Editing Universal access to education (section)

=== Work towards better access ===
Although racial disparities in college readiness exist, there are several ways to counteract them. One way involves the way that students’ communities support them. Their counselors, teachers, and parents must work with them to ensure that their school records, academic records, and such are accurately conveyed to colleges and universities.<ref name=":4">Jackson, N. (1988) Minority access to higher education. ''The Journal of College Admissions''. 53-62. https://files.eric.ed.gov/fulltext/EJ992740.pdf   </ref> Other crucial factors that would contribute to higher rates of minority enrollment include encouraging students through policies and rewards for focusing on information pertaining to college, providing schools with the necessary resources, and cultivating the classroom environment to be encouraging of students’ skills so that they are better prepared for college.<ref name=":3">Roderick, M., Nagaoka, J., & Coca, V. (2009) College Readiness for All: The Challenge for Urban High Schools. ''The Future of Children, 19''(1), pp. 185-204) https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=ehh&AN=43308224&scope=site&custid=s8448101</ref> Organizations like the National Association for College Admission Counseling should also be more aware of this issue as well as do more to bring more attention to these disparities.<ref name=":4">Jackson, N. (1988) Minority access to higher education. ''The Journal of College Admissions''. 53-62. https://files.eric.ed.gov/fulltext/EJ992740.pdf   </ref> Changes also must occur on an institution level for minority students to better succeed.<ref name=":5">Hrabowski, F. A. (2011) Institutional change in higher education: innovation and collaboration. ''Peabody Journal of Education, 89'', pp. 291-304. {{doi|10.1080/0161956X.2014.913440}}</ref>

Programs like the ones developed at the University of Maryland, Baltimore County work towards eliminating disparities in higher education access in minority students. Their programs mostly focus on minorities having better access and getting more involved in science, technology, engineering, and mathematics (STEM) fields. One program, the Meyerhoff Scholars Program, aids students by addressing the social capital aspect college readiness. This program connects students to financial resources as well as academic and social support, and they also receive research opportunities and connect with on-campus staff members.<ref name=":5">Hrabowski, F. A. (2011) Institutional change in higher education: innovation and collaboration. ''Peabody Journal of Education, 89'', pp. 291-304. {{doi|10.1080/0161956X.2014.913440}}</ref> Other programs like the ACTiVATE program and the Partnerships for Innovation Program have stemmed from the Meyerhoff Scholars Program. These have pushed minority students towards success in accessing and completing post-secondary education, especially in STEM fields.<ref name=":5">Hrabowski, F. A. (2011) Institutional change in higher education: innovation and collaboration. ''Peabody Journal of Education, 89'', pp. 291-304. {{doi|10.1080/0161956X.2014.913440}}</ref> Other programs across the country have also aided minority students in succeeding in higher education.