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This purpose is to offer suggestions for solving the issue of West Virginia's James Monroe High School's low college readiness gaps. For instance, the problem is that 28% of the low-income and underserved students were not ready for at James Monroe High School in West Virginia is similar to what most schools are facing. The school's low college readiness rates are an area of concern for the school administration. The study offers recommendations that other institutions would use to resolve the problem of low rates of college readiness. The research findings will highlight the problems facing James Monroe High School's low college preparation gaps. The recommendations will be effectively applied to resolve the problem. The central research question for the study will be, How can the problem of low college readiness gaps at James Monroe High School in West Virginia be solved? The study will use three forms of data collection. The data collection and analysis methods will include interview procedures, quantitative survey procedures, and focus group procedures. At the end of the study, recommendations for addressing low college readiness rates at James Monroe High School will be highlighted. These key recommendations will be effectively applied to James Monroe High School and help resolve the problem of low rates of college readiness.

Keywords: college readiness rates, underserved students, fortitude and resilience

Role of the Researcher

The role of the researcher is to conduct research and offer recommendations for the low college readiness rates at James Monroe High School. The researcher's name is Michael Whitener, a student in Education Leadership. While Mr. Michael has gained valuable experience through coursework and contribution to fieldwork, He also engaged in an education research project that focuses on issues related to college preparation, especially among minority students and success. Mr. Michael's dedication to addressing education inequalities and improving college readiness highlights his unwavering commitment to Education Leadership.

As a student in education, the researcher aims to investigate some of the education industry's problems while offering recommendations that can improve the sector. Like most studies, the study will encounter biases. Baises likely to be encountered in this study are observer bias and recall bias. Observer bias may occur when participants in the study selectively perceive or interpret information so as to align with their pre-conceived beliefs regarding factor that contribute to college readiness rates at James Monroe High School. For instance, an instructor may unconsciously accentuate certain classrooms. Recall bias may also occur when teachers and students are prompted to recall specific incidents or experiences that are related to college readiness. They may unintentionally exaggerate or minimize certain aspects of their past experiences, affecting the accuracy of the information they provide.

Angie Mann, who is the Principal of James Monroe High School, holds an integral role in the administration of the school, including overseeing all the aspects of School operation. The permission and detail in Appendix B grant the researcher to conduct the study within the school. With this permission, the researcher is given the authority to interact with school personnel and students, enabling efficient collection of data for a research project. This ensures that all the research activities are in tandem with the school policies and also accentuates the researcher’s commitment to prioritize the well-being of respondents, who are students and staff. In addition, this procedural activity also upholds a structured and delimited environment, creating a conducive environment for effective learning and research activities.

Ethical Considerations

The participants will be provided with informed consent, their privacy and identity will be protected, unethical procedures will not be utilized, and the risk for both physical and emotional harm will be reduced. All of these measures will be taken in order to guarantee that everyone will be treated in an equitable manner. All of the following individuals will be present at the event: the principal, teachers, students, and guardians. Through the use of approaches such as interviews, focus groups, and quantitative surveys, they will conduct their research. During the course of this study, sensitive information will be gathered from individuals who have been chosen anonymously. It is for this reason that the data will not be used to collect any confidential information. The information will be saved on a computer that is guarded by a firewall, which will prevent unauthorized people from accessing the data.

Overview

Like many other educational institutions, James Monroe High School in West Virginia struggles with college readiness. 84% of students were prepared for college, compared to 28% of students from low-income and impoverished households. This section of the report comprises the following: an organization profile, a problem synopsis, an explanation of the study's significance, a goal statement, the primary research question, and research standards.

This research endeavor has identified the origins of the strong nationalist sentiment in the United States that characterized the presidency of James Monroe. When examining Monroe's White House through the lens of its cultural milieu, scholars are particularly interested in the relationship between location and politics. Additionally, they assess the extent to which the American people have embraced the national vision and images that were formulated in these locations. James Monroe assumed the presidency of the United States early in his tenure, amidst the reconstruction of the White House subsequent to the War of 1812. This afforded him a unique, albeit perilous, opportunity to shape the national identities and internal structures of the early republic and its progeny. Initially, accounts of the White House's history attempted to categorize it according to the following topics: biographies, architecture, society, the executive branch, and political authority.

By separating locations, occurrences, concepts, and individuals, one cannot construct a logical historical narrative. An examination of the White House from a cultural perspective reveals how culture influences the public image of official authority. The significance of the physical environment will persist so long as human beings exist, as it is through this medium that these actions materialize. As a result, disillusionment escalated into a more significant national concern throughout Monroe's tenure in office. The researcher deconstructs an apparent contradiction regarding James Monroe's rise to politics and the evolution of the White House's architecture by utilizing historical records. However, their travels are beginning to resemble one another. Monroe, upon assuming the presidency, aspired to foster greater patriotism and integrity among the populace, fortify diplomatic relations both domestically and internationally, and enlighten individuals through the renovation of chambers and the promotion of more efficient government operations.

Organizational Profile

James Monroe High School in West Virginia forms the base of the education site for the study. James Monroe High School, like most high schools, is tasked with providing education to the student population. This is also according to the school's mission statement, which states, "Monroe HS strives to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners" (James Monroe High school, n.d). James Monroe High School is known for motivating every student to achieve academic and personal goals through its dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County, West Virginia. The student population is 524, which includes a diverse population that includes students from different backgrounds, including white, black, and low-income.

Introduction to the Problem

In order to close the gap between students at James Monroe High School in West Virginia who are not prepared for college and those who are, the purpose of this study is to identify strategies that can help bridge the gap. The James Monroe High School in West Virginia, much like other educational institutions, is confronted with the challenge of adequately preparing students for college. To be more specific, only 28 percent of students who came from low-income and disadvantaged households were prepared, whereas the overall percentage was 84 percent. In the year 2023, the institution was ranked 56th in the state of West Virginia and 9,379th nationally among all educational institutions. Rankings are decided on the number of graduates, the quality of their college preparation, and their success on state-mandated exams. However, the institution performs poorly on a number of evaluative indicators, such as graduation rate, state exam scores, college curriculum breadth index, and college preparedness index. You can locate details regarding the school's performance on each ranking factor in Appendix One.

To assess students' preparation for higher education, states often develop institution-specific requirements (Leeds & Mokher, 2019). This school performs exceptionally well in a number of categories, including graduation rate (23 in the state and 4,212 nationally), state test scores (77 in the state and 12,252 nationally), college readiness index (10,000 nationally and 79 in the state), and college curriculum breadth index (73 in the state and 10,750 nationally, respectively), according to U.S. News (2023). The rankings reflect that the institution is making an effort to satisfy the rates defined by the federal and state governments in accordance with the given criteria. With each passing year, a rising percentage of children are declining to attend James Monroe High School. These numbers reflect James Monroe High School's performance at the state and national levels, in addition to identifying the specific areas that demand immediate attention.

