September 30, 2023

Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia

Michael Whitener

An Applied Research Report Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Education

Liberty University

2023

Recommendations for Solving Low Rates of College Readiness at James Monroe High School , West Virginia Comment by LASLEY, BOBBY: Remove page number on this page.

Michael Whitener

An Applied Research Report Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Education

Liberty University

2023

APPROVED BY:

Bobby Lee Lasley Jr, Ed. D, Faculty Mentor Comment by LASLEY, BOBBY: Make this EdD with no periods.

Table of Contents Abstract 1 Role of the Researcher 2 Permission to Conduct Research 3 Chapter One: Introduction 4 Chapter Two: Literature Review 10 Chapter Three: Procedures 31 References 40 Appendix 2 46

Abstract Comment by LASLEY, BOBBY: .

This study aims to offer suggestions for addressing the issue of West Virginia’s James Monroe High School’s low college readiness gaps. The issue of college readiness at James Monroe High School in West Virginia is similar to what most schools are facing as at the school, 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate. The school’s low rates of college readiness are an area of concern for the school administration. The study offers recommendations that other institutions would use to resolve the problem of low rates of college readiness. The research findings will highlight the problems facing James Monroe High School’s low college preparation gaps. James Monroe High School’s low college preparation gaps. The recommendations will be effectively applied to resolve the problem. The central research question for the study was, H how can the problem of low college readiness gaps at James Monroe High School in West Virginia be solved. The study used three forms of data collection. The data collection and analysis methods included interview procedures, quantitative survey procedures, and focus group procedures. At the culmination of the study, five recommendations were proposed for the low college readiness rates at James Monroe High School. They included Creating bridging programs, Policies to solve the low college readiness rates, Academic preparation, College knowledge and information, and Developing college fortitude and resilience. These key recommendations would be effectively applied to James Monroe High School and help resolve the problem of low rates of college readiness. Comment by LASLEY, BOBBY: First sentence is purpose statement. It should say The purpose is….. and be the same each time throughout the manuscript. Second sentence is problem statement. It should say, The problem is….and be the same each time throughout the manuscript. Correct this throughout for each use of purpose statement and problem statement. I have not mark the other uses. Comment by LASLEY, BOBBY: Is. This should be in present tense throughout. Comment by LASLEY, BOBBY: You cannot have this information yet since you have not completed any data collection. Data collection cannot take place until you have a successful proposal defense. Please remove. Have you completed data collection?

Keywords: college readiness rates, underserved students, fortitude and resilience

Role of the Researcher

The role of the researcher is to conduct research and offer recommendations for the low college readiness rates at James Monroe High School. The researcher’s name is Michael Whitener, a student in Education Leadership. As a student in education, the researcher aims to investigate some of the education industry’s problems while offering recommendations that can improve the sector. Like most studies, the study will encounter various biases like observer and recall biases. Comment by LASLEY, BOBBY: Include professional credentials and experience here. Comment by LASLEY, BOBBY: Give specific examples of biases that could result from you study. Should be one paragraph.

Observer biases would be because the participants expect to see what they want to see instead of what is happening. In this case, the participants are the people affected by the study, like the teachers and students, who are more likely to be affected by this type of bias. Recall bias will occur when the participants are asked to recall events in the past. Comment by LASLEY, BOBBY: Also needs your relationship to the site.

Permission to Conduct Research Comment by LASLEY, BOBBY: Make one paragraph.

The gatekeeper is Angie Mann. The gate keeper is the principal of James Monroe High School. As the principal, she is tasked with all aspects of the school. The permission letter shows located (see Appendix 2) that the researcher has been granted permission to conduct research for the study. Comment by LASLEY, BOBBY: This does include the correct information, wording, or structure. Please see template. Comment by LASLEY, BOBBY: Appendix A, B, etc.

By obtaining permission, the researcher acquires the requisite approval to enter the educational institution, engage with students or personnel, and gather data for their research endeavor. This procedure guarantees that research endeavors adhere to the institution’s policies, safeguard the well-being of students and faculty, and uphold a regulated environment that fosters learning.

Ethical Considerations

The study will ensure the ethical treatment of the participants of the research. This will include minimizing the risk of harm for the participants, including physical and psychological harm, obtaining informed consent, protecting anonymity and confidentiality, and avoiding deceptive practices. Participants will be randomly chosen, and those who do not want to participate in the study will be free to leave at any time. The participants will include the principal, teachers, students, and parents. They will participate in interview procedures, quantitative survey procedures, and focus group procedures. Privacy and confidentiality are important, and collecting anonymous data will protect data. This means the data collected will not be connected to any participants. Data will be stored in a computer which a firewall will fortify to protect the data from unauthorized users. Comment by LASLEY, BOBBY: Remove. Comment by LASLEY, BOBBY: Work on the wording in this section. See textbook example for specifics.

