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1.
Although college readiness is a centerpiece of major educational initiatives such as the Common Core State Standards, few systems have been implemented to track children's progress toward this goal. Instead, college‐readiness information is typically conveyed late in a student's high‐school career, and tends to focus solely on academic accomplishments—grades and admissions test scores. Late‐stage feedback can be problematic for students who need to correct course, so the purpose of this research is to develop a system for communicating more comprehensive college‐readiness diagnoses earlier in a child's K‐12 career. This article introduces college‐readiness indicators for middle‐school students, drawing on the National Education Longitudinal Study of 1988 (NELS), a nationally representative longitudinal survey of educational inputs, contexts, and outcomes. A diversity of middle‐school variables was synthesized into six factors: achievement, behavior, motivation, social engagement, family circumstances, and school characteristics. Middle‐school factors explain 69% of the variance in college readiness, and results suggest a variety of factors beyond academic achievement—most notably motivation and behavior—contribute substantially to preparedness for postsecondary study. The article concludes with limitations and future directions, including the development of college‐readiness categories to support straightforward communication of middle‐school indicators to parents, teachers, and students. 相似文献
2.
Wayne Camara 《Educational Measurement》2013,32(4):16-27
This article reviews the intended uses of these college‐ and career‐readiness assessments with the goal of articulating an appropriate validity argument to support such uses. These assessments differ fundamentally from today's state assessments employed for state accountability. Current assessments are used to determine if students have mastered the knowledge and skills articulated in state standards; content standards, performance levels, and student impact often differ across states. College‐ and career‐readiness assessments will be used to determine if students are prepared to succeed in postsecondary education. Do students have a high probability of academic success in college or career‐training programs? As with admissions, placement, and selection tests, the primary interpretations that will be made from test scores concern future performance. Statistical evidence between test scores and performance in postsecondary education will become an important form of evidence. A validation argument should first define the construct (college and career readiness) and then define appropriate criterion measures. This article reviews alternative definitions and measures of college and career readiness and contrasts traditional standard‐setting methods with empirically based approaches to support a validation argument. 相似文献
3.
Abstract One purpose in this study was to determine the percentage of subjects from a nationally representative sample of high school seniors who reported intentions to major in education and were actually majoring in education during a 2‐year follow‐up analysis. Results showed less than half the subjects were majoring in education. Moreover, subjects with the poorest high school academic proficiency scores were much less likely to be attending college or majoring in education. A second purpose of this study was to describe high school academic proficiency levels in mathematics, reading, and science among students majoring in education as compared to all other college majors. Results showed high school academic proficiency scores of secondary education majors faired better, overall, than the general 4‐year college population. Conversely, 4‐year college students in elementary and early childhood education were more apt to have left high school with some academic deficiencies, especially in the area of science among early childhood majors. 相似文献
4.
Mandy Savitz‐Romer 《Counselor Education & Supervision》2012,51(2):98-111
This phenomenological study presents 11 urban school counselors’ perceptions of their graduate education in school counseling in relation to their engagement in college readiness counseling with low‐income, 1st‐generation college‐bound students. Findings from 2 rounds of interviews suggest that intentional strategies to integrate postsecondary readiness and planning into counselor education curricula is necessary to efficiently prepare school counselors to promote college access and success for at‐risk youth, thereby reducing the inequities that currently exist in postsecondary degree attainment. 相似文献
5.
The purpose of the current study was to examine the relationship between Advanced Placement (AP) exam participation and enrollment in a 4‐year postsecondary institution. A positive relationship was expected given that the primary purpose of offering AP courses is to allow students to engage in college‐level academic work while in high school, and potentially receive college credit by earning qualifying scores on the corresponding AP exam. Therefore, college preparation and planning is an implicit and explicit part of AP participation. Analyzing a national sample of over 1.5 million students, the current study found that AP participation was related to college enrollment, even after controlling for student demographic and ability characteristics and high school level predictors. For example, the odds of attending a 4‐year postsecondary institution increased by at least 171% for all three AP participation groups (taking either one AP exam, two or three AP exams, or four or more AP exams) as compared to students who took no AP exams. Given the current political environment and the renewed interest in readying high school students for college, these results may help inform and shape educational initiatives targeted at the school, district, state, or even national level. 相似文献
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The prevalence of homeschooling in the United States is increasing. Yet little is known about how commonly used predictors of postsecondary academic performance (SAT, high school grade point average [HSGPA]) perform for homeschooled students. Postsecondary performance at 140 colleges and universities was analyzed comparing a sample of traditional students matched to a sample of 732 homeschooled students on four demographic variables, HSGPA, and SAT scores. The matched sample was drawn from 824,940 traditional students attending the same institutions as the homeschooled students, which permitted a very precise level of matching. This comparison did not show a difference in first‐year college GPA (FGPA) or retention between homeschooled and traditional students. SAT scores predicted FGPA and retention equally well for both groups, but HSGPA was a weaker predictor for the homeschooled group. These results suggest that, among college students, those who were homeschooled perform similarly to traditionally educated students matched on demographics and academic preparedness, but there are practical implications for college admissions in the use of HSGPA versus standardized test scores for homeschooled students. 相似文献
8.