Significance of the Research

The problem affecting James Monroe High School is a problem affecting most schools in America. The problem is also adversely affecting the futures of the students. Therefore, resolving the low college readiness gaps at the school will help promote public confidence in the school. It will positively affect the student's success in post-secondary education. In their longitudinal study, Jackson & Kurlaender (2013) showed that college readiness affects post-secondary performance and completion rates. The study highlighted the importance of college readiness, as college-ready students are more likely to complete their college education. The impact of college readiness in schools increases the public's confidence in the school. The school's various stakeholders, like parents, teachers, and students, become more confident about the school with the level of trust increasing. Public trust diminishes when students cannot complete their college studies because they are not ready for college.

James Monroe High School is a mixed community with a 0.06 diversity score. Fixing the problem affecting the high school will be able to promote relationships between all the neighboring communities. According to Leeds & Mokher (2019), college readiness among high school students is an important factor that helps reduce income gaps between ethnic groups. This will enhance the relationships between the different communities. It will create equal chances for students from different ethnic groups after college completion. All the students will have an equal opportunity to apply for jobs they can manage.

The study will also positively affect the school. The school administration would use the findings from the study to create parameters to improve college readiness. College readiness is measured using variables that can be used to the advantage of the students. The school administration can identify the challenges adversely affecting their parameters and implement new parameters that work to the student's advantage.

Purpose Statement

This study proposes potential solutions to the issue of inadequate college readiness among students attending James Monroe High School in West Virginia. Qualitative and quantitative approaches were employed in the collection of data. A quantitative survey, focus groups, and semi-structured interviews were some of the methodologies employed. Participating were parents, instructors, students, and other members of the school community. Interviews will be conducted face-to-face with seven educators affiliated with James Monroe High School. Interviews frequently encompass subjects such as data analytics, community-school relations, institutional performance evaluations, and educational initiatives.

To elicit beneficial information from respondents regarding a particular subject via quantitative survey, the second method entails formulating precise and quantifiable inquiries. Five individuals from each group—teachers and students—participated in the quantitative survey. The quantitative survey inquiries encompassed the aforementioned topics, in addition to the classroom environment and the impact of students' personal lives on their academic performance. All respondents to the quantitative survey received their completed questionnaires through email. You can collect data at school through observation by observing how students interact with one another, instructors, and other elements such as the schedule. The researcher intends to examine five distinct classrooms located within the school.

The subsequent phase of quantitative surveying involved formulating objective inquiries that elicited reflective responses from respondents. Five educators and ten pupils comprised the fifteenth cohort that responded to the quantitative survey. The quantitative survey inquiries also encompassed the school climate and the impact of students' origins on their academic development. The survey forms for the quantitative survey will be distributed to respondents via email. Information can be gathered at school through observation by observing students' interactions with teachers and peers, in addition to other variables such as schedules. Throughout the events, the researcher will examine five distinct classrooms at the institution.

Central Research Question

How can the low college readiness rates at James Monroe High School in West Virginia be solved?

Definitions

1. College readiness – Possession of information, abilities, and behaviors necessary for high school students before beginning their first year of college. (Abraham et al., 2014).

2. College readiness indicators- criteria for judging a high school student's readiness for college. The high school GPA and course-taking are examples of indicators. (Durham et al., 2015).

3. Minority communities- these are populations that have traditionally faced hurdles to accessing employment, equal political representation, etc. They include the elderly, illiterate, low-income families, and people living with disabilities (Durham et al., 2015).

4. Under-privileged communities- groups of people who face economic, social, or educational disadvantages when compared to the broader population in a particular region or society (Durham et al., 2015).

5. College enrollment- the process by which individuals officially register and become students at a college or university, pursuing higher education (Hossler et al., 2019).

6. Curriculum- a structured and organized set of educational plans, materials, activities, and experiences designed to guide and support learning (Durham et al., 2015).

7. Placement examinations- standardized tests or assessments designed to evaluate a student's knowledge and skills in a specific subject area. These tests to determine a student's proficiency in a particular subject and place them into an appropriate course or educational level (Hossler et al., 2019).

8. Cognitive strategies- a range of mental processes and techniques that individuals use to acquire, process, retain, and apply information and knowledge (Hossler et al., 2019).

Summary

This applied study sought to offer suggestions for addressing the issue of West Virginia's James Monroe High School's low college preparation gaps. The issue of college readiness at James Monroe High School in West Virginia is like what most schools are facing as at the school, 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate.

Overview

This study attempts to provide definitive answers to the question of why so few James Monroe High School pupils in West Virginia are prepared for college. Concerns have been raised regarding the college readiness of the 84% of James Monroe High School students who originate from low-income and disadvantaged households. A meagre 28% of these students possess the requisite college preparation.

Narrative Review

High School Abstract Thinking Outcome, Theoretical Framework, and Summary

Introduction to Major Headings: This section will outline the interview procedures, quantitative survey procedures, and focus group procedures employed in this study. This study chapter presents interview procedures, quantitative survey procedures, and focus group procedures.

Narrative Review

The purpose of this narrative review is to critically assess and synthesize pertinent studies to college readiness to gain a comprehensive understanding of the recent report highlighting the subpar college readiness levels at James Monroe High School. This review literature review includes a detailed exploration of the concept of college readiness, by probing it within the context of state and federal education systems. The review further delves into systematic methods employed by stakeholders to enhance college readiness, analyzes pertinent federal legislation related to the topic, and explores commendations advocated by scholars, including the development of bridging programs, the Pass Theory, and other potential policy interventions geared at ameliorating the low college readiness rates explicitly at James Monroe High School, as illuminated in Hofer's (2020) report.

According to Mokher et al. (2018), College readiness refers to the abilities, attitudes, and knowledge a high school student should possess before beginning their first year of college. The phrase is typically used to describe and evaluate how prepared students are before enrolling in their first year of college. Placement examinations and GPA are two examples of indicators for college preparedness, and states can select indicators based on their particular settings (Leeds & Mokher, 2019). Many schools now use standardized high school assessments, and disciplines like science, math, and reading are benchmarks to gauge students' readiness for college (Fina et al., 2018).

The rate at which students enroll in college and each grade can be used to compare pupils' preparation for college. As students advance to the following grades, the enrollment rate for each grade at Monroe High School declines (Robertson, 2022). According to statistics from Watson (2020), there has been a minor dip in students enrolling in challenging subjects in high schools, such as mathematics, as their advanced courses have dropped from 3% to 1%. The preparedness rate for college enrollment for white students in the United States is 96%, compared to 1% for students of other races. According to estimates, the school currently has a high frequency of students who are prepared for college and careers.

