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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:

Michael Whitener

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

Overview

This paper analyzes various educational articles on student performance and the learning

and teaching environment. The main purpose of the review is to identify factors that contribute to

poor performance and how they relate to James Monroe High School. Current articles published

since 2018 have been included to identify the most relevant and updated information. Articles

were searched on the Google Scholar database.

Related Literature

Factors affecting student performance and college readiness

According to Kapur (2018), notable factors influence students' performance on

performance and readiness. The findings revealed that fundamental factors such as school,

environment, teaching methods, learners' attitudes, and parental support are critical. The article's

findings will effectively provide significant attention to the factors influencing the performance

towards success, solving low Rates of College Readiness at James Monroe High School, West

Virginia.

An effective study for practical implications was conducted to investigate An Alternative

Presentation of Incremental Validity: Discrepant SAT and HSGPA Performance (Mattern et al.

2018). The study revealed that cultural and socioeconomic factors, gender, and race play a

significant role in SAT performance. Similarly, the study information will be relevant to

incorporate external factors in offering recommendations for solving low Rates of College

Readiness at James Monroe High School, West Virginia.

Dixon-Roman et al. (2018) investigated notable articulations on the association of family

income with SAT performance. The results suggested family income posited a significant impact

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on SAT performance. Thus, the outcomes in the study will provide effective expansion on family

economic consideration, increasing recommendations for effective management of the Problem

of low Rates of College Readiness at James Monroe High School, West Virginia.

Higher order thinking skills and learning outcomes among high School Students

In a qualitative research method, Hadi et al. (2018) provides a substantive study to

investigate the difficulties of high school students in solving higher-order thinking skills. The

results indicated that students have problems solving higher-order thinking skills, processing,

and codding, respectively. The study will be critical in identifying the problem with high school

learners at solving low Rates of College Readiness at James Monroe High School, West

Virginia.

In a study, Suleiman et al., (2018) offer a significant study on how to implement high

order thinking skills in teaching sciences. The study revealed that there is a significant need to

incorporate strategic planning, processing, and coding to achieve better results in teaching and

performance in the sciences. Similarly, the study provided significant suggestions relevant to the

topic by offering a practical solution to the problems in solving low Rates of College Readiness

at James Monroe High School, West Virginia, by offering a significant platform for students to

solve higher-order thinking skills and readiness.

Retnawati et al. (2018) investigated the effectiveness of teachers' knowledge of higher-

order thinking skills and their learning strategy, which are critical in providing solutions to the

students' abilities and readiness. The outcomes demonstrated effective teachers' knowledge and

strategies are vital for managing problems in the higher order thinking skills and learning

strategies. Thus, the article's information will be relevant for formulating recommendations on

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the topic of solving low Rates of College Readiness at James Monroe High School, West

Virginia

In a report of the Academic Council's Standardized Testing Task Force (STTF), the

authors presented notable recommendations for managing student performance (Comeaux &

Sánchez, 2020). Notably, suggestions such as developing new assessment strategies, expanding

students' support services, and expanding eligibility and local context were identified in the

report. Similarly, the report's recommendations will be necessary for suggesting solving low

Rates of College Readiness at James Monroe High School, West Virginia.

Cognitive ability and Student's Performance

In a study to determine the cognitive ability of students in readiness and performance in

areas such as SAT and how such an important aspect in learning and performance, there was

significant evidence that accommodating general cognitive ability in education research policies

was critical. The results revealed that increasing those individual-level measures of cognitive

ability posted a bidirectional relationship with college students' performance. Therefore, such

solutions and suggestions will resonate with the studies' possible solutions in solving low Rates

of College Readiness at James Monroe High School, West Virginia.

Further effects of cognition on students were investigated by (Allotey et al., 2018). The

study objective was to quantify the long-term cognitive, motor, behavioral and academic

performance of children born with different degrees of prematurity compared with term-born

children. The study was a systematic review and included seventy-four studies with 64,061

children. The results showed that preterm children scored low grades in primary and secondary

schools in n motor skills, behavior, reading, mathematics, and spelling. The study will be crucial

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in determining biological factors that contribute to lower performance. It may inform new

recommendations that consider the students' academic, emotional, and behavioral needs.

Finally, (Peng & Kievit, 2020) investigated the bidirectional relations between academic

achievement and cognitive abilities. They found that reading, mathematics, and cognitive

abilities influenced each other. Further findings showed that direct instructions improved

academic performance. Therefore, educators must embrace high-quality schooling and education

to encourage academic development. The study can improve the teaching curriculum at James

Monroe High School in West Virginia.

Summary

School, environment teaching methods, learners' attitudes, and parental support impact

student's performance in schools. Other factors include cultural and social-economic factors,

gender, race, and family incomes. Poor performances may also result from difficulties solving

higher-order thinking skills, processing, and codding respectively, and developing learning and

management strategies in classes or schools. Biological factors could also impact a student's

performance. Vast research shows that preterm children have difficulties in cognitive

development. Consequently, they perform poorly in subjects like mathematics and spelling from

primary to secondary schools. Education stakeholders can use the evidence to promote learning

outcomes at James Monroe High School in West Virginia.

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References

Allotey, J., Zamora, J., Cheong-See, F., Kalidindi, M., Arroyo-Manzano, D., Asztalos, E., van

der Post, J. A. M., Mol, B. W., Moore, D., Birtles, D., Khan, K. S., & Thangaratinam, S.

(2018). Cognitive, motor, behavioural and academic performances of children born

preterm: A meta-analysis and systematic review involving 64 061 children. BJOG: An

International Journal of Obstetrics & Gynaecology, 125(1), 16–25.

https://doi.org/10.1111/1471-0528.14832

Comeaux, E., & Sánchez, H. (2020). Report of the UC Academic Council Standardized Testing

Task Force (STTF).

https://senate.universityofcalifornia.edu/_files/committees/sttf/sttfreport.pdf

Dixon-Roman, E., Everson, H., & McArdle, J. (2018). Race, Poverty and SAT Scores:

Modeling the Influences of Family Income on Black and White High School Students'

SAT Performance, Teachers College Record, 115, 2018

Hadi, K., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. (2018). The Difficulties of

High School Students in Solving Higher-Order Thinking Skills Problems. Problems Of

Education In The 21stcentury, (76)4, 521-532

Kapur, R. (2018). Factors Influencing the Student's Academic Performance in Secondary

Schools in India. t: https://www.researchgate.net/publication/324819919

Mattern, K., Shaw, E., & Kobrin, J. (2018). An Alternative Presentation of Incremental Validity:

Discrepant SAT and HSGPA Performance. Educational and Psychological Measurement

71(4) 638–662

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Peng, P., & Kievit, R. A. (2020). The development of academic achievement and Cognitive

Abilities: A bidirectional perspective. Child Development Perspectives, 14(1), 15–20.

https://doi.org/10.1111/cdep.12352

Retnawati, H., Djidu, H., Apino, E., Kartianom, K., Anazifa, R.D., (2018). Teachers' knowledge

about higher-order thinking skills and their learning strategy. Problems of Education in

the 21st Century, 75 (2), 215-230

Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2018). Implementing of

higher-order thinking skills in science teaching: A case study in Malaysia.

International Research Journal of Education and Science, 1 (1), 1-3

Wai, J., Brown, M., & Chabris, C. (2018). Using Standardized Test Scores to Include General

Cognitive Ability in Education Research and Policy. J. Intell. 2018, 6, 37;

DOI: https://doi.org/10.3390/jintelligence60300378