Chapter One: Introduction

Overview

This study aims to offer suggestions for addressing the issue of West Virginia’s James Monroe High School’s low college preparation gaps. The issue of college readiness at James Monroe High School in West Virginia is like what most schools are facing as at the school, 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate. This study aimed to offer suggestions for improving James Monroe High School in West Virginia’s low college preparation rates. In contrast to an overall college readiness rate of 84%, the issue was that only 28% of low-income and underprivileged pupils were prepared for college (Vogel & Heidrich, 2020). The Organizational Profile, an Overview of the Issue, the Importance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this Research are all included in this Chapter of the Report. Comment by LASLEY, BOBBY: Remove from this section. only includes the purpose statement, problem statement, and introduction to the major headings.

Organizational Profile

James Monroe High School in West Virginia forms the base of the education site for the study. James Monroe High School, like most high schools, is tasked with providing education to the student population. This is also according to the school’s mission statement, which states, “Monroe HS strives 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” (James Monroe high school, n.d). James Monroe High School involves motivating every student to achieve academic and personal goals through its dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County, West Virginia. The student population is 524, which includes a diverse population that includes students from different backgrounds, including white, black, and low-income. Comment by LASLEY, BOBBY: Capitalized. Comment by LASLEY, BOBBY: Wording? Comment by LASLEY, BOBBY: Need to include. Need specifics on demographics. includes whether the organization is public or private, if relevant. includes demographic information. includes a description of the faculty and/or staff, if relevant. includes a description of the leadership structure.

Introduction to the Problem

This study aims to offer suggestions for addressing the issue of West Virginia’s James Monroe High School’s low college preparation gaps. The issue of college readiness at James Monroe High School in West Virginia is like what most schools are facing as at the school, 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate. The school is ranked 9,379 nationally and 56th in West Virginia (U.S. News, 2023). Schools are ranked on their performance on state-requested tests, graduation rates, and how well the students are prepared for college. However, the rankings show the school is way below the ranking factors, including the college readiness index, college curriculum breadth index, state assessment performance, and graduation rate. Appendix One shows the school’s ranking on the different ranking factors.

States usually establish school-specific standards to measure college readiness (Leeds & Mokher, 2019). The position of the school in the various factors is college readiness index 10, 750 nationally and 79 within the state; college curriculum breadth index 10, 003 nationally and 73 within the state, state assessment performance 12, 252 nationally and 77 within the state, state assessment rank 7,211 nationally and 44th statewide, and graduation rate rank 4,212 nationally and 23rd statewide (U.S. News, 2023). The rankings show a school struggling as the rates are below the national and state recommended rates based on the chosen factors. The student enrolment rate decreases at James Monroe High School as the students proceed to the next grade. Comment by LASLEY, BOBBY: Need further explanation on these statistics and facts.

Various factors have been proposed as the reason why the school has low rates of college readiness in comparison to other schools. Discrimination is one of the highlighted factors which is rampant in West Virginia schools. An unequal distribution of resources related to college readiness raises questions about the teaching approaches. Students from the majority groups are said to receive better treatment, giving them an advantage over students from low-income families. The biggest cause of the current performance gaps can be related to the teachers’ inability to balance the students’ different needs. A study by Boyce et al. (2020) on the impact of educational attainment and income on students’ performance concluded that factors like ethnicity and racial groupings affect the student’s performance. Comment by LASLEY, BOBBY: Need citation here to provide this information. Comment by LASLEY, BOBBY: Please add per template. includes what was done in the past to solve the problem, if anything. includes what is currently being done to solve the problem, if anything.

Significance of the Research

The problem affecting James Monroe High School is a problem affecting most schools in America. The problem is also adversely affecting the futures of the students. Therefore, resolving the low college readiness gaps at the school will help promote public confidence in the school. It will positively affect the student’s success in post-secondary education. In their longitudinal study, Jackson & Kurlaender (2013) showed that college readiness affects post-secondary performance and completion rates. The study highlighted the importance of college readiness, as college-ready students are more likely to complete their college education. The impact of college readiness in schools increases the public’s confidence in the school. The school’s various stakeholders, like parents, teachers, and students, become more confident about the school with the level of trust increasing. Public trust diminishes when students cannot complete their college studies because they are not ready for college.

James Monroe High School is a mixed community with a 0.06 diversity score. Fixing the problem affecting the high school will be able to promote relationships between all the neighboring communities. According to Leeds & Mokher (2019), college readiness among high school students is an important factor that helps reduce income gaps between ethnic groups. This will enhance the relationships between the different communities. It will create equal chances for students from different ethnic groups after college completion. All the students will have an equal opportunity to apply for jobs they can manage.

The study will also positively affect the school. The school administration would use the findings from the study to create parameters to improve college readiness. College readiness is measured using variables that can be used to the advantage of the students. The school administration can identify the challenges adversely affecting their parameters and implement new parameters that work to the student’s advantage.