As states evaluate whether they should continue with their current assessment program or adopt next-generation college readiness assessments, it is important to ascertain the degree to which current high school assessments can be used for college readiness interpretations. In this study, we examined the ability of a state assessment to serve as an indicator of college readiness. Empirical evidence is presented summarizing relationships between performance on the standards-based high school assessment and performance in college. Benchmarks were set on the Reading, Mathematics, and Science tests by linking assessment scores directly to grades in college courses. The accuracy of the benchmarks was similar to that of a traditional college admission test. Students who met the college readiness benchmarks earned higher grades in general education college courses and had higher first-year college grade point averages. Implications for states and other stakeholders are discussed. 相似文献
9.
Academic Readiness and Career/Life Planning: A Collaborative Partnership Focused on Student Learning
The umbrella program called Keeping Options Open, initiated by Johnson County Community College (JCCC), is a collaborative partnership between JCCC and Johnson County high schools to meet the educational and career needs of learners. Assessment of academics and interests are key components when assisting students to make the best decisions regarding their high school and postsecondary educational plans. A pilot program was designed to deliver a series of 3-year tiered career development/academic readiness workshops for students and parents beginning in the sophomore year and building through the junior and senior years. The goal was to enhance career development for high school students by linking it with academic readiness. 相似文献
10.
《Journal of research on educational effectiveness》2013,6(3):380-399
States are currently seeking ways to improve alignment between K–12 and postsecondary education and better prepare students for postsecondary schooling. Some states have begun implementing policies that inform high school students that they are not ready for college-level courses well before they graduate, in order to give both notice and time to prepare. However, if the early information from these tests suggests that a student may require remedial coursework upon entry to college, the student may be discouraged from attending college. This article focuses on one state's effort to increase students’ information about college readiness. Regression discontinuity design is used to determine whether a student receiving a signal that he/she needs remediation lowers the probability of that student applying to or enrolling in participating universities. Results indicate that the policy has had little to no impact on application and no impact on enrollment. 相似文献
11.
Due to an increase in enrollment of African American students with disabilities in postsecondary education, there is a need to identify strategies that may lead to improved transition and self‐advocacy skills for these students. These strategies include teaching students to request academic accommodations and to have an understanding of how their disability affects their academic learning. Therefore, the purpose of this article is to provide an in‐depth explanation of a self‐advocacy strategy that was used to teach three African American male college students how to request their academic accommodations. Results indicated this strategy may be a promising intervention for African American college students with disabilities. 相似文献
12.
This paper quantifies the extent of student-college “academic undermatch,” which occurs when a student's academic credentials permit them access to a college or university that is more selective than the postsecondary alternative they actually choose. Using a nationally representative dataset, we find that 41 percent of students undermatch in their postsecondary choice. We also find that academic undermatch affects students with a range of academic credentials, but is more common among those students from low socioeconomic status families, who live in rural areas, and whose parents have no college degree. Finally, we show that between the 1992 and 2004 high school senior cohorts, academic undermatch has decreased by nearly 20 percent. The decrease is partially due to students being more likely to apply to a matched college. 相似文献
13.
