorians are applying to prestigious colleges and low-income counterparts are just applying to the corner college down the street. The author takes as a given that attendance at a prestigious school opens doors and makes it easier to graduate. Thus, she uses data from a national valedictorian survey to analyze each stage of college admissions and ask where low-income top students are being pushed away from top colleges.
This was an academic book that was relatively easy for me to read. It was no Judith Butler or Deleuze. You don’t need an advanced understanding of statistics either. However, if you don’t like “This wasn’t statistically significant” or “This did have a correlation” or “That likelihood decreased by four percentage points,” then you won’t like this text. There are three anecdotes involving real-life, flesh & blood students in the intro chapter, but I saw it nowhere else. If you want to hear about examples from Katie who is low-income in Wyoming compared to Roediger from Connecticut who has two doctor parents, you won’t find that here.
Did you see the 1980s film “Stand and Deliver” about Jaime Escalante and his Southern Cal Chicano students who strived to pass the AP Calculus examination? Mr. Escalante’s peers did not want him to pursue this project because they feared that if the students failed, then it would mess with their psyches. Luckily, the teacher proved those fears wrong, but such fears aren’t unfounded. I would love to see outstanding, low-income valedictorians have doors opened to them as much as their richer peers. However, there is a chance that the valedictorian of a bad school might not be as prepared for a fancy college as the middle-of-the-class rich kid. I too have fears that saying to a poor kid, “You’re Stanford material!” may harm them if they get a small letter from the school or feel out of place on a campus with lots of students like Chelsea Clinton. The corner school is more familiar, less intimidating to valedictorians’ parents, easier to reach, inter alia.
I have to admit some things. I went to an Ivy League school, which I loved intensely. However, I attended a high school with many upper middle class kids who prayed to attend these schools. Most Ivies have a class of about 1,500 new students. There are no more than 10,000 seats in each class and millions of American high school seniors and tons of international applicants. Please see the book “A is for Admission.” It’s written by a Dartmouth alum and admissions officer who said, “We get far more qualified students who apply that we can’t admit. However, we know they will attend Williams, Spelman, Pomona, University of Connecticut, and other places and do just fine.” When I was at this Ivy League school, my jaw dropped when I heard of students who only applied Ivy. To this day, I find that incredibly foolish. When I speak to working-class students, I feel elitist and snobby telling them they should apply Ivy. I want them to know that there are a ton of great affordable in-state and public colleges too. When interviewing candidates to my alma mater, I often tell certain candidates, “I can see you getting admitted, but the big question will be: would you take this school and have to take out loans or would you take that full ride to your state’s flagship university or the college down the street?”
I am glad the book mentions something: MOST COLLEGES ADMIT THE MAJORITY OF THEIR APPLICANTS. It’s just 80 colleges or so where the competition is fierce. I am very glad that the author states that Harvard denies 80% of the valedictorians who apply to it each year. That idea that someone has a god-given right to attend Harvard or MIT is just crazy. Please, students, please: have some safety schools. Another thing: this study suggests that valedictorians get admitted to lots of schools. I wasn’t hearing that Princeton preferred rich applicants and derided poor ones. In fact, some of the findings here seem to suggest the opposite. I hate the fake argument from people who hate all affirmative action, but posit, “Affirmative action should be class-based, not raced-based!” These schools and their admissions officers want class diversity among the student body. There are too scholarships out there for low-income students.
I guess I want to tell low-income valedictorians, “You might as well try to get into Northwestern, but hold your head up higher than high if you end up at Southern Illinois!” I can’t express how much I love my alma mater, but my classmates who went to less famous schools are just as happy and rich and successful as they can be.
0 of 0 people found the following review helpful.
Practical analysis & recommendations to address our nation's higher education gap for lower income students.
By Antonio Rodriguez
Ms. Radford's book presents a comprehensive review of the college decision process beginning with applications, admissions process and concluding with matriculation decisions. Her analysis of "top students" (high school valedictorians) identifies reasons why these students from lower income families "under-match" their capabilities & potential to the schools they ultimately attend.
The book includes a practical list of recommendations for parents, counselors and interested parties to begin addressing these faults in the system to improve the opportunity for these capable and deserving students that represent the future of our country.
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