In the United States, legislators at the federal and state levels have the authority to define policy issues through legislation and regulation and to select the tools that will be used to enact policy solutions. The federal government's limited ability to affect education policy, practice, and resources results from its inability to have a clearly defined role in educational policy (Leeds & Mokher, 2019). The federal government has tried to promote and even mandate college readiness for some time. Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) was added to the Higher Education Act 1965 in 1998. According to Durand et al. (2022), this law was created to help minority and low-income kids prepare for college.

According to Kurlaender, Reed, and Hurtt (2019), higher education institutions operate within a complicated legal framework that includes enrollment, admissions, and privacy regulations. Lawsuits cost money when people break the rules. Students are protected from discrimination based on educational programs by Title IX of the Education Amendments of 1972 (Cole, 2022). The Act supported all students' enrollment. Ensure all children ready for college are recruited, admitted, and given counseling. And that they receive financial assistance for all students.

Aligning high school curricula and expectations with colleges' expectations is difficult (Stafford, 2019). Students lack early preparation for college and fail to create high-quality syllabi in their classes (Kolluri & Tierney, 2020). Many high school graduates want to attend college, but only 68% do so shortly after graduation, and even among those who do, few finish the required courses. College preparation raises students' chances of staying in school and earning a degree Student achievement in college is influenced by their readiness for it (Wariyo & Asgedom, 2021). According to research, schools must do more to prepare students for college (Convertino & Graboski-Bauer, 2018; Yarnetsky & Morgan, 2021).

The state government aims to address the issue of ill-prepared students for college by developing bridge programs between high school and university. Thirty-eight states have instituted P-16 or P-20 councils to assist students in transitioning from elementary school to higher education, according to the Education Commission of the States. The planned K-16 changes are focused on curricula, standards, and assessed competencies that reduce preparation shortages (Vogel & Karakaşolu, 2021).

The intricate relationships between interdependent actors frequently leading to policymaking are known as policy networks. The way that policymakers define college readiness has been strongly affected by a variety of non-profit educational organizations, university institutes and centers, testing providers, and state policymaking associations (Bragg, 2018). The amount of information available about preparing students for college is, at best, scant, and actual requirements are sometimes overshadowed by suggested fixes. The achievement disparity between first-year college students and high school graduates is unsustainable, according to everyone concerned with educational governance (Floyd et al., 2022).

Effectiveness of College Readiness Initiatives

The emphasis on education in the United States has recently shifted from high school graduation to college success. Policymakers and practitioners at the local, state, and federal levels, along with their community partners, have focused on preparing students with the skills and knowledge necessary to enroll and succeed—without remediation—in a post-secondary program that leads to a degree after realizing that success in today's economy requires more than just a high school diploma (Conley 2007). This shift in focus has been accompanied by many programs and efforts, such as federal competitive grant programs, school-wide reform projects, community-based education support structures, and many more, designed to help children get into and succeed in college.

Every university and school is unique. However, they often include subjects from the common core curriculum, including arithmetic, English, science, history, and even a foreign language. This schooling lays the basis for further education in college. Life and academic abilities are needed to succeed in college (Conley 2007). Writing essays and finishing science experiments are examples of academic competence. Time management, critical thinking, problem-solving, communication, and other abilities will all be necessary for college. College is difficult; therefore, students must be driven and conscious of their mental health. This implies that their drive and sense of self-worth will greatly influence their capacity to meet and overcome obstacles. Additionally, cultivating an optimistic outlook can be beneficial (Conley, 2007).

Students will be able to handle the complete range of college courses they are likely to encounter if they are prepared to succeed in best practices courses. According to this definition, students are considered college-ready if they can comprehend what is expected of them in college-level coursework, handle the material information provided, and retain the course's most important intellectual lessons and attitudes (Conley, 2007). By comprehending the post-secondary educational culture and structure as well as the methods of knowing and intellectual norms prevalent in this academic and social setting, the student is also better equipped to make the most of their college experience.

More American high school graduates than ever before—about 67 percent—enrolled in college after receiving their diplomas in 2016 (National Center for Education Statistics, 2022). The increased college enrollment rate is unquestionably a success. However, there is a need to consider how many of these aspirational and hopeful young people will succeed in higher education. The statistics show that fewer and fewer of those who graduate from high school succeed in college. According to the most recent data, only roughly 15.5 million students enrolled in four-year institutions in 2020 to pursue a bachelor's degree and graduated four years later (National Center for Education Statistics, 2022).

According to research, one of the main reasons students struggle in college is the disconnect between what they experienced in high school and what is expected of them there. According to Conley (2007), many first-year students discover their college courses are fundamentally different from their high school courses. College instructors anticipate that their students will make inferences, interpret findings, examine contradictory sources, back up claims with evidence, work through challenging issues that defy simple solutions, offer explanations, draw conclusions, and think deeply about what they are learning. Additionally, college courses move along more quickly, frequently requiring students to read eight or nine volumes in the time it took them to read just one in high school.

The emphasis on education in the United States has recently shifted away from high school graduation to college success (Floyd et al., 2022). Policymakers and practitioners at the local, state, and federal levels, along with their community partners, have focused on preparing students with the skills and knowledge necessary to enroll and succeed—without remediation—in a post-secondary program that leads to a degree after realizing that success in today's economy requires more than just a high school diploma (Conley 2007). This shift in focus has been accompanied by many programs and efforts, such as federal competitive grant programs, school-wide reform projects, community-based education support structures, and many more, designed to help children get into and succeed in college.

The emerging area of college preparedness has developed over the last few years into a vast undertaking involving numerous actors and multiple industries (Bragg, 2018). Keeping up with pertinent policies and efforts is both a difficulty and a requirement, given the field's quick rise and growth and the many actors engaged. A review of the field of college readiness can identify key roles that the community, business, and philanthropic sectors should play in developing a coordinated strategy for enhancing readiness, as well as successful strategies for doing so and gaps in research, policy, and practice.

The Elementary and Secondary Education Act (ESEA) framework, which suggests that states hold K–12 pupils to higher standards that encourage global competitiveness, was released by the Obama Administration in 2010. Following this request, state leaders and partners launched the Common Core State Standards Initiative (CCSSI) to create standards that would prepare students for college. This initiative largely reflects the blueprint's recommendation that students should be regularly evaluated on their progress toward these standards and that college-ready students have completed a demanding elementary and secondary academic program in English language arts and math, among other important subjects.

Two overlapping coalitions of states, the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (S-BAC), each received a sizeable Race to the Top grant from the federal government to develop assessment systems that map students' college-ready trajectories. The PARCC and S-BAC efforts, like CCSSI, contend that a solid academic foundation is key to becoming college-ready. Researchers have long sought to define precisely what it means to be college-ready. According to prior research, preparing for college entails possessing the academic content knowledge and skills required to succeed in college-level courses (Conley 2007).

