Can you answer this question ?

RUNNING HEAD: SOLVING LOW RATES OF COLLEGE READINESS 1

SOLVING LOW RATES OF COLLEGE READINESS 6

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]

Literature Review

Overview

Low rates of college readiness are some of the issues school’s faces. At James Monroe High School, West Virginia, the issue is that 28% of the low-income and underserved students are ready for college compared to an 84% overall college readiness rate, 84% of college readiness (Vogel & Heidrich,2020). The literature review presents the Related Literature, Theoretical Framework, and Summary of the research with a thorough analysis of various educational articles on student performance and the learning and teaching environment.

Related Literature

The purpose of the literature review is to analyze and synthesize the study that is connected to the topic and to comprehend the topic of study. This review was done for the reason of gaining comprehension of a recent study related to low rates of college readiness in James Monroe High school, including historical, legal, and academic aspects of the students of all races, all courses, and among the low-income students to solve the problem to the low rates of college readiness for the students at Monroe High school, West Virginia.

Historical Aspects

The term college readiness means the skills, behaviors, and knowledge a high school student should have before enrollment in their first year of college (Mokher et al., 2018). The term is usually used in describing and analyzing the rate at which students are ready before their enrollment in their first year at college. College readiness indicators can include placement tests and GPA among others and states can choose specific indicators based on their unique contexts (Leeds & Mokher, 2019). Many schools have adopted standard-based high school assessment and subjects like Mathematics, Reading and Science are also used as benchmark to examine college readiness (Fina et al., 2018). The school being investigates has a total enrollment of four hundred and fifty-two students and is ranked 56th in West Virginia (Wallenstein, 2021). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how well they prepare its students for college, graduation, and performance. College readiness can be compared to the rate at which students enroll at college and in each grade. Students' enrollment rate by grade in the Monroe high school decreases by as they proceed to the next grades (Robertson, 2022). The slight decline was reported to be taking rigorous courses in high school such as mathematics as their advanced courses, which decreases from 3% to 1% and likewise to science courses (Watson, 2020). The rate of readiness among the American white students is 96%, and for the other races is 1%. It is estimated that the current prevalence of the school is far above average in college and career readiness

Legal aspects

Higher Education institutions operate in a complex legal environment comprising laws related to admissions, enrollment, and privacy (Kurlaender, Reed & Hurtt, 2019). Failing to adhere to the laws leads to costly lawsuits. Title IX of the Education Amendments of 1972 protects students from discrimination based on education programs (Cole, 2022). The legislation established support for the enrollment of all students. Ensure all children ready for college are recruited, admitted, and given counseling. And that they receive financial assistance for all students.

Transitions

Being ready for college might seem easy, but that is not always the case. It is challenging to align high school programs and education with college expectations (Stafford, 2019). Students fail to develop high-quality syllabi in all courses and lack early preparation for college (Kolluri & Tierney, 2020). Many students who have graduated from high school aim to get a college degree, but only 68% enroll soon after, and even among those who enroll, only a few complete the courses. College readiness increases the possibility that students can continue in college and complete a degree. College readiness affects students' success in college (Wariyo & Asgedom, 2021). Research indicates a need to solve the problem of the low rate of college readiness in in schools ((Convertino & Graboski-Bauer, 2018; Yarnetsky & Morgan, 2021). It was reported that family expectations burden high school students, and that's the fear. Also, visiting the college before they are officially admitted was noted as being helpful as it familiarizes them with the institution and removes the social anxiety (Yarnetsky & Morgan, 2021).

Summary

The purpose of this research study is to solve the problem of low rates of college readiness among students at Monroe high school. The problem is 28% for low-income students and 84% for other students in James Monroe. The review presented the related literature and theoretical framework for this research.

References

Cole, S. R. (2022). The case for mediation in Title IX Regulations. Alternatives to the High Cost of Litigation, 40(7), 111–115. https://doi.org/10.1002/alt.21959

Convertino, C., & Graboski-Bauer, A. (2017). College readiness versus college worthiness: Examining the role of principal beliefs on college readiness initiatives in an Urban U.S. high school. The Urban Review, 50(1), 45–68. https://doi.org/10.1007/s11256-017-0429-6

Fina, A. D., Dunbar, S. B., & Welch, C. J. (2018). Establishing empirical links between high school assessments and college outcomes: An essential requirement for college readiness interpretations. Educational Assessment, 23(3), 157–172. https://doi.org/10.1080/10627197.2018.1481387

Kurlaender, M., Reed, S., & Hurtt, A. (2019). Improving college readiness: A research

summary and implications for practice. Policy Analysis for California Education, 1-36

Leeds, D. M., & Mokher, C. G. (2019). Improving indicators of college readiness: Methods for optimally placing students into multiple levels of postsecondary coursework. Educational Evaluation and Policy Analysis, 42(1), 87–109. https://doi.org/10.3102/0162373719885648

Lee, J., Kim, N., & Wu, Y. (2019). College readiness and engagement gaps between domestic and international students: Re-envisioning educational diversity and equity for global campus. Higher Education, 77(3), 505-523

Mokher, C. G., Rosenbaum, J. E., Gable, A., Ahearn, C., & Jacobson, L. (2018). Ready for what? Confusion around college and career readiness. Phi Delta Kappan, 100(4), 40-43

Stafford, J. (2019). Effects of Meeting College Readiness Indicators on First-Year College Credit Attainment. Northern Kentucky University

Vogel, D., & Heidrich, L. (2020). Make Connections–ask questions. Sprachsensible Schulen im Internationals Network for Public Schools in New York. Bremen: Universität, Fachbereich 12. Arbeitsbereich Interkulturelle Bildung

Wallenstein, P. (2021). Virginia Tech, land-grant university, 1872–1997: History of a school, a

state, a nation. Virginia Tech Publishing

Wariyo, L. G., & Asgedom, A. (2021). Building College Readiness: Theories and Practices. Открытое образование, 25(3), 62-71

Yarnetsky, J., & Morgan, A. (2021). Effects of high school location on first-year students’ research confidence and college readiness