Purpose Statement

This study offers suggestions for addressing the issue of West Virginia’s James Monroe High School’s low college preparation gaps. Data collection techniques, both qualitative and quantitative, were employed. These techniques included focus groups, a quantitative survey, and semi-structured interviews. School stakeholders like students, teachers, and community members all took part. During the face-to-face interview, which the researcher conducted, seven instructors from James Monroe High School were questioned. Many interview questions centered on school initiatives, institutional performance metrics, data analytics utilization, and linkages between the school and the community. Comment by LASLEY, BOBBY: Did this take place already?

The second strategy, a quantitative survey, entailed formulating unbiased questions to elicit useful data from respondents on a predetermined research topic. The quantitative survey involved fifteen participants—five teachers and ten students. In addition to the classroom atmosphere and how students’ backgrounds impacted their performance, the quantitative survey questions also addressed these topics. Participants were emailed the quantitative survey forms through email. The observation approach includes gathering data at the school by observing interactions between students and teachers, between students, and other elements like timetabling. The researcher will watch the activities in five of the school’s classrooms.

The second quantitative survey approach 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. Comment by LASLEY, BOBBY: This section should be in present tense. No data collection should have happened yet, so you need to rework to frame you proposed data collection methods.

Central Research Question

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

Definitions

1. College readiness – Possession of information, abilities, and behaviors necessary for high school students before beginning their first year of college. (Abraham et al., 2014). Comment by LASLEY, BOBBY: Terms are in Italics. We need more than three. Should be at least 6 or 8.

2. College readiness indicators- criteria for judging a high school student’s readiness for college. The high school GPA and course-taking are examples of indicators. (Durham et al., 2015)

3. Minority communities- these are populations that have traditionally faced hurdles to accessing employment, equal political representation, etc. They include the elderly, illiterate, low-income families, and people living with disabilities (Durham et al., 2015)

Summary

This applied study sought to offer suggestions for addressing the issue of West Virginia’s James Monroe High School’s low college preparation gaps. The issue of college readiness at James Monroe High School in West Virginia is like what most schools are facing as at the school, 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate. Comment by LASLEY, BOBBY: the first sentence is the purpose statement. the second sentence is the problem statement. continues with a reminder to the major headings of this chapter. only includes the purpose statement, problem statement, and reminder of the major headings.

Chapter Two: Literature Review

Overview

This applied study sought to offer suggestions for addressing the issue of West Virginia’s James Monroe High School’s low college preparation gaps. The issue of college readiness at James Monroe High School in West Virginia is like what most schools are facing as at the school, 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate. This study chapter presents interview procedures, quantitative survey procedures, and focus group procedures. Comment by LASLEY, BOBBY: the first sentence is the purpose statement. the second sentence is the problem statement. concludes with a concise introduction to the major headings of the section. only includes the purpose statement, problem statement, and introduction to the major headings. Comment by LASLEY, BOBBY: Capitalize section heading. Include Summary.

Narrative Review

The literature review aims to evaluate pertinent studies and understand the topic. This assessment was done to understand better a recent report about the poor college readiness levels at James Monroe High School. In this literature, college readiness is discussed at the state and federal levels, systematic approaches to college readiness, federal legislation in college readiness, and recommendations like developing bridging programs, Pass Theory, and other potential policies to address the low college readiness rates at James Monroe High School (Hofer, 2020). Comment by LASLEY, BOBBY: The first section here should be one paragraph that includes an introduction to the narrative review. See textbook example.

According to Mokher et al. (2018), “college readiness” refers to the abilities, attitudes, and knowledge a high school student should possess before beginning their first year of college. The phrase is typically used to describe and evaluate how prepared students are before enrolling in their first year of college. Placement examinations and GPA are two examples of indicators for college preparedness, and states can select indicators based on their particular settings (Leeds & Mokher, 2019). Many schools now use standardized high school assessments, and disciplines like science, math, and reading are benchmarks to gauge students’ readiness for college (Fina et al., 2018). Comment by LASLEY, BOBBY: Do not need air quotes in scholarly writing.

The rate at which students enroll in college and each grade can be used to compare pupils’ preparation for college. As students advance to the following grades, the enrollment rate for each grade at Monroe High School declines (Robertson, 2022). According to statistics from Watson (2020), there has been a minor dip in students enrolling in challenging subjects in high schools, such as mathematics, as their advanced courses have dropped from 3% to 1%. The preparedness rate for white students in the United States is 96%, compared to 1% for students of other races. According to estimates, the school currently has a high frequency of students who are prepared for college and careers. Comment by LASLEY, BOBBY: Preparedness for what?

In the United States, legislators at the federal and state levels have the authority to define policy issues through legislation and regulation and to select the tools that will be used to enact policy solutions. The federal government’s limited ability to affect education policy, practice, and resources results from its inability to have a clearly defined role in educational policy (Leeds & Mokher, 2019). The federal government has tried to promote and even mandate college readiness for some time. Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) was added to the Higher Education Act 1965 in 1998. According to Durand et al. (2022), this law was created to help minority and low-income kids prepare for college.

