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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 880

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]

Chapter 1: Introduction

Overview

The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness 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 (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the Problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research.

Organizational Profile

The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d).

Introduction to the problem

The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds & Mokher, 2019). 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 Monroe high school decreases as they proceed to the next grades. 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.

Unequal distribution of college readiness among students raises questions about teaching approaches and discrimination at West Virginia schools. It appears that some students from majority groups have advantages over their peers from low-income families. Consequently, James Monroe High school must find ways of balancing different students’ needs which appears to be the major cause of the current performance gaps. Boyce et al., (2020) analyzed the effects of educational attainment and income of performance of students in urban schools. Their results showed that students’ performance was affected by ethnicity and racial groupings. Black students and those whose parents had low academic attainment performed dismally. Based on their findings, low performance could also be prompted by family issues. As more diagnosis is undertaken in the school setting, understanding children’s experiences with their families through quantitative survey will be crucial.

Significance of the Study

Solving low college readiness gaps at James Monroe High School will promote public confidence in the school. College readiness impacts students’ academic success as they proceed to post-secondary education as shown in a longitudinal study to determine how students’ readiness to take college classes upon entry affects postsecondary performance and completion rates (Jackson & Kurlaender, 2013). The researchers found that college readiness was an important predictor of postsecondary completion (Jackson & Kurlaender, 2013). College-ready students are more likely to complete their college education than those who are unprepared for college. When students from a secondary perform well in college, the school receives a higher public trust from parents and surrounding communities. However, when students from a school are unable to complete college studies, the school loses public trust. Therefore, finding solutions to low college readiness rates at the school will make it more effective.

Secondly, it will promote the relationship between the neighboring communities and James Monroe High School. High college readiness among high school students can help eliminate income gaps between ethnicities in degree completion (Leeds & Mokher, 2019). All students have the potential of performing excellently at college when they are well-equipped for the challenge. As they move to the job markets, the students from the school will have an equal chance to get employed. Lastly, the study will help the school administration develop school-specific parameters to measure college readiness (Leeds & Mokher, 2019). College readiness can be measured using many variables, some of which favor learners while others work to their disadvantage. The research will help the school identify the specific challenges underperformers experience and integrate them into college readiness evaluations to enhance college readiness.

Purpose Statement

The purpose of this applied study was to provide recommendations for solving the problem of low college readiness gaps at James Monroe High School in West Virginia. Qualitative and quantitative methods were used to collect data. These methods included semi-structured interviews, a quantitative survey, and observations. Participants were students, teachers, and community members. The researcher interviewed seven teachers from James Monroe High School during the interview which was done using a face-to-face approach. Most interview questions focused on school programs, performance indicators at the school, application of data analytics, and school-community relationships. The second approach, a quantitative survey, involved developing objective questions to gain insightful information from participants on a given research topic. Fifteen participants participated in the quantitative survey, five teachers and ten students. The quantitative survey questions also focused on the school environment and how students’ background affected their performance. The quantitative survey forms were sent to participants through emails. The observation method involved collecting information at the school by looking at the student-teacher interactions, student-to-student interactions, and other aspects such as timetabling. The researcher will sit in five of the classrooms at the school and observe the events that will take place.

Central Research Question

How can the problem of low college readiness gaps at James Monroe High School in West Virginia be solved?

Definitions

1. College readiness – Possession of skills, behaviors, and knowledge required from high school students before enrollment in their first year of college (Durham et al., 2015)

2. College readiness indicators- Parameters used to determine whether high school students are ready for college. Indicators may include high school GPA and course taking (Durham et al., 2015)

3. Underserved communities- Populations traditionally faced barriers to accessing employment, equal political representation, etc. Examples include the elderly, illiterate, low-income families, and people living with disabilities (Durham et al., 2015)

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

Durham, R. E., Bell-Ellwanger, J., Connolly, F., Robinson, K. H., Olson, L. S., & Rone, T. (2015). University–District Partnership Research to understand college readiness among Baltimore City Students. Journal of Education for Students Placed at Risk (JESPAR), 20(1-2), 120–140. https://doi.org/10.1080/10824669.2014.987278

Jackson, J., & Kurlaender, M. (2013). College readiness and college completion at Broad Access Four-year institutions. American Behavioral Scientist, 58(8), 947–971. https://doi.org/10.1177/0002764213515229

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

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