Thesis (Ph. D.) -- University of Western Sydney, Nepean, 2000. / "A thesis submitted to the University of Western Sydney in fulfillment of the requirements for the Degree of Doctor of Philosophy" "January 2000, reprinted 2003" Bibliography: p.191 - 218.

Thesis (Ph.D.)--University of Wyoming, 2007. / Title from PDF title page (viewed on June 17, 2009). Includes bibliographical references (p. 111-121).

Dissertation (Ph.D.)--University of Toledo, 2009. / Typescript. Submitted as partial fulfillment of the requirements for The Doctor of Philosophy Degree in Higher Education." Bibliography: leaves 96-106.

Thesis (M. Ed.)--University of Hong Kong, 1991. / Includes bibliographical references (leaf 103-109).

Thesis (Ph. D.)--University of North Texas, 2001. / Includes bibliographical references (p. 116-126).

Thesis (M.Ed.)--University of Hong Kong, 1991. / Includes bibliographical references (leaf 103-109). Also available in print.

Thesis (Ed. D.)--Illinois State University, 1993. / Title from title page screen, viewed March 3, 2006. Dissertation Committee: Paul J. Baker (chair), John A. Dossey, Frederick C. Genge, Ronald L. McIntire, Sally B. Pancrazio. Includes bibliographical references (leaves 101-104) and abstract. Also available in print.

Thesis (Ph. D.)--University of Wisconsin, 1966. / Extension Repository Collection. Typescript (photocopy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [135-137]).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 99-107).

Percentage plans such as the Talented Twenty program purport to assist and motivate high ranking students to attend college and grant access to higher education. This type of plan is particularly important to students enrolled in high priority schools who might not view themselves as potential college students. This study examined the relationship between Florida’s Talented Twenty program that begins intervention with juniors and the college aspirations for high ranking students at a high priority school. Numerous studies have established that increased levels of education lead to higher salaries, career mobility, and an increased quality of life (e.g., Bowen, 1997; Leslie & Brinkman 1988; Pascarella & Terenzini, 1991, Swail, 2000). Given the importance of students’ decisions regarding whether or not they will attend college, understanding how and when they make decisions about attending college is important for them, their parents, advisors, and educational administrators. This research examined students’ perceptions and insights via interviews. The overarching research question was: How do high ranking high school students attending a high priority school in a south Florida district perceive their college opportunities? Sixteen high ranking students, grades nine – 12 from a high priority school in Miami-Dade County participated in the study. Participants were identified by a school counselor and individual semi structured interviews were conducted at the school. Utilizing a student development theoretical framework developed by Hossler and Gallagher (1987) that centered on students’ predisposition, search strategies and choices, data were organized and emergent themes analyzed. The analysis of the data revealed that in alignment with the framework (a) parents were the strongest influence in the development of these students’ college aspirations, (b) these students formalized their higher education plans between eighth and 10th grade, (c) these students actively engaged in academic searches and learning opportunities that increased their chances to be admitted into college, and (d) there was no relationship between knowledge regarding the Talented Twenty program and their educational decisions. This study’s findings suggest that interventions and programs intended to influence the educational aspirations of students are more likely to succeed if they take place by the eighth or ninth grade.