According to Kurlaender, Reed, and Hurtt (2019), higher education institutions operate within a complicated legal framework that includes enrollment, admissions, and privacy regulations. Lawsuits cost money when people break the rules. Students are protected from discrimination based on educational programs by Title IX of the Education Amendments of 1972 (Cole, 2022). The Act supported all students’ enrollment. Ensure all children ready for college are recruited, admitted, and given counseling. And that they receive financial assistance for all students.

It may seem simple to be college-ready, but that is not always the case. Aligning high school curricula and expectations with colleges’ expectations is difficult (Stafford, 2019). Students lack early preparation for college and fail to create high-quality syllabi in their classes (Kolluri & Tierney, 2020). Many high school graduates want to attend college, but only 68% do so shortly after graduation, and even among those who do, few finish the required courses. College preparation raises students’ chances of staying in school and earning a degree. Student achievement in college is influenced by their readiness for it (Wariyo & Asgedom, 2021). According to research, schools must do more to prepare students for college (Convertino & Graboski-Bauer, 2018; Yarnetsky & Morgan, 2021). Comment by LASLEY, BOBBY: Scholarly writing does not include opinion type statements. Please remove. Comment by LASLEY, BOBBY: Need to cite the data you just used.

The state government aims to address the issue of ill-prepared students for college by developing bridge programs between high school and university. Thirty-eight states have instituted P-16 or P-20 councils to assist students in transitioning from elementary school to higher education, according to the Education Commission of the States. The planned K-16 changes are focused on curricula, standards, and assessed competencies that reduce preparation shortages (Vogel & Karakaşolu, 2021).

The intricate relationships between interdependent actors frequently leading to policymaking are known as policy networks. The way that policymakers define college readiness has been strongly affected by a variety of non-profit educational organizations, university institutes and centers, testing providers, and state policymaking associations (Bragg, 2018). The amount of information available about preparing students for college is, at best, scant, and actual requirements are sometimes overshadowed by suggested fixes. The achievement disparity between first-year college students and high school graduates is unsustainable, according to everyone concerned with educational governance (Floyd et al., 2022).

College Readiness Comment by LASLEY, BOBBY: This needs to be a different heading. College Readiness is too broad. Also, need to incorporate subheadings. Please see APA 7th edition for organization format.

The emphasis on education in the United States has recently shifted from high school graduation to college success. Policymakers and practitioners at the local, state, and federal levels, along with their community partners, have focused on preparing students with the skills and knowledge necessary to enroll and succeed—without remediation—in a post-secondary program that leads to a degree after realizing that success in today’s economy requires more than just a high school diploma (Conley 2007). This shift in focus has been accompanied by many programs and efforts, such as federal competitive grant programs, school-wide reform projects, community-based education support structures, and many more, designed to help children get into and succeed in college.

Every university and school is unique. However, they often include subjects from the common core curriculum, including arithmetic, English, science, history, and even a foreign language. This schooling lays the basis for further education in college. Life and academic abilities are needed to succeed in college (Conley 2007). Writing essays and finishing science experiments are examples of academic competence. Time management, critical thinking, problem-solving, communication, and other abilities will all be necessary for college. College is difficult; therefore, students must be driven and conscious of their mental health. This implies that their drive and sense of self-worth will greatly influence their capacity to meet and overcome obstacles. Additionally, cultivating an optimistic outlook can be beneficial (Conley, 2007).

Students will be able to handle the complete range of college courses they are likely to encounter if they are prepared to succeed in best practices courses. According to this definition, students are considered college-ready if they can comprehend what is expected of them in college-level coursework, handle the material information provided, and retain the course’s most important intellectual lessons and attitudes (Conley, 2007). By comprehending the post-secondary educational culture and structure as well as the methods of knowing and intellectual norms prevalent in this academic and social setting, the student is also better equipped to make the most of their college experience.

More American high school graduates than ever before—about 67 percent—enrolled in college after receiving their diplomas in 2016 (National Center for Education Statistics, 2022). The increased college enrollment rate is unquestionably a success. However, there is a need to consider how many of these aspirational and hopeful young people will succeed in higher education. The statistics show that fewer and fewer of those who graduate from high school succeed in college. According to the most recent data, only roughly 15.5 million students enrolled in four-year institutions in 2020 to pursue a bachelor’s degree and graduated four years later (National Center for Education Statistics, 2022).

According to research, one of the main reasons students struggle in college is the disconnect between what they experienced in high school and what is expected of them there. According to Conley (2007), many first-year students discover their college courses are fundamentally different from their high school courses. College instructors anticipate that their students will make inferences, interpret findings, examine contradictory sources, back up claims with evidence, work through challenging issues that defy simple solutions, offer explanations, draw conclusions, and think deeply about what they are learning. Additionally, college courses move along more quickly, frequently requiring students to read eight or nine volumes in the time it took them to read just one in high school.

