School Relationships Foster Success for African American Students - ACT Policy Report - George L. Wimberly

Oct 9, 2026

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School Relationships Foster Success for African American Students examines how educational transitions can be strengthened through school relationships and supports African American learners in entering and completing postsecondary education. Using data from the National Educational Longitudinal Study, the report addresses preparation and diversity in the postsecondary applicant pool. It motivates policy and educator action to improve the transition from high school to postsecondary training, with emphasis on accountability, recommendations, and evidence-based findings.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages29

Reading Time1 h 13 min

AccessFree to download

ACT Policy Research

Preface

Executive Summary

1 Introduction

2 School Relationships

3 National Data

4 Findings

5 Conclusions and Recommendations

Bibliography

School Relationships Foster Success for African American Students ACT POLICY REPORT GEORGE L. WIMBERLY SCHOOL RELATIONSHIPS FOSTER SUCCESS FOR AFRICAN AMERICAN STUDENTS ACT Policy Report George L. Wimberly © 2002 by ACT, Inc. All rights reserved. IC 050802040 3094 CONTENTS ACT Policy Research ...................................... iv Preface .................................................. v Executive [Summary ....................................... vi](Summary ....................................... vi) [1 Introduction ............................................ 1](1 Introduction ............................................ 1) [2 School Relationships ..................................... 4](2 School Relationships ..................................... 4) [3 National Data ........................................... 7](3 National Data ........................................... 7) [4 Findings ............................................... 9](4 Findings ............................................... 9) [5 Conclusions and Recommendations ........................ 14](5 Conclusions and Recommendations ........................ 14) [Bibliography............................................. 19](Bibliography............................................. 19) ACT POLICY RESEARCH Policy Research Advisory Panel John C. Barnhill Director of Admissions Florida State University Julie D. Bell Program Director of Education National Conference of State Legislatures Don W. Brown Commissioner of Higher Education Texas Higher Education Coordinating Board Antonio R. Flores President Hispanic Association of Colleges and Universities Patricia M. McDonough Associate Professor UCLA Graduate School of Education Suellen K. Reed Superintendent of Public Instruction Indiana Department of Education Carolynn Reid-Wallace President Fisk University John H. Stevens Executive Director Texas Business and Education Coalition Gerald N. Tirozzi Executive Director National Association of Secondary School Principals Molly J. Tovar Chief Operating Officer American Indian Graduate Center Office of Policy Research Staff Richard J. Noeth George L. Wimberly Director Research Associate Braden J. P. Rood Administrative Assistant PREFACE The stated mission of the ACT Office of Policy Research is to inform policymakers and the general public on important issues in education by providing timely information that can directly enhance knowledge, dialogue, and decision making. The current ACT Policy Research Agenda focuses on four specific areas: ■ Developing the Applicant Pool ■ Increasing Diversity in College ■ Remedial Education in College ■ Retention in College ACT policy reports can be viewed and printed from ACT’s website ([www.act.org](www.act.org)). For additional information about ACT’s policy research work, copies of ACT policy studies, or to contact the ACT Office of Policy Research staff, please e-mail us [at policy@act.org](at policy@act.org). This study, School Relationships Foster Success for African American Students, uses data from the National Educational Longitudinal Study and reflects ACT’s interest in analyzing the critical issues affecting the preparation and diversity of the postsecondary applicant pool. It offers recommendations that policy makers, educators, and others can use to enhance the transition from high school to postsecondary education. Many individuals provided assistance at various stages of the study. The ACT Policy Research Advisory Panel provided both recommendations about the formulation of the study and reviews of draft manuscripts. Richard Noeth provided considerable help in formulating the study and reviewing draft manuscripts. Susan Loomis helped formulate the study. ACT staff members Donald Carstensen, Patricia Farrant, Richard Ferguson, Julie Noble, Wayne Patience, Nancy Petersen, Rose Rennekamp, Richard Sawyer, Cynthia Schmeiser, and Ann York rev

FAQs

What is the purpose of the ACT policy report?

The report aims to inform policymakers and the public about important education issues using timely information that supports knowledge, dialogue, and decision making. It also provides recommendations to improve the transition from high school to postsecondary education.

Which data source does the study use?

The study uses data from the National Educational Longitudinal Study. It reflects ACT’s interest in analyzing critical issues affecting preparation and diversity in the postsecondary applicant pool.

Why does the report focus on African American and other minority students?

The report notes demographic projections and workforce needs, emphasizing that African Americans and other minority groups must obtain educational credentials and skills for a rapidly changing economy. It highlights the importance of helping more students successfully enter and complete postsecondary education and training.

Oct 9, 2026

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