Federal Legislation on College Readiness

Students in high school frequently lack knowledge of the abilities required for college. 90% of high school freshmen anticipate pursuing post-secondary education, although many are ill-equipped to do so (Leeds & Mokher, 2019). According to Leeds & Mokher (2019), students in low-performing high schools and first-generation college students are especially ignorant of the differences between the knowledge and abilities required to graduate from high school and those required for college. Due to the estimated $7 billion yearly cost of developmental education (D.E.) courses among first-time, degree-seeking fall enrollment, students' inadequate preparation for post-secondary education has costly repercussions for both students and institutions.

The Community College Research Center found that using college placement tests to put students in D.E. frequently resulted in placement errors (Scott-Clayton et al., 2014). Many students are underrepresented in D.E. courses when they might have passed for-credit courses. Some students are overplayed into for-credit courses in which they are predicted to fail. Although the studies from the Community College Research Center were carried out in specific contexts that might not be generalizable to other states or placement exams, the findings have been influential in policy recommendations, encouraging the use of a variety of measures for college course placement across the country (Education Commission of the States, 2016).

The federal government is currently making significant investments in college readiness through higher standards, improved assessments that align with the knowledge and skills required to succeed in higher education, and assistance to states in creating data systems that make it simple to track students longitudinally through the P-16 system. These are crucial (and long overdue) building blocks for producing more college-ready young people.

Every Student Succeeds Act (ESSA), the first piece of education reform legislation passed since the highly contentious No Child Left Behind Act was passed in January 2002, was signed into law by President Barack Obama on December 10, 2015 (U.S. Department of Education, n.d.). ESSA appears to be a response to the long-standing demands of educators nationwide for fundamental educational reform. The new 391-page law, accessed here, has received much attention, particularly for its nonpartisan nature and the limitations on the federal government's role in education. Major choices regarding most academic standards and how schools will adhere to them are left to the states under the ESSA.

ESSA made significant advancements in previous years, with the work of educators, communities, parents, and kids nationwide ensuring success. For instance, high school graduation rates are at record highs right now. Dropouts are at a record low (U.S. Department of Education, n.d.). Additionally, more students than ever are enrolling in college. These accomplishments lay a solid foundation for future efforts under ESSA to increase educational opportunities and enhance student outcomes.

The No Child Left Behind (NCLB) Act, the previous iteration of the law, was passed in 2002. In many ways, NCLB was a big step forward for the kids in the United States, especially because it made it clear where students were succeeding and where they needed more help, regardless of their race, native language, zip code, disability, or background. The law was due for reform in 2007, and as time passed, schools and educators found it increasingly difficult to comply with NCLB's prescriptive criteria. Recognizing this, the Obama administration joined a call in 2010 from parents and educators for better legislation to ensure that every student is adequately prepared for college and the workplace (U.S. Department of Education, n.d.).

ESSA has elements that support ensuring student and school success (Adler-Greene, 2019). Some of the elements of the legislation that have improved college readiness include; demands that all students in America be taught to high academic standards that will help them thrive in college and their professions for the first time, ensure that crucial data is communicated to educators, families, students, and communities through yearly statewide exams that gauge how well kids are doing compared to those demanding criteria. Supports and fosters local innovations, such as evidence-based and location-based treatments created by local leaders and educators, by our Investing in Innovation and maintains the expectation that there will be responsibility and action to bring about good change in our schools with the lowest graduation rates and groups of kids who are not making progress (U.S. Department of Education, n.d.).

In marked contrast to its predecessor, the No Child Left Behind Act (NCLB) of 2001, the No Child Left Behind Act (ESSA) is notable for returning authority to the states (Malin et al., 2017). ESSA is lengthy and complicated, and it contains several different policy processes about the operations of the state, intermediary, and local educators. College and career readiness (CCR) is one element of ESSA that reflects the wide policy initiative to enhance K–12 students' readiness to transition to higher education and the workforce. Given the long-standing influence of ESEA on state and local education policy and practice on college and career readiness, particularly regarding equitable student access and participation, it is crucial to comprehend the extent to which this new federal law will affect those policies and practices.

College and career readiness (CCR) initiatives can take many forms in federal, state, and local education policies (Malin et al., 2017). It is crucial to comprehend how CCR has been expressed and prioritized in the ESSA legislation, partly because public education mandates the education of all students, especially those from historically underprivileged student populations. We aim to determine whether and how equality is included in this new version of federal policy. Our interest in this aspect of CCR stems from claims that equity needs to be addressed more forcefully in CCR policy. The country risks sustaining imbalances between student groups that could have a long-lasting negative effect on society if CCR is not acknowledged as crucial for all students.

CCR includes the creation of standards-aligned examinations as one of its components, along with criteria for college and career readiness. Each state was required to establish rigorous academic standards under the NCLB Act of 2001, and school systems and states were held responsible for students' academic performance (Malin et al., 2017). These standards had to be attained by all students overall and by particular demographic subgroups. Academic proficiency was narrowly defined as student performance in reading and math. NCLB did not include any accountability mandate to ensure students are prepared for careers, even though mandating academic standards was an important step for the law.

The ability to compare student learning across the 50 states has been hindered by the fact that each state has different standards and definitions of proficiency. As a result, policymakers have questioned whether the knowledge and abilities required for success after high school and to compete in the global economy are sufficiently reflected in the states' present standards (Malin et al., 2017). However, given the United States' past biases on race and intelligence, Malin et al., 2017) claimed that an education strategy that prioritized eliminating racial academic success gaps was "nothing short of remarkable."

The creation of the Common Core State Standards (CCSS), which focuses on CCR, was motivated by a goal to equip all children with the skills necessary to succeed in the global economy and society. Conley (2014) remarked that "one of the most important goals of the Common Core State Standards is that they provide the knowledge and skills necessary to succeed in college, career, and life" (p. 4) while describing the inspiration for the development of the CCSS. The K-12 English Language Arts and Mathematics standards were later produced by the Common Core State Standards Initiative (n.d.), which is currently being used by 42 states and Washington, D.C. The math and English language arts standards have been altered in certain jurisdictions, but an examination shows that most of these adjustments have been small. The design process helped define state curricular standards, local educational strategies, and uniformity for evaluating students' CCR. However, there are still large achievement gaps between various student groups. According to national statistics, kids of color are less prepared for college than White college students regarding post-secondary enrollment and completion rates (Malin et al., 2017).