The emphasis on education in the United States has recently shifted away from high school graduation to college success (Floyd et al., 2022). Policymakers and practitioners at the local, state, and federal levels, along with their community partners, have focused on preparing students with the skills and knowledge necessary to enroll and succeed—without remediation—in a post-secondary program that leads to a degree after realizing that success in today’s economy requires more than just a high school diploma (Conley 2007). This shift in focus has been accompanied by many programs and efforts, such as federal competitive grant programs, school-wide reform projects, community-based education support structures, and many more, designed to help children get into and succeed in college.

The emerging area of college preparedness has developed over the last few years into a vast undertaking involving numerous actors and multiple industries (Bragg, 2018). Keeping up with pertinent policies and efforts is both a difficulty and a requirement, given the field’s quick rise and growth and the many actors engaged. A review of the field of college readiness can identify key roles that the community, business, and philanthropic sectors should play in developing a coordinated strategy for enhancing readiness, as well as successful strategies for doing so and gaps in research, policy, and practice.

The Elementary and Secondary Education Act (ESEA) framework, which suggests that states hold K–12 pupils to higher standards that encourage global competitiveness, was released by the Obama Administration in 2010. Following this request, state leaders and partners launched the Common Core State Standards Initiative (CCSSI) to create standards that would prepare students for college. This initiative largely reflects the blueprint’s recommendation that students should be regularly evaluated on their progress toward these standards and that college-ready students have completed a demanding elementary and secondary academic program in English language arts and math, among other important subjects.

Two overlapping coalitions of states, the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (S-BAC), each received a sizeable Race to the Top grant from the federal government to develop assessment systems that map students’ college-ready trajectories. The PARCC and S-BAC efforts, like CCSSI, contend that a solid academic foundation is key to becoming college-ready. Researchers have long sought to define precisely what it means to be college-ready. According to prior research, preparing for college entails possessing the academic content knowledge and skills required to succeed in college-level courses (Conley 2007).

Federal Legislation on College Readiness

Students in high school frequently lack knowledge of the abilities required for college. 90% of high school freshmen anticipate pursuing post-secondary education, although many are ill-equipped to do so (Leeds & Mokher, 2019). According to Leeds & Mokher (2019), students in low-performing high schools and first-generation college students are especially ignorant of the differences between the knowledge and abilities required to graduate from high school and those required for college. Due to the estimated $7 billion yearly cost of developmental education (D.E.) courses among first-time, degree-seeking fall enrollment, students’ inadequate preparation for post-secondary education has costly repercussions for both students and institutions.

The Community College Research Center found that using college placement tests to put students in D.E. frequently resulted in placement errors (Scott-Clayton et al., 2014). Many students are underrepresented in D.E. courses when they might have passed for-credit courses. Some students are overplayed into for-credit courses in which they are predicted to fail. Although the studies from the Community College Research Center were carried out in specific contexts that might not be generalizable to other states or placement exams, the findings have been influential in policy recommendations, encouraging the use of a variety of measures for college course placement across the country (Education Commission of the States, 2016).

The federal government is currently making significant investments in college readiness through higher standards, improved assessments that align with the knowledge and skills required to succeed in higher education, and assistance to states in creating data systems that make it simple to track students longitudinally through the P-16 system. These are crucial (and long overdue) building blocks for producing more college-ready young people.

Every Student Succeeds Act (ESSA), the first piece of education reform legislation passed since the highly contentious No Child Left Behind Act was passed in January 2002, was signed into law by President Barack Obama on December 10, 2015 (U.S. Department of Education, n.d.). ESSA appears to be a response to the long-standing demands of educators nationwide for fundamental educational reform. The new 391-page law, accessed here, has received much attention, particularly for its nonpartisan nature and the limitations on the federal government’s role in education. Major choices regarding most academic standards and how schools will adhere to them are left to the states under the ESSA.

ESSA made significant advancements in previous years, with the work of educators, communities, parents, and kids nationwide ensuring success. For instance, high school graduation rates are at record highs right now. Dropouts are at a record low (U.S. Department of Education, n.d.). Additionally, more students than ever are enrolling in college. These accomplishments lay a solid foundation for future efforts under ESSA to increase educational opportunities and enhance student outcomes.

The No Child Left Behind (NCLB) Act, the previous iteration of the law, was passed in 2002. In many ways, NCLB was a big step forward for the kids in the United States, especially because it made it clear where students were succeeding and where they needed more help, regardless of their race, native language, zip code, disability, or background. The law was due for reform in 2007, and as time passed, schools and educators found it increasingly difficult to comply with NCLB’s prescriptive criteria. Recognizing this, the Obama administration joined a call in 2010 from parents and educators for better legislation to ensure that every student is adequately prepared for college and the workplace (U.S. Department of Education, n.d.).

