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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, 1971 University Boulevard, Lynchburg, VA 24515. Email: [email protected]

Literature Review

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.

NARRATIVE REVIEW

What is college readiness

College readiness at state and federal level

Systemic approaches to college readiness

Federal legislation on college readiness (Leeds & Mokher, 2019)

State policymaking

Technical, political and cultural challenge

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

Policy networks aiming at college readiness

Alignment of coursework and assessments

State finance

State data systems

Accountability

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

Study skills, collection, organization and information retention

Effective and efficient time management

Teamwork

Self-reliance and reflection

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

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).

Dimensions and conditional nature of incremental validity

The ability of high school students to think abstractly and the outcomes of their studies (Hines et al. 2021)

Stem learning and abstract thinking

Implementation of stem leaning

SAT: Scholastic Aptitude Test (Breves, 2021)

Standardized test scores

Role of colleges in administering SAT

HSGPA: High School Grade Point Average (Heller, 2022).

Promoting students’ readiness through visual activeness

Underreporting, and Overreporting of HSGPA by Demographic Characteristics in the SAT Score Band

PASS: Planning, Attention-arousal, Simultaneous, and Successive (Hall & Kelly, 2021).

Planning

Attention arousal

Simultaneous processing

Successive processing

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).

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. This chapter presented the Narrative Review and the Theoretical Framework.

References

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. 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), 327-354. https://doi.org/10.1086/717672

Floyd, D. L., Garcia Falconetti, A., & Camacho, L. (2022). Post-secondary Higher Education Pathways to Workforce Credential Attainment in the United States of America. In Equity and Access to High Skills through Higher Vocational Education (pp. 169-188). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-84502-5_9

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

Heller, R. F. (2022). The problem with universities today. The Distributed University for Sustainable Higher Education (pp. 5-37). Springer, Singapore. 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 MTSS Approach to Prepare Black Males for Post-secondary Opportunities. School Psychology Review, 1-15. https://doi.org/10.1080/2372966X.2021.2018917

Leeds, D. M., & Mokher, C. G. (2019). Improving indicators of college readiness: Methods for optimally placing students into multiple levels of post-secondary coursework. Educational Evaluation and Policy Analysis, 42(1), 87-109. 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