School-Level Efforts to Address College Readiness

Conley (2007) published a monograph titled "Redefining College Readiness." It outlined a four-part conceptual model for college readiness that included four dimensions: key cognitive strategies, key content knowledge, academic behaviors, and contextual knowledge. According to Conley (2007), key cognitive strategies are deliberate actions that help students acquire, comprehend, remember, utilize, and apply information from various subjects. The majority of students arrive unprepared for the intellectual demands and expectations of post-secondary environments, according to college instructors across the country, regardless of the selectivity of the institution (Conley, 2007). According to additional research, college professors anticipate their students to conclude, interpret findings, evaluate contradictory sources, provide evidence to support claims, address complex issues with no clear solution, draw conclusions, provide explanations, conduct research, participate in debates about ideas, and generally think critically about the material they are being taught. When confronted with content information they have not previously developed these cognitive techniques, students who have limited prior experience struggle.

Understanding the teaching, learning, and assessing of the Key Cognitive Strategies required for college readiness derives from research on human cognition (Conley, 2007). This also includes dispositional-based theories of intelligence, which assert that intelligence can be taught and developed; thinking skills, cognitive learning theory, which asserts that learning is a product of thinking; and competency theory (Conley, 2007). This provides a way to think about learner progression. To develop increasingly more difficult learning opportunities that are precisely calibrated to result in student readiness for college success, college-ready schools draw on these features of human learning. The School Diagnostic lists the Key Cognitive Strategies: problem formulation, research, interpretation, communication, and precision/accuracy.

According to Conley (2007), key content knowledge is the fundamental knowledge required to understand academic disciplines, including all-encompassing reading and writing abilities, as well as knowledge and abilities in the core academic subject areas of English/language arts, mathematics, science, social sciences, and world languages. For instance, compared to high school, college students are expected to read a far wider breadth of literature, typically in much larger volumes. College-level writing is required to convey concise, well-supported arguments drawn from a range of reliable sources and to be delivered flawlessly by a predetermined style guide.

Students need academic behaviors to handle the demands of the workload and rigor of college. These behaviors include self-management abilities, attitudes, and habits. These differ from important cognitive strategies in that they typically don't depend on a specific subject area and are primarily composed of self-awareness and study techniques. Academic behaviors do not necessarily reflect mental aptitude; children who display these behaviors can better apply their intellectual prowess to academic success. Examples include the capacity for self-advocacy, collaboration, self-evaluation, time management, note-taking, goal-setting, and self-monitoring (Conley, 2007).

Mandating College Readiness

In the United States, post-secondary higher education remains essential for obtaining credentials, degrees, and fulfilling work (Floyd et al., 2022). For many years, community colleges, in particular, have been the Ellis Islands of America's higher education system, enabling everybody access to a better standard of living. The workforce, career, and technical education are driving the growth of higher education in the post-secondary sector. It is the key to filling middle-wage and high-skill, high-wage positions. Technical colleges, community and state colleges, private colleges, and public universities continuously evaluate their roles in meeting the needs of the country's workforce and successfully constructing a workforce fit for the twenty-first century as the United States post-secondary higher education works to close a nationally identified skills gap.

As success in the modern labor market depends on students possessing post-secondary education and training, and employability skills, preparation for college and careers is becoming increasingly crucial (Floyd et al., 2022). Every Student Succeeds Act (ESSA) gives states several legislative tools to enhance homeless youth's preparedness for college and the workforce (U.S. Department of Education, n.d.). Children from underserved communities face educational difficulties, such as transportation issues, trouble enrolling in classes, and financial difficulties that prevent them from paying for materials or extracurricular activities. According to research, such students are at least twice as likely to be chronically absent and are more likely to drop out of school than the general student population.

The ESSA changes mandate that states and localities review state laws, regulations, practices, and policies that might hinder the enrollment, attendance, and success of homeless youth and others from underserved communities. This is to provide evidence in their Title I plans of how they intend to remove those obstacles. This is because homeless youth face several educational challenges. According to the legislation and non-regulatory guidance, states should: remove obstacles brought up by charges, penalties, absences, and missed enrollment deadlines (Kannam, 2018). If there is a disagreement over enrollment, school choice, or eligibility, enroll pupils immediately in their first choice until a solution has been reached.

High School Abstract Thinking Outcome

Computational thinking is regarded as the foundation of all STEM science disciplines, according to Hanif et al. (2021). Five constructs—abstraction, generalization, algorithms, modularity, and decomposition—can be used to assess the levels of computational thinking proficiency. Abstract thoughts don't need to be founded on actual physical experience; instead, they might be constructed on ideas based on greater experience. In this instance, Zehetmeier et al. (2019) carried out a literature review on abstract thinking. They discovered an indication that may be used to gauge abstract thinking or to be named the Abstract Thinking Framework.

According to Hanif et al. (2021), a student prepared for college can conceptualize or pair abstract concepts with real-world examples. Using metaphors and sayings from the past is one of the best ways to encourage pupils to think abstractly. Students will initially react as described above, but with enough practice, they will be able to understand, to think abstractly about works like Carol, Dr. Suess, and Milton, such as Horton the El true meaning of the sayings. Understanding the diversity of literature, both classical and modern, requires the ability to think abstractly (Hanif et al., 2021).

SAT: Scholastic Aptitude Test

The Scholastic Aptitude Test (previously known as the Scholastic Achievement Test) and the Scholastic Aptitude Test (formerly known as the SAT) are both standardized tests used to assess key competencies needed for tertiary-level academic performance (Van Schalkwyk, 2017). The SAT is a standardized test that middle and high school students typically take to prepare for admission to colleges and institutions in the United States. The College Board administers it. To create tests that would make sense in a society where problem-solving abilities, effective communication, and an understanding of complex relationships have become essential for success in both career and life, the College Board reviewed and redesigned the SAT. This was done to better align it with the work high school students do in the classroom.

The updated SAT Suite of Assessments, which includes the SAT Math and SAT Evidence-Based Reading and Writing (ERW), was first given in the spring of 2016 in both the United States and abroad. The exam lasts, on average, 3–4 hours, with an additional 50 minutes for the SAT with an essay (Van Schalkwyk, 2017). The updated test no longer penalizes pupils for guessing or giving incorrect answers, and the 1600-point scale, which includes sub-scores and cross-test scores, gives educators insight into each student's unique strengths and weaknesses so they may modify their education as necessary. The College Board also formed new agreements with top online providers who offer practice problems and instructional films to assist students to get ready, improving accessibility for various populations.

A student who is prepared for college can conceptualize, or pair abstract concepts with real-world examples. Using metaphors and sayings from the past is one of the best ways to encourage pupils to think abstractly. Students will initially react as described above, but with enough practice, they will be able to understand the think abstract, works like Carol, Dr. Suess, and Milton, such as Horton the El true meaning of the proverbs. Understanding the diversity of literature, both classical and modern, requires the ability to think abstractly. Without the ability many students in the United States graduate from high school without having acquired the information and skills necessary for success in college (RN-30, 2007). Only 34% of high school pupils were considered college ready in 2002.