ESSA has elements that support ensuring student and school success (Adler-Greene, 2019). Some of the elements of the legislation that have improved college readiness include; demands that all students in America be taught to high academic standards that will help them thrive in college and their professions for the first time, ensure that crucial data is communicated to educators, families, students, and communities through yearly statewide exams that gauge how well kids are doing compared to those demanding criteria. Supports and fosters local innovations, such as evidence-based and location-based treatments created by local leaders and educators, by our Investing in Innovation and maintains the expectation that there will be responsibility and action to bring about good change in our schools with the lowest graduation rates and groups of kids who are not making progress (U.S. Department of Education, n.d.).

In marked contrast to its predecessor, the No Child Left Behind Act (NCLB) of 2001, the No Child Left Behind Act (ESSA) is notable for returning authority to the states (Malin et al., 2017). ESSA is lengthy and complicated, and it contains several different policy processes about the operations of the state, intermediary, and local educators. College and career readiness (CCR) is one element of ESSA that reflects the wide policy initiative to enhance K–12 students’ readiness to transition to higher education and the workforce. Given the long-standing influence of ESEA on state and local education policy and practice on college and career readiness, particularly regarding equitable student access and participation, it is crucial to comprehend the extent to which this new federal law will affect those policies and practices.

College and career readiness (CCR) initiatives can take many forms in federal, state, and local education policies (Malin et al., 2017). It is crucial to comprehend how CCR has been expressed and prioritized in the ESSA legislation, partly because public education mandates the education of all students, especially those from historically underprivileged student populations. We aim to determine whether and how equality is included in this new version of federal policy. Our interest in this aspect of CCR stems from claims that equity needs to be addressed more forcefully in CCR policy. The country risks sustaining imbalances between student groups that could have a long-lasting negative effect on society if CCR is not acknowledged as crucial for all students.

CCR includes the creation of standards-aligned examinations as one of its components, along with criteria for college and career readiness. Each state was required to establish rigorous academic standards under the NCLB Act of 2001, and school systems and states were held responsible for students’ academic performance (Malin et al., 2017). These standards had to be attained by all students overall and by particular demographic subgroups. Academic proficiency was narrowly defined as student performance in reading and math. NCLB did not include any accountability mandate to ensure students are prepared for careers, even though mandating academic standards was an important step for the law.

The ability to compare student learning across the 50 states has been hindered by the fact that each state has different standards and definitions of proficiency. As a result, policymakers have questioned whether the knowledge and abilities required for success after high school and to compete in the global economy are sufficiently reflected in the states’ present standards (Malin et al., 2017). However, given the United States’ past biases on race and intelligence, Malin et al., 2017) claimed that an education strategy that prioritized eliminating racial academic success gaps was “nothing short of remarkable.”

The creation of the Common Core State Standards (CCSS), which focuses on CCR, was motivated by a goal to equip all children with the skills necessary to succeed in the global economy and society. Conley (2014) remarked that “one of the most important goals of the Common Core State Standards is that they provide the knowledge and skills necessary to succeed in college, career, and life” (p. 4) while describing the inspiration for the development of the CCSS. The K-12 English Language Arts and Mathematics standards were later produced by the Common Core State Standards Initiative (n.d.), which is currently being used by 42 states and Washington, D.C. The math and English language arts standards have been altered in certain jurisdictions, but an examination shows that most of these adjustments have been small. The design process helped define state curricular standards, local educational strategies, and uniformity for evaluating students’ CCR. However, there are still large achievement gaps between various student groups. According to national statistics, kids of color are less prepared for college than White college students regarding post-secondary enrollment and completion rates (Malin et al., 2017).

School-Level Efforts to Address College Readiness

Conley (2007) published a monograph titled “Redefining College Readiness.” It outlined a four-part conceptual model for college readiness that included four dimensions: key cognitive strategies, key content knowledge, academic behaviors, and contextual knowledge. According to Conley (2007), key cognitive strategies are deliberate actions that help students acquire, comprehend, remember, utilize, and apply information from various subjects. The majority of students arrive unprepared for the intellectual demands and expectations of post-secondary environments, according to college instructors across the country, regardless of the selectivity of the institution (Conley, 2007). According to additional research, college professors anticipate their students to conclude, interpret findings, evaluate contradictory sources, provide evidence to support claims, address complex issues with no clear solution, draw conclusions, provide explanations, conduct research, participate in debates about ideas, and generally think critically about the material they are being taught. When confronted with content information they have not previously developed these cognitive techniques, students who have limited prior experience struggle.

Understanding the teaching, learning, and assessing of the Key Cognitive Strategies required for college readiness derives from research on human cognition (Conley, 2007). This also includes dispositional-based theories of intelligence, which assert that intelligence can be taught and developed; thinking skills, cognitive learning theory, which asserts that learning is a product of thinking; and competency theory (Conley, 2007). This provides a way to think about learner progression. To develop increasingly more difficult learning opportunities that are precisely calibrated to result in student readiness for college success, college-ready schools draw on these features of human learning. The School Diagnostic lists the Key Cognitive Strategies: problem formulation, research, interpretation, communication, and precision/accuracy.

