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This action research study employed a qualitative-dominant approach to explore how available resources shape high school students' definitions of success in post-secondary planning by supporting teachers' efforts to guide students more effectively. The study centered on the implementation of the First Quarter Academy, a program developed to embed resources across the curriculum, equipping teachers with practical tools to support students' exploration of diverse post-secondary pathways, including college, vocational training, military service, and direct workforce entry. Conducted in a large suburban district in the Southeastern United States, referred to by the pseudonym Lime County, the research followed an iterative two-cycle action research framework incorporating cycles of collaborative planning, implementation, and reflection. Data were collected primarily through focus groups, analytical memos, and teacher reflection surveys, emphasizing educators’ insights and experiences in facilitating the program.
During the Cycle 1 investigative phase, former high school students were interviewed to understand how they defined success and what factors influenced their post-secondary planning. Findings from this phase revealed that while traditional four-year university was often seen as the expected path, participants emphasized the importance of empowering students to make authentic choices aligned with their individual goals rather than feeling pressured toward predetermined pathways. For some, success was tied to financial stability; for others, it was rooted in independence, personal happiness, or the desire to support their families, underscoring the need to expand awareness of diverse career and educational opportunities beyond the traditional college pathway. In Cycle 2, attention shifted to the curriculum and how specific resources, such as financial literacy exercises, career exploration activities, and direct engagement with industry professionals, could better support teachers in reshaping student perceptions and enhancing post-secondary readiness. Teachers reported that students demonstrated greater interest in vocational and technical career paths, alongside improved financial decision-making and goal-setting skills.
The study’s findings emphasize the critical role of sustained, teacher-facilitated career exploration initiatives in challenging narrow conceptions of post-secondary success. By providing teachers with structured resources, experiential learning opportunities, and alignment between career guidance and student interests, the First Quarter Academy fostered the development of student-centered resources of post-secondary planning. This research reinforces the value of teacher-driven action research in developing responsive, inclusive educational practices that empower students to pursue diverse and meaningful post-secondary pathways.