Abstract:
This thesis describes a case study conducted at selected northern Virginia high schools
and at George Mason University (Mason). Through interviews with high school
counselors and Mason transition program staff, student surveys, and observations at
University events, the student researcher examined the college knowledge that students
acquire during their transition from high school to college, where students obtain this
type of knowledge, and how high schools and higher education institutions help students
gain this knowledge. The findings from this study demonstrated that there are missing
links and gaps in students’ preparation and transition experiences. This thesis offers
recommendations on how educators both at high schools and higher education
institutions can improve the preparation of students for their transition from high school
to college.