According to Conley (2007), key content knowledge is the fundamental knowledge required to understand academic disciplines, including all-encompassing reading and writing abilities, as well as knowledge and abilities in the core academic subject areas of English/language arts, mathematics, science, social sciences, and world languages. For instance, compared to high school, college students are expected to read a far wider breadth of literature, typically in much larger volumes. College-level writing is required to convey concise, well-supported arguments drawn from a range of reliable sources and to be delivered flawlessly by a predetermined style guide.

Students need academic behaviors to handle the demands of the workload and rigor of college. These behaviors include self-management abilities, attitudes, and habits. These differ from important cognitive strategies in that they typically don’t depend on a specific subject area and are primarily composed of self-awareness and study techniques. Academic behaviors do not necessarily reflect mental aptitude; children who display these behaviors can better apply their intellectual prowess to academic success. Examples include the capacity for self-advocacy, collaboration, self-evaluation, time management, note-taking, goal-setting, and self-monitoring (Conley, 2007).

Mandating College Readiness

In the United States, post-secondary higher education remains essential for obtaining credentials, degrees, and fulfilling work (Floyd et al., 2022). For many years, community colleges, in particular, have been the Ellis Islands of America’s higher education system, enabling everybody access to a better standard of living. The workforce, career, and technical education are driving the growth of higher education in the post-secondary sector. It is the key to filling middle-wage and high-skill, high-wage positions. Technical colleges, community and state colleges, private colleges, and public universities continuously evaluate their roles in meeting the needs of the country’s workforce and successfully constructing a workforce fit for the twenty-first century as the United States post-secondary higher education works to close a nationally identified skills gap.

As success in the modern labor market depends on students possessing post-secondary education and training, and employability skills, preparation for college and careers is becoming increasingly crucial (Floyd et al., 2022). Every Student Succeeds Act (ESSA) gives states several legislative tools to enhance homeless youth’s preparedness for college and the workforce (U.S. Department of Education, n.d.). Children from underserved communities face educational difficulties, such as transportation issues, trouble enrolling in classes, and financial difficulties that prevent them from paying for materials or extracurricular activities. According to research, such students are at least twice as likely to be chronically absent and are more likely to drop out of school than the general student population.

The ESSA changes mandate that states and localities review state laws, regulations, practices, and policies that might hinder the enrollment, attendance, and success of homeless youth and others from underserved communities. This is to provide evidence in their Title I plans of how they intend to remove those obstacles. This is because homeless youth face several educational challenges. According to the legislation and non-regulatory guidance, states should: remove obstacles brought up by charges, penalties, absences, and missed enrollment deadlines (Kannam, 2018). If there is a disagreement over enrollment, school choice, or eligibility, enroll pupils immediately in their first choice until a solution has been reached.

The Ability of High School Students to Think Abstractly and the Outcomes of Their Studies Comment by LASLEY, BOBBY: Shorten heading title

Computational thinking is regarded as the foundation of all STEM science disciplines, according to Hanif et al. (2021). Five constructs—abstraction, generalization, algorithms, modularity, and decomposition—can be used to assess the levels of computational thinking proficiency. Abstract thoughts don’t need to be founded on actual physical experience; instead, they might be constructed on ideas based on greater experience. In this instance, Zehetmeier et al. (2019) carried out a literature review on abstract thinking. They discovered an indication that may be used to gauge abstract thinking or to be named the Abstract Thinking Framework.

According to Hanif et al. (2021), a student prepared for college can conceptualize or pair abstract concepts with real-world examples. Using metaphors and sayings from the past is one of the best ways to encourage pupils to think abstractly. Students will initially react as described above, but with enough practice, they will be able to understand, to think abstractly about works like Carol, Dr. Suess, and Milton, such as Horton the El true meaning of the sayings. Understanding the diversity of literature, both classical and modern, requires the ability to think abstractly (Hanif et al., 2021).

SAT: Scholastic Aptitude Test

The Scholastic Aptitude Test (previously known as the Scholastic Achievement Test) and the Scholastic Aptitude Test (formerly known as the SAT) are both standardized tests used to assess key competencies needed for tertiary-level academic performance (Van Schalkwyk, 2017). The SAT is a standardized test that middle and high school students typically take to prepare for admission to colleges and institutions in the United States. The College Board administers it. To create tests that would make sense in a society where problem-solving abilities, effective communication, and an understanding of complex relationships have become essential for success in both career and life, the College Board reviewed and redesigned the SAT. This was done to better align it with the work high school students do in the classroom.

