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Recommendations for Solving Low Rates of College Readiness at James Monroe High

School, West Virginia

Michael Whitener

School of Education, Liberty University

In partial fulfillment of EDUC 850

Author Note

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Michael Whitener

Email: [email protected]

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Literature Review

I. OVERVIEW

The purpose of this study was to provide recommendations for solving low college readiness

rates at James Monroe High School, West Virginia. The problem was that 28% of the low-

income and underserved students were ready for college compared to an 84% overall college

readiness rate (Hines et al., 2021). This analysis's major objective is to understand why James

Monroe High School has such a poor reputation and what can be done to improve it. Monroe

High School has a poor reputation regarding college readiness; this research aims at

understanding this issue and giving recommendations to solve this problem. According to

Copeland et al. (2020), students' academic performance and readiness can be altered by various

circumstances. The significance of schools, settings, teaching methodologies, student attitudes,

and family engagement was determined.

II. NARRATIVE REVIEW

A. A Different Exposition of Incremental Validity

Differential SAT and HSGPA The subject of comprehensive research with significant real-world

implications was performance (Boyce et al. 2020). It was discovered that culture, socioeconomic

class, gender, and ethnicity majorly affect SAT scores. The typical predictor for college

admittance is a student's performance on an admissions test or series of tests (Floyd, Garcia

Falconetti & Camacho, 2022). You may have to take a battery of exams that examine everything

from your English and verbal skills to your ability to reason and calculate. If this is the case,

prepare yourself. Each of these can be utilized on its own or in combination with other pieces of

information to construct a mathematical model driven by past data and predict how well you will

do in your academic pursuits while attending college (Vogel & Karakaşoğlu, 2021).

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B. The ability of high school students to think abstractly and the outcomes of

their studies

Copeland et al. (2020) present a remarkable study on how to include higher-order thinking skills

in science education. The study's findings highlight the need to include strategic planning, data

processing, and coding to improve natural science teaching outcomes (Akhter et al., 2021). For

instance, if most students agreed that the learning environment at the school was perfect, it

would be probable that low college readiness among students from low-income and underserved

communities resulted from their family background or student-specific challenges (Hall & Kelly,

2021). However, if most learners said that the learning environment was unwelcoming, the

implication was that the school created an unfavorable learning environment (Heller, 2022). The

researcher would then recommend a better action based on the response

C. SAT: Scholastic Aptitude Test

Some institutions use a student's SAT score and high school grade point average to determine

whether or not to admit them. Using National Center for Education Statistics-established criteria.

It was demonstrated that 65 percent of students met the qualifications to attend college. Other

markers of university readiness were disregarded. Academic achievement did not play a role in

either group's success. While reporting on college preparation standards, the American College

Testing Program based its conclusions on students' actual ACT assessment performance.

According to ACT statistics, only 22% of pupils are skilled in mathematics, composition, and

biology. Only 22% were deemed college-ready (Breves, 2021).

D. HSGPA: High School Grade Point Average

Studies of higher education frequently incorporate self-reported information from students, such

as their high school GPA, results on standardized tests, and participation in extracurricular

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activities. Researchers and those in charge of higher education must sometimes rely on what

students say about themselves and make inferences based on this information. This is because

obtaining official school records or evidence of such information is difficult and frequently

illegal (Akhter et al., 2021). Therefore, we do not know if our decision-making information is

reliable. In this research, we will examine the accuracy of reported HSGPAs by gender,

race/ethnicity, parents' education and wealth, and SAT band, among others.

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

Educational research methods need to consider students' general cognitive aptitude, as indicated

by an examination of students' preparation and performance on tests like the SAT, according to

the propositions, discussions, and pieces of evidence demonstrated by the theorists J.P. Das, Jack

Naglieri, and Kirby. These theorists are J.P. Das, Jack Naglieri, and Kirby.

III. THEORETICAL FRAMEWORK

Human thought is connected to the brain in a specific way via the PASS model, which stands for

planning, attention-arousal, simultaneous, and successive. The theorists J.P Das, Jack Naglieri,

and Kirby propose to discuss pieces of evidence demonstrating that it is essential for educational

research techniques to consider students' general cognitive aptitude, as indicated by an

examination of their preparation and performance on tests like the SAT. According to the

findings, there was a positive and negative link between the advances kids made on these

cognitive ability tests and their academic success in college (Breves, 2021).

IV. SUMMARY

The study aimed to investigate ways to prepare more James Monroe High School students for

college. Only 28% of low-income and underprivileged pupils were college-ready, while 84% of

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all students were not well prepared. College admission is typically determined by a student's

performance on admission or set of tests. This can be shown by observing how well they study

for and perform on examinations such as the SAT.

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References

Akhter, N., Ali, M. S., Siddique, M., & Abbas, R. (2021). Exploring the Role and Importance of

Career Counselling in Developing Awareness of Graduate Students' Career Choices

during Corvid 19. Multicultural Education, 7(11).

Boyce, S., Bazargan, M., Caldwell, C. H., Zimmerman, M. A., & Assari, S. (2020). Parental

educational attainment and social environment of urban public schools in the U.S.:

Blacks' diminished returns. Children, 7(5), 44. https://doi.org/10.3390/children7050044

Breves, P. (2021). Biased by being there: The persuasive impact of spatial presence on cognitive

processing. Computers in Human Behavior, 119, 106723.

Copeland, B. A., Talbert, B. A., LaRose, S. E., & Russell, M. A. (2020). Are college and Career

Ready? A Snapshot of 12th Grade National FFA Members. Journal of Agricultural

Education, 61(4).

Durand, F. T., Wilcox, K. C., Lawson, H. A., & Schiller, K. S. (2022). Framing Leaders'

Discourses on College and Career Readiness. American Journal of Education, 128(2),

327-354.

Floyd, D. L., Garcia Falconetti, A., & Camacho, L. (2022). Post-secondary Higher Education

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and Access to High Skills through Higher Vocational Education (pp. 169-188). Palgrave

Macmillan, Cham.

Hall, A. S., & Kelly, K. R. (2021). Identity and career development in gifted students. In The

handbook of gifted secondary education (pp. 35-63). Routledge.

Heller, R. F. (2022). The problem with universities today. The Distributed University for

Sustainable Higher Education (pp. 5-37). Springer, Singapore.

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Hines, E. M., Mayes, R. D., Harris, P. C., & Vega, D. (2021). Using a Culturally Responsive

MTSS Approach to Prepare Black Males for Post-secondary Opportunities. School

Psychology Review, 1-15.

Leeds, D. M., & Mokher, C. G. (2019). Improving indicators of college readiness: Methods for

optimally placing students into multiple levels of post-secondary coursework.

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https://doi.org/10.3102/0162373719885648

Vogel, D., & Karakaşoğlu, Y. (2021). Transnationally mobile students and the 'grammar of

schooling. In Regimes of Belonging–Schools–Migrations (pp. 203-220). Springer VS,

Wiesbaden.