HSGPA: High School Grade Point Average

Grades from high school courses are important measures of academic accomplishment for learners, teachers, and institutions of higher learning (Allensworth & Clark, 2020). However, because all students are evaluated using the same activities and settings, standardized test scores are frequently considered to be more accurate and objective measures of academic readiness than students' grades. To assess students' progress toward college readiness standards, all states use standardized examinations, with 45 states adopting ACT or SAT scores (Nayar, 2015). The What Works Clearinghouse practice guide on how to prepare students for college makes it clear that standardized test scores should be used to monitor students' college readiness, while HSGPAs are discussed as one performance indicator to take into account along with curriculum and assessments (Allensworth & Clark, 2020).

Grades from high school courses are important measures of academic accomplishment for learners, teachers, and institutions of higher learning. However, because all students are evaluated based on the same activities under the same circumstances, standardized test scores are frequently considered to be more accurate and objective measures of academic preparation than students' grades. To assess students' progress toward college readiness standards, all states use standardized examinations, with 45 states adopting ACT or SAT scores (Nayar, 2015). The What Works Clearinghouse practice guide on how to prepare students for college makes it clear that standardized test scores should be used to monitor students' college readiness, while HSGPAs are discussed as one performance indicator to take into account along with curriculum and assessments.

The focus on test scores in policy and practice is predicated in part on the idea that college admission exams are reliable indicators of preparation. However, research shows that high school grade point averages (HSGPAs) are better predictors of college outcomes than test scores contradicting the emphasis on test scores over grades in policy and practice recommendations (Nayar, 2015).

By examining whether students with the same HSGPAs are systematically more likely to graduate from college if they attended specific high schools and whether the slope of the relationship varies by high school, Allensworth & Clark (2020) directly addressed questions about the variability in HSGPAs across high schools as predictors of college readiness. Then, using ACT scores—which are typically believed to be equal. The study administered identical exams. Additionally, the study determined the degree to which high school effects on college graduation exist but are not evident in either students' HSGPAs or ACT scores.

PASS: Planning, Attention-arousal, Simultaneous, and Successive

Luria's work serves as the foundation for the Planning, Attention, Simultaneous, and Successive P.A.S.S. The model is proposed as a comprehensive conceptualization and framework for cognitive processes (Naglieri & Das, 2005). The experimental tasks created by Das and Naglieri to measure these processes as well as Luria's perspective on them are provided in depth. A study of the WISC-R and K-ABC from the PASS model was presented by Naglieri & Das, 2005). The current experimental tasks employed in the Das-Naglieri Cognitive Assessment System are described, as well as factor analytic, criteria-related, and discriminant validation of the PASS model. Finally, responses are given to some of the reviewers' criticisms from the conference.

Choosing the appropriate course of action in the face of a challenge or unknowable circumstances requires planning. The ability to selectively ignore some stimuli while attending to others is known as attention arousal, which is the brain's first functional unit. Simultaneous processing calls for the capacity to incorporate various stimuli and data into our knowledge base as a whole. The capacity to logically arrange incoming inputs and data is necessary for successful processing.

Recommendations

Over the years there have been various studies offering recommendations that would be able to improve college readiness for students. Conley (2007) offered a framework that would help in improving college readiness and thus helping in resolving the low rates of college readiness. In one of the recommendations, Conley (2007) points out the importance of high school students in understanding the differences between college and high school. Along with the expectations for participation, autonomous work, motivation, and intellectual development, the student-teacher relationship undergoes a significant adjustment. All of this takes place at a time when numerous young people are for the first time experiencing major independence from their families and from the role of a child. It makes sense that the transition from high school to college is one of the most challenging times for many people in their lifetime.

Theoretical Framework

Das et al. (2021) created the Planning, Attention-arousal, and Simultaneous-success Theory of Intelligence. Choosing the appropriate course of action in the face of a challenge or unknowable circumstances requires planning. The ability to selectively ignore some stimuli while attending to others is known as attention arousal, which is the brain's first functional unit. Simultaneous processing calls for the capacity to incorporate various stimuli and data into our knowledge base as a whole. The capacity to logically arrange incoming inputs and data is necessary for successful processing (Asari et al., 2020).

The idea is based on four basic processing systems: planning, attention-arousal, simultaneous, and successive (PASS). The frontal lobe function is planning. It is one of the key skills that sets humans apart from other primates and is more precisely connected to the prefrontal brain. The prefrontal cortex is essential for setting goals and objectives as well as for creating the action plans needed to achieve them. It chooses the cognitive abilities necessary to carry out the plans, coordinates these abilities, and applies them correctly. The prefrontal cortex is also in charge of determining if our activities were successful or unsuccessful in relation to our aims.

Low degree of college readiness observed at James Monroe High School in West Virginia necessitate the implementation of a comprehensive strategy aimed at enhancing students' readiness for post-secondary education. Gaining insight into the cognitive mechanisms and neural mechanisms linked to attention arousal, simultaneous processing, successive processing, and planning can establish a theoretical foundation for formulating efficacious interventions to tackle this matter. The concept of attention arousal refers to the process by which individuals become alert and engaged with stimuli in their environment.

One essential cognitive process is attention arousal, which encompasses the capacity to deliberately concentrate on specific stimuli while effectively disregarding irrelevant information. Optimal cognitive functioning and responsiveness to the environment are of paramount importance. Individuals diagnosed with attention deficit disorder (ADD) may encounter difficulties in sustaining attention and concentration, thereby impacting their preparedness for college. In order to effectively address this issue, it is advisable to employ strategies that facilitate the stimulation of attention. These strategies may encompass the integration of captivating pedagogical approaches, interactive educational encounters, and the establishment of a stimulating academic milieu in order to augment students' capacity to discerningly concentrate on pertinent information while disregarding extraneous stimuli.

Simultaneous processing is a significant cognitive process employed by the brain. The process entails the integration of various stimuli and informational components in order to establish a cohesive entity, thereby enhancing our knowledge framework. The occipital and parietal lobes are integral in the process of simultaneous processing. In order to cultivate the ability to engage in simultaneous processing and foster preparedness for higher education, it is recommended to integrate instructional approaches that facilitate this cognitive process. For instance, the implementation of visual aids, interactive group activities, and problem-solving tasks that necessitate the integration of diverse information has the potential to facilitate the cultivation of simultaneous processing skills.

Successive processing refers to the cognitive ability to systematically arrange and combine information in a sequential manner. This cognitive skill is crucial for various tasks, including the acquisition of numerical concepts, mastery of alphabetic symbols, and execution of mathematical operations. The cognitive process in question is primarily associated with the temporal lobe. In order to enhance the development of successive processing skills and promote college readiness, it is advisable to incorporate instructional strategies that prioritize sequential ordering and logical reasoning. These could encompass organized practice exercises, methodical problem-solving strategies, and systematic learning activities that build upon previously acquired knowledge.