Jennifer Merriman Bausmith Megan France 《Journal of Education for Students Placed at Risk》2013,18(4):234-246
The purpose of this study was to evaluate the impact of the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP) on college readiness outcomes using a quasi-experimental design. GEAR UP is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education by providing 6-year grants to states and district partnerships to provide services at high-poverty middle and high schools. Specifically, this study sought to evaluate whether 173 schools that participated in GEAR UP showed increases in the percentages of students who were prepared to enter and succeed in postsecondary education, as compared to students from similar, non-GEAR UP schools. Seven years (2003–2009) of matched cohort data were compiled to include all regular (e.g., nonspecial education) high schools with grade 12 enrollment as documented by the National Center for Educational Statistics. Participation in and performance on three College Board assessments that measure college readiness at the high school level (SAT, PSAT/NMSQT, and AP) as well as percent free/reduced-price lunch were used to identify comparable schools. Results showed that, overall, the GEAR UP program showed positive evidence of improving college readiness outcomes for low income students using a variety of college readiness measures. 相似文献
14.
Given the increasing demand for a well-educated American workforce, college and career readiness has become a significant educational priority. New educational initiatives, including the Common Core State Standards for English Language Arts, are being developed and implemented to prepare students for success in postsecondary education and the workplace. In this article, we discuss how college and career readiness standards have transformed expectations for literacy instruction in K–5 classrooms, especially for students from diverse cultural and linguistic backgrounds. Given that students of color have been historically underserved in schools, we contend that these children need more equitable and enriched opportunities to learn academic literacies, content knowledge, and communication skills to achieve their future college aspirations and career goals. To that end, we offer key principles (i.e., community-oriented classrooms, close reading of complex texts, content-rich inquiry, and cultural connectedness) that elementary educators can use to design engaging learning environments and robust literacy lessons that advance the college and career readiness of all students. 相似文献
15.
Chenoa S. Woods Mariana Preciado 《Journal of Education for Students Placed at Risk》2016,21(2):90-103
Many college and SAT preparation programs are designed to improve the postsecondary success of traditionally marginalized students. In addition to academic preparation, students' social and emotional preparation is important for the transition from high school to college. Mentors can serve as role models and supports to aid students in this development. Using student survey data and hierarchical linear modeling, this study examines the influences of student–mentor relationships within an SAT program setting on students' college attitudes. Results indicate that these relationships can positively influence students' college attitudes, particularly for students who have lower baseline SAT scores. Recommendations for future research and practice are provided. 相似文献
16.
The experiences of gifted students at the postsecondary level have not been studied widely. The goal of the present study was to explore and describe gifted students’ perceptions of their first year after high school regarding experiences of success and failure. Two focus groups were conducted with 12 students (8 males, 4 females) from different educational backgrounds, who had participated in a university-based enrichment program, to discuss topics related to their academic and socio-emotional experiences at a postsecondary level. Many students who attended vocational high schools experienced high levels of discomfort with their academic preparedness to face postsecondary education. Other initial problems were adapting socially to a new environment and perceiving themselves as “less” gifted than their peers. However, after these initial adjustment problems, students revealed high perseverance to face difficulties and a strong motivation for continuing the academic path they had outlined for themselves. Conducting longitudinal research and rethinking college services offered for gifted students are some of the implications discussed in this study. 相似文献
17.
Julie A. Edmunds Fatih Unlu Elizabeth Glennie Lawrence Bernstein Lily Fesler Jane Furey 《Journal of research on educational effectiveness》2017,10(2):297-325
Developed in response to concerns that too few students were enrolling and succeeding in postsecondary education, early college high schools are small schools that blur the line between high school and college. This article presents results from a longitudinal experimental study comparing outcomes for students accepted to an early college through a lottery process with outcomes for students who were not accepted through the lottery and enrolled in high school elsewhere. Results show that treatment students attained significantly more college credits while in high school, and graduated from high school, enrolled in postsecondary education, and received postsecondary credentials at higher rates. Results for subgroups are included. 相似文献
18.
Matthew J. Irvin Thomas W. Farmer Margaret P. Weiss Judith L. Meece Soo‐yong Byun Bethany M. McConnell Robert A. Petrin 《Learning disabilities research & practice》2011,26(1):2-14
This study examined the school perceptions and educational aspirations of 6,599 rural high school students, a sample that included 428 students with learning disabilities (LD). Regardless of disability status, rural high school students who had negative perceptions of school had less well‐defined postsecondary educational plans and less often aspired to complete college or pursue an advanced degree. Compared to nondisabled youth, rural students with LD were more likely to have negative perceptions of school and lower postsecondary aspirations. However, students with LD who had positive perceptions of school more often planned to pursue postsecondary education and aspired to complete college or an advanced degree. Implications for research and interventions pertaining to the educational attainment of students with LD are discussed. 相似文献
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