Annotated Bibliographies (the five pages do not include the title and reference page). Guidelines: Students will be required to submit 10 annotated bibliographies. Quality of sources: Students will...

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The alternative pathways for success after high school other than college
Table of Contents
Article 1    3
Article 2    4
Article 3    5
Article 4    6
Article 5    7
Article 6    8
Article 7    9
Article 8    10
Article 9    11
Article 10    12
References    13
Article 1
Feygin, A. R., Guarino, N. I., & Pardo, M. (2019). The Postsecondary Education and Employment Pathways of Minnesota Public High School Graduates: Investigating Opportunity Gaps. REL 2019-011. Regional Educational Laboratory Midwest.
Summary
Almost all students have a natural desire to obtain a bachelor's degree, which should be encouraged. For most high-achieving students, a four-year college degree has long been a goal. Most high school grads now attend college, but this isn't always a good thing. While many applaud the college-for-all objective, few feel that the campaign will be futile until students are better informed (Bresnick, 1983).
Evaluation
According to the article, In 2004, 89 percent of high school graduates said they planned to go to college and acquire a bachelor's degree, and 89 percent said they wanted to get a master's degree. A college degree has a million-dollar payout in lifetime wages, according to public service commercials and educational reform literature. Young adults with BAs in science, tech, engineering, or mathematics earn $12,500 a year more than those with AAs in the humanities (37 percent more).
The emphasis on the million-dollar reward is also deceptive in that it implies that money should be the major consideration for selecting one's school and employment. Focusing on high compensation in entry-level positions is counterproductive if there is no opportunity for progression (Jones & Womble, 1997). BAs are not the sole means to secure a job with decent working circumstances; they are just as closely tied to them as AAs are.
Relevance
This article is appropriate in proving the fact that community college counsellors advise against getting an associate's degree since it will lead to "settling" for a lesser degree. However, many students who earn associate's degrees go on to pursue further education, including bachelor's degrees. In a small local study, large percent of associates degree holders went on to acquire a bachelor's degree or higher.
Article 2
Huerta, A. H., McDonough, P. M., & Allen, W. R. (2018). “You can go to college”: Employing a developmental perspective to examine how young men of color construct a college-going identity. The Urban Review, 50(5), 713-734.
Summary
High school guidance counsellors worked as gatekeepers in the 1960s and 1970s, deterring low-achieving pupils from attending college. Because many two- and four-year universities now offer open admissions, today's counsellors can assure nearly all kids that they will be able to attend college. Community colleges now enrol nearly half of all new college students.
Evaluation
The burden for counsellors at certain high schools is simply unimaginable, with a ratio reaching 1 to 700. According to 2001 data, the average counsellor-to-student ratio is 1 to 284 (Rosenbaum, Stephan, & Rosenbaum, 2010). Counsellors frequently state that children with low high school achievement may attend college. Avoiding this information stimulates students' college plans and keeps them optimistic. It does, however, provide pupils with insufficient knowledge to make smart judgments.
In 1992, students who intended to pursue a college degree had less than a 20% probability of completing any degree in the ten years following high school. Only 19% of students with a C average in high school acquired any credential (certificate, AA, or BA) in the six years after graduation.
Relevance
This article highlights the point that the BA-for-all standard inhibits counsellors from presenting prospective students with honest information about graduates' outcomes.
Article 3    
Rosenbaum, J. E., Stephan, J. L., & Rosenbaum, J. E. (2010). Beyond One-Size-Fits-All College Dreams: Alternative Pathways to Desirable Careers. American Educator, 34(3), 2.
Summary
Some community schools concentrate only on bachelor's degrees, especially for students under the age of 22, who are considered regular college students. Over two-thirds of community college students are placed in remedial courses designed to raise their academic achievement to the level required by BA-transfer programmes. Remedial Courses do not count toward a college degree; they are high-school-level courses meant to prepare students for college-level work.
Evaluation
According to the authors, at least two-thirds of pupils are enrolled in remedial courses. Colleges have a vested interest in removing the stigma that historically surrounded such classes (Rosenbaum, Stephan, & Rosenbaum, 2010). According to them, pupils are seldom humiliated or disheartened by their placements. Placement examinations and remedial courses need to be adequately explained to students.
This is an exam that students seldom study for before starting college. Colleges reduce the stigma associated with remediation and provide transparency. Remedial classes that are many levels below college-credit studies may require students to complete one or more terms of remedial study before enrolling in college-credit classes. Many students assume that a "two-year associate's degree" takes two years, while it really takes 3.5 years on average (Rosenbaum, Stephan, & Rosenbaum, 2010). According to research, the majority of students do not comprehend that remedial courses are non-credit and postpone degree timelines.
Relevance
Article being highly relevant because different degrees and programmes have different academic prerequisites, students may be able to utilise placement test scores to help them pick programmes. Placement exam scores are rarely utilised to help students choose a degree. When it comes to degree choices, students are similarly under-informed.
Article 4
Jones, K. H., & Womble, M. N. (1997). Perceptions of urban trade and industrial students in the South-eastern USA: School and...