Planning is a cognitive process that is closely linked to the functioning of the frontal lobes within the human brain. The process entails establishing objectives, formulating strategies to attain them, and anticipating the potential consequences of said strategies. Proficiency in planning is crucial for effectively managing challenges and accomplishing tasks with favorable outcomes. In order to bolster the capacity for effective planning and enhance preparedness for higher education, it is crucial to integrate methodologies that foster the development of executive functions. These strategies encompass the instruction of goal-setting techniques, the provision of guidance on the formulation of effective study plans, and the facilitation of opportunities for students to engage in decision-making and problem-solving within authentic contexts.

In conclusion, a comprehensive understanding of the cognitive processes of attention arousal, simultaneous processing, successive processing, and planning, as well as their corresponding brain regions, can provide valuable insights for educators and stakeholders in devising specific strategies to tackle the issue of inadequate college readiness at James Monroe High School in West Virginia. The implementation of strategies aimed at enhancing attention arousal, simultaneous processing, successive processing, and planning skills has the potential to enhance students' cognitive abilities and enhance their preparedness for higher education, thereby increasing their likelihood of achieving success in this academic context.

Summary

Chapter Three: Procedures

Overview

The objective of this applied research study was to identify a method for enhancing the college readiness of pupils attending James Monroe High School in West Virginia. While 84% of students were prepared for college, only 28% of those from disadvantaged and low-income households were. This is an issue encountered by numerous institutions. This is the situation at James Monroe High School in West Virginia. The procedures for conducting focus groups, quantitative surveys, and interviews are delineated in this segment of the research.

Interview Procedures

Semi-structured interviews were the first method of data collection in this study. Prior to presenting the interviews to the participants, they were initially drafted. When acquiring data that can answer research questions or provide additional insights on a certain topic, interviews are useful. All of the interview questions were created using a variety of college preparedness reading sources. Seven instructors from James Monroe High School in West Virginia took part in the interview. The participants were chosen via convenience sampling. The seven teachers comprised of the school principal, two teachers from the examination department, and four teachers who taught students from 9th through12th grade. The choice of the school principal important since the principal is the decision-maker in the school and give great insights into college readiness among students. Their participation was required in resolving the problem. The teachers from the examination department would be effective when implementing strategies to help in correcting the problem.

Face-to-face interviews were performed in one of the school's brand-new classrooms. When they felt ready for the interview, the participants had to let the interviewer know. Each participant had a fifteen to twenty-five-minute interview session. Prior to transcription and coding, each session with participants was recorded in order to discover recurring themes regarding college readiness at the school. The researcher examined participant replies and discovered themes that cut across them using coding. To show how they were discovered, the codes and themes table were used.

Interview Questions

1. What criteria or indicators are utilized to assess a student's readiness for college?

The purpose of the inquiry was to ascertain whether the participants were aware of the elements that affected JMHS students' preparation for college. Leeds & Mokher (2019) assert that utilizing placement tests to place students in developmental courses frequently leads to misplacement.

2. What are measures taken by the school to enhance college preparedness the high school curriculum?

The purpose of the inquiry was to enable the researcher to ascertain whether or not the school's curriculum was created to assist students in preparing for higher education. The impact of Programs of Study (POS) on preparing students for college and careers was examined by Castellano et al. in 2016. They discovered that enrolling in POS increased learners' graduation rates and resulted in good retention using a structural data analysis method (Castellano et al., 2016).

3. What are the factors that contribute to the college readiness challenges faced by students from underprivileged and low-income neighborhoods?

Understanding learner or institution-specific variables that contribute to high school pupils' inadequate college readiness was the question's main goal. They stated that depending on test scores and other indicators can result in students being underprepared and misdirected (Leeds & Mokher, 2019).

4. What current problem in your school or educational setting would you like solved?

This question was designed to identify present challenges in school or in typical education settings and they affect student college readiness when specific barriers and challenges faced by students are addressed. By identifying and solving these challenges teachers and policy make and create a more supportive and conducive environment that enhances learners' preparedness for college education. The approach facilitates targeted interventions and effective resource allocation aimed at addressing student’s unique needs and bolstering their chances of success in their high school education.

Top of Form

5. What is the best way to solve low college preparedness among students?

The question was asked to the participants to understand further how much they knew about each intervention. Morin (2021) mentions collaboration between teachers and parents and allowing parents to visit JMHS as some solutions that can help improve students' performance.

6. How will data help in solving of challenges encountered in JMHS students' academic performance?

Data is important in education. The academic achievement of JMHS students can be compared to national and state averages. Additionally, typical patterns in pupils' performance can be found by comparing them throughout the year. The question sought to determine if the institution used data to enhance instruction (Leeds & Mokher, 2019).

7. What is your knowledge of test results and assessment results in relation to college readiness?

School assessments can be used by teachers and government representatives to implement educational improvements (Tillema et al., 2011). Additionally, these tests are utilized to evaluate the proficiency of JMHS students in various topics and to simplify education to strengthen their areas of weakness.

8. What outside assistance is required by the school to address low college preparedness among high students?

If the local, state, and federal governments had also contributed to the school's low college preparation, the researcher would be better able to comprehend that (Leeds & Mokher, 2019). The school might use outside assistance to expand the learning resources it offers pupils and to provide financial aid to those who come from underprivileged backgrounds.

9. Are there any systemic issues that hinder college prepared among student from minority groups in your institutions?

This question seeks to identify systemic issues within the institution and how they impact college preparedness among students

10. What are the challenges that high school struggle with while transitioning to college?

This question helps the researcher gain valuable insights into specific academic that high school face while transitioning to college. Responses from this question helps in identifying areas that may require additional support or preparedness to improve college readiness

Quantitative Survey Procedures

The second data collection method was the use of a quantitative survey. There were sixteen participants in the survey: eleven teachers, three current students, and two alumni. Data was gathered by phone while each participant completed the survey at their convenience. Before the researcher performed the first survey, participants were informed seven days in advance, and participation was optional. The sixteen participants were chosen through deliberate sampling, and descriptive statistics were used to examine the data that had been gathered. The poll asked both demographic and non-demographic questions. Thematic analysis was used to evaluate the data obtained, identifying recurrent themes in the responses. The analysis of multiple-choice questions used averages and frequencies.

Demographic Questions

Instructions: Choose one response only for each question with multiple choices

1. What is your annual household income?

A. Less than $20,000 B. $20,000 - $50,000 C. $50,000 - $80,000 D. $80,000 and above

E. Prefer not to say.

The question would help in finding the correlation between socioeconomic factors and income.

