In this country, there exists a persistent gap between the academic achievements of low income, predominantly African American and Latino students and their high income, white peers. In California, less than 16% of students of color graduate from high school with the required classes to attend a University of California or California State University campus.
If we don’t focus on getting these students graduated from high school, with a clear pathway to higher education, this gap will widen, leaving historically underserved communities in worse shape than they are now.
At College Track, our ultimate goal is to transform low-income communities into places where college readiness and college
graduation are the norms.
this goal, College Track works within three expanding circles of impact: direct
service, community partnerships, and advocacy.
First, we transform individual students’ achievement through
our rigorous, college-prepatory after-school programming. We work closely with each student, monitoring their academic progress
throughout high school and providing continued academic support and resources
while they are enrolled in college. College Track programming increases high school graduation, college
eligibility and acceptance, as well as college graduation rates for our
We believe that through direct service to a critical mass of
high school students in low-income communities, we can interrupt the persistent
failure typically plaguing these students.
For the past ten years, College Track has focused on this first circle
of impact: direct service delivery to students.
But we cannot
transform communities simply by changing the trajectories of individual
students. Through community partnerships
and advocacy, College Track is focusing on transformation on a broader scale. College Track is partnering with community based
organizations and high schools to increase the
number of students enrolled in our program.
By increasing College Track’s visibility and enrollment, we hope to
ensure that local resources are leveraged to create a culture where all
students are expected to attend college, and are supported on that path.
We are also beginning
work to expand our role as an advocate for college readiness public
policy focused on the well-being of at-risk students. We build public awareness of and support for
educational equity and college access programs. Through this advocacy, we hope to build public will for the creation of
policies that support our goal of transforming low-income communities into