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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 section presents the Narrative Review, the Theoretical

Framework, and the Summary.

II. NARRATIVE REVIEW

A. What is college readiness

1. College readiness at the state and federal level B. Federal legislation on college readiness (Leeds & Mokher, 2019)

1. State policymaking

C. School level efforts to address college readiness (Vogel & Karakaşoğlu, 2021)

1. Policy networks aiming at college readiness

a) Alignment of coursework and assessments

b) State finance

c) State data systems

d) Accountability

D. Mandating college readiness (Floyd, Garcia Falconetti & Camacho, 2022)

1. Study skills, collection, organization, and information retention

2. Effective and efficient time management

3. Teamwork

4. Self-reliance and reflection

E. A Different Exposition of Incremental Validity (Heller, 2022).

1. Differential SAT and HSGPA The typical predictor for college admittance is a student's performance on an admissions test or

series of tests (Boyce et al. 2020).

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

their studies

Hines et al. (2021) 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.

G. 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. According to ACT statistics, only 22% of pupils are skilled in

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

H. 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

activities (Heller, 2022).

I. 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 (Hall & Kelly, 2021).

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 (Durand et al., 2022).

IV. SUMMARY

The purpose of this study was to provide recommendations for solving the 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 the 84% overall college

readiness rate.

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References

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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.

https://doi.org/10.1016/j.chb.2021.106723

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),

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

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

https://doi.org/10.4324/9781003238829-3

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

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https://doi.org/10.1007/978-981-16-6506-6_2

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

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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. https://doi.org/10.1007/978-3-658-29189-1_13