2. Which languages are you capable of speaking fluently?

A. English

B. Spanish

C. Other

D. Prefer not to say.

The inquiry would enable the researcher to ascertain whether James Monroe High School had any students who spoke other languages. It would also aid in exploring how student/teacher language impacts preparedness for college.

3. What is your race or ethnicity?

A. White

B. Black

C. Hispanic

D. Asian

E. Other

F. Prefer not to say.

The inquiry would enable the researcher to assess the relationship between students' race or ethnicity and college readiness.

9. Do you believe there are differences between students from underserved and low-income families and those from wealthy backgrounds?

A. Yes

B. No

C. I don't know.

The inquiry was meant to aid the researcher in learning more about how the school views its students (Leeds & Mokher, 2019). The researcher could provide suggestions to enhance performance at JMHS by comprehending how various kids are handled.

10. Do you agree with the ratio of black students to white at James Monroe School?

The issue of diversity has been previously mentioned as one of the causes of the low rates of college readiness at the school. The question would aid the researcher in learning more about any gaps in the enrollment of students.

11. Does the school administration regularly organize meetings with parents?

A. Yes

B. No

C. I don't know.

The purpose of the inquiry was to assist the researcher in ascertaining whether parent-teacher collaboration took place frequently at James Monroe High School. This would aid in determining whether there was a problem with collaboration at the institution. The answer to this query will aid the researcher in formulating appropriate recommendations for initiatives to close the college readiness gaps at the school between students from low-income and underprivileged households and those from wealthy homes. In schools that work with parents, there should be a high rate of college attendance. Low performance was also anticipated when parents showed less interest in their children's education. If the majority of respondents firmly concur that the school administration regularly held meetings with parents, the issue was not related to parental involvement in their children's educational process.

12. Do teachers use data in designing teaching plans?

A. Yes

B. No

C. I don't know.

The goal of the inquiry was to determine the data analytics function at James Monroe High School. The data would also be compared to information from the interviews. Data is crucial to the process of teaching and learning. The utilization of data improves a thorough assessment of past and present educational initiatives. When compared to children from wealthy homes, JMHS performance statistics showed that students from underserved and low-income communities were least prepared for college (Garner, 2019). The researcher would come to the conclusion that the performance disparity was not caused by inadequate data use if the majority of respondents agreed with the assertion. However, if a large number of participants disagreed with the assertion, the researcher would draw the conclusion that the issue in the school might in part be caused by a lack of data utilization.

13. Do all the students have equal access to learning resources?

A. Yes

B. No

C. I don't know.

Any student's success depends on their access to learning resources, which has an impact on their preparedness for college. Resources for learning materials can include books, libraries, classrooms, and teachers. When students have equal access to learning resources, there is relatively little performance inequality, but there is significant performance inequality when students have unequal access to learning resources. The goal of the question is to help the researcher determine whether racial gaps in college preparation are the only explanation. If a large percentage of those surveyed agreed with the claim, discrimination was not present in the school and the success inequalities were caused by other factors. However, the researcher would come to the conclusion that JMHS discriminated against students if a large number of respondents disagreed (Morin, 2021).

14. The teachers play their role in helping the students set their goals (pick one).

The process of defining goals for kids is greatly aided by teachers. Focusing on what to do is the primary goal of goal setting. Since educators can provide crucial assistance, the question would enable the researcher to determine whether educators were active in their students' goal-setting processes. Most students will probably figure out what they need to do to achieve if instructors assist them in setting their goals (Elias, 2019). The answers to the question let the researcher determine whether poor goal-setting abilities are also a factor in low college preparation among low-income and neglected groups.

Focus Group Procedures

Focus groups were the researcher's third strategy for gathering information from the institution. The focus group's participants were chosen at random. A focus group about JMHS students' readiness for college was arranged by the researcher. The focus group session, which was held in the school's dining hall after classes, only accepted eight participants. Three of the eight participants were currently employed as teachers at JMHS, while one had previously worked there. Two participants were JMHS alumni, while the other two were neighbors who also happened to be JMHS parents. Following the steps mentioned below, the researcher examined data obtained using the thematic data analysis approach. The steps included Step 1: familiarization. Step 2: coding. Step 3: generating themes. Step 4: Review themes. Step 5: Defining naming themes. Step 6: Write up the themes.

Summary

This applied study sought to offer suggestions for addressing the issue of West Virginia's James Monroe High School's low college preparation gaps. The issue of college readiness at James Monroe High School in West Virginia is like what most schools are facing as at the school 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate. This chapter of the study includes interview procedures, quantitative survey procedures, and focus group procedures.

James Monroe High School 142 James Monroe Dr Lindside, WV 24951

Phone: 304-753-5182

June 15 2023

Michael Whitener

9531 Farrow Rd

Columbia, SC 29203

Dear Mr. Whitener,

RE: Permission Granted for Research on College Readiness at James Monroe High School

I am writing to formally notify you that your request to conduct a research study on college readiness at James Monroe High School has been approved. We acknowledge and value your expressed interest in tackling the issue of insufficient college preparation gaps within our institution and your proposal of recommendations aimed at improving this aspect.

The research study employs a mixed methods approach integrating qualitative and quantitative methodologies, with a specific emphasis on conducting interviews, surveys, and focus groups. The findings of this study hold the potential for identifying the factors contributing to inadequate college readiness and proposing strategies to enhance college preparedness among our strident cohort. The significance of this search and its potential to yield benefits extends beyond James Monroe High School, encompassing other educational institutions grappling with similar challenges.

We acknowledge and value your dedication to upholding ethical principles and safeguarding the rights of participants. Ensuring that all parties involved encompassing the principal, teachers, students, and parents are treated with respect and confidentiality is imperative. You are expected to comply with the informed consent procedure, which entails granting participants the option to withdraw from the study at any given point.

Research protocols must be effectively implemented within a secure and conducive environment to prioritize the safety and welfare of all individuals involved. We also acknowledge and value your dedication to anonymizing and securely storing the collected data, thereby safeguarding it against unauthorized access.

We strongly believe that the discoveries derived from your research study will contribute significantly to our educational community and extend further into other domains. By adopting the strategies outlined, it is anticipated that substantial advancement can be made in improving the rates of college readiness at James Monroe High School. This will result in expanded educational prospects and future accomplishments for our students.

On behalf of James Monroe High School, I hereby provide official authorization for implementing your research study within our educational institution. We appreciate your commitment and anticipate collaborating closely with you and the school community throughout this undertaking. If there are any additional questions or concerns, please feel free to contact me or the relevant personnel.

We appreciate your inquiry, Michael. We express our attitude for your proactive approach and acknowledge the potential beneficial effects that your research may bring to our educational institution. We extend our sincerest wishes for success in your research endeavor.

Sincerely,

Angie Mann, Principal