Education Pipeline: Challenges, Opportunities, and Triumphs of a Mexican-Origin Student - Essay Sample

Introduction

The path of students through the education pipeline aims at helping college students attain success. However, the journey has twists and turns. As students develop and move from sufficient financial aid, they have to overcome challenges to achieve academic success. The education pipeline has both educational and social benefits as it supports the students reap their progress for higher education. Although the students if color experience several challenges, mainly the Mexican-origin student, they have to strive and excel regardless of their race, ethnicity, gender, and socioeconomic status (Maltese & Tai, 2011). The significance of college education for pipeline education is working with individuals from different ethnicities with the programs highlighting the workforce's success and the need to reclaim working with the economy. The study provides an analysis of my journey through the education pipeline.

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My Journey through the Education Pipeline

Going through the education pipeline was always my goal. I expected that I would graduate from college. The educational pipeline plays a significant role in viewing my progress as I led from high school into post-secondary education and through to the completion of a college degree. My goal of graduating from college is based on the best grades.

The educational pipeline enables states to compare patterns of student progress with other states basing on national averages. The similar results at the end of the pipelines complete the proportion of completing college. It allows the student not to lose student transition points along the way. The data also helps in designing the interventions, thus addressing various educational challenges. Besides, the educational pipeline enables an adequate flow of knowledge, skills, and students. As a result, I was able to pass through each grade with a sufficient flow of knowledge and skills.

Completing the educational pipeline was not easy. It wasn't easy going through the system, which tracks the individual students' progress through the four transition points. However, I found an opportunity throughout the process as it provided me with the success rate at each of the four transition points. I have always focused on success in a college education without paying attention to the inequalities for education opportunities.

The language was a challenge through this journey. Learning a new language gave me trouble in attaining my educational pipeline success. Mexican origin students have been found to suffer from the lowest educational attainment. They are the major ethnic group in the United States, thus having to learn the new language to complete the academic level successfully. My teacher worked hard to ensure I become successful. He mentored me well through the new language to ensure I adapt to the educational pipeline. Describing the pipeline in demographic form starts from elementary school; there are 100 Mexican-origin students, the immigrants, and native-born in the U.S. schools.

Being one of the 100 students, I have noticed that the number of Mexican-origin students decreases. It is due to the unequal conditions which push the students out and away from the pipeline. From the 100 Mexican origin students, both the immigrants and native-born, only eight are graduating from college with a B.A. I am one of those individuals graduating. Two earn a graduate or a professional degree with only two earning a doctoral degree. Although the data is 20 years old, not much has changed. However, Mexican-origin students have been persistent and work hard towards completing their schooling. Adopting effective education policies in the educational pipeline has increased students' success rates through the various transition points from high school to complete the college degree (Allen-Ramdial & Campbell, 2014). The systems act as a tool for gaining high knowledgeable and skilled individuals after a college education.

My friends follow me through the pipeline to achieve their goals in life. However, they are affected by the conditions that affect immigrant students, such as racial discrimination. With my friends following me through the educational pipeline, there is a rapid growth of the minority college mates. They work hard to expand educational opportunity. As a result, it has contributed to the achievement of a diverse student body focused on higher education's permissible goals. Working hard to graduate from college has allowed the educational pipeline to get beyond racism while reconsidering race in colleges and universities.

Conclusion

The educational pipeline is a significant investment as it focuses on improving policies while bolstering students' success as we transition from high school into college. The new trends in the education pipeline have driven my efforts to become productive and attain my college achievement. Therefore, the education pipeline is an avenue for ensuring I am knowledgeable and skilled in the society. The education pipeline has a direct impact on the economy as well as my quality of life. With state leaders renewing the interest to help students gain a college degree, I have benefited greatly. Besides, Mexican-origin students are encouraged to earn higher degrees to earn higher incomes. The educated and skilled population becomes informed of the health and lifestyle choices. The success rate of the educational pipeline has created a high-quality education system while ensuring college students graduate. It is a direct and reliable way of increasing educational capital. It also develops and improves the economy to employ educated residents.

References

Allen-Ramdial, S. A. A., & Campbell, A. G. (2014). Reimagining the pipeline: Advancing STEM diversity, persistence, and success. BioScience. https://doi.org/10.1093/biosci/biu076

Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877–907. https://doi.org/10.1002/sce.20441