Examining the Impact of an Application Support Program to Increase First-Generation College Students’ Enrollment in Early Colleges

Abstract

This inquiry examined the impact of an application support program (ASP) designed to increase participation and completed applications among first-generation college students (FGCS) applying to an Early College High School (ECHS). Guided by Lin’s Social Capital Network Theory, the inquiry explored how targeted institutional support shaped families’ perceptions of accessibility during the application process and the impact the program had on completed applications. Using an explanatory sequential mixed-methods design rooted in improvement science, the study analyzed application completion data and collected qualitative insights through surveys, focus groups, and reflective journals. Findings showed that FGCS families who participated in the ASP reported greater confidence, improved clarity, and increased ability to complete the application. The intervention strengthened family-school relationships and demonstrated the importance of intentional, culturally responsive support. Results suggest the ASP model can be replicated to expand equitable access for underrepresented students.