The updated SAT Suite of Assessments, which includes the SAT Math and SAT Evidence-Based Reading and Writing (ERW), was first given in the spring of 2016 in both the United States and abroad. The exam lasts, on average, 3–4 hours, with an additional 50 minutes for the SAT with an essay (Van Schalkwyk, 2017). The updated test no longer penalizes pupils for guessing or giving incorrect answers, and the 1600-point scale, which includes sub-scores and cross-test scores, gives educators insight into each student’s unique strengths and weaknesses so they may modify their education as necessary. The College Board also formed new agreements with top online providers who offer practice problems and instructional films to assist students to get ready, improving accessibility for various populations.

A student who is prepared for college can conceptualize, or pair abstract concepts with real-world examples. Using metaphors and sayings from the past is one of the best ways to encourage pupils to think abstractly. Students will initially react as described above, but with enough practice, they will be able to understand the think abstract, works like Carol, Dr. Suess, and Milton, such as Horton the El true meaning of the proverbs. Understanding the diversity of literature, both classical and modern, requires the ability to think abstractly. Without the ability many students in the United States graduate from high school without having acquired the information and skills necessary for success in college (RN-30, 2007). Only 34% of high school pupils were considered college ready in 2002.

HSGPA: High School Grade Point Average

Grades from high school courses are important measures of academic accomplishment for learners, teachers, and institutions of higher learning (Allensworth & Clark, 2020). However, because all students are evaluated using the same activities and settings, standardized test scores are frequently considered to be more accurate and objective measures of academic readiness than students’ grades. To assess students’ progress toward college readiness standards, all states use standardized examinations, with 45 states adopting ACT or SAT scores (Nayar, 2015). The What Works Clearinghouse practice guide on how to prepare students for college makes it clear that standardized test scores should be used to monitor students’ college readiness, while HSGPAs are discussed as one performance indicator to take into account along with curriculum and assessments (Allensworth & Clark, 2020).

Grades from high school courses are important measures of academic accomplishment for learners, teachers, and institutions of higher learning. However, because all students are evaluated based on the same activities under the same circumstances, standardized test scores are frequently considered to be more accurate and objective measures of academic preparation than students’ grades. To assess students’ progress toward college readiness standards, all states use standardized examinations, with 45 states adopting ACT or SAT scores (Nayar, 2015). The What Works Clearinghouse practice guide on how to prepare students for college makes it clear that standardized test scores should be used to monitor students’ college readiness, while HSGPAs are discussed as one performance indicator to take into account along with curriculum and assessments.

The focus on test scores in policy and practice is predicated in part on the idea that college admission exams are reliable indicators of preparation. However, research shows that high school grade point averages (HSGPAs) are better predictors of college outcomes than test scores contradicting the emphasis on test scores over grades in policy and practice recommendations (Nayar, 2015).

By examining whether students with the same HSGPAs are systematically more likely to graduate from college if they attended specific high schools and whether the slope of the relationship varies by high school, Allensworth & Clark (2020) directly addressed questions about the variability in HSGPAs across high schools as predictors of college readiness. Then, using ACT scores—which are typically believed to be equal. The study administered identical exams. Additionally, the study determined the degree to which high school effects on college graduation exist but are not evident in either students’ HSGPAs or ACT scores.

PASS: Planning, Attention-arousal, Simultaneous, and Successive

Luria’s work serves as the foundation for the Planning, Attention, Simultaneous, and Successive (PASS. The model is proposed as a comprehensive conceptualization and framework for cognitive processes (Naglieri & Das, 2005). The experimental tasks created by Das and Naglieri to measure these processes as well as Luria’s perspective on them are provided in depth. A study of the WISC-R and K-ABC from the PASS model was presented by Naglieri & Das, 2005). The current experimental tasks employed in the Das-Naglieri Cognitive Assessment System are described, as well as factor analytic, criteria-related, and discriminant validation of the PASS model. Finally, responses are given to some of the reviewers’ criticisms from the conference. Comment by LASLEY, BOBBY: Format for abbreviations. Please correct.

Choosing the appropriate course of action in the face of a challenge or unknowable circumstances requires planning. The ability to selectively ignore some stimuli while attending to others is known as attention arousal, which is the brain’s first functional unit. Simultaneous processing calls for the capacity to incorporate various stimuli and data into our knowledge base as a whole. The capacity to logically arrange incoming inputs and data is necessary for successful processing.

Recommendations

Over the years there have been various studies offering recommendations that would be able to improve college readiness for students. Conley (2007) offered a framework that would help in improving college readiness and thus helping in resolving the low rates of college readiness. In one of the recommendations, Conley (2007) points out the importance of high school students in understanding the differences between college and high school. Along with the expectations for participation, autonomous work, motivation, and intellectual development, the student-teacher relationship undergoes a significant adjustment. All of this takes place at a time when numerous young people are for the first time experiencing major independence from their families and from the role of a child. It makes sense that the transition from high school to college is one of the most challenging times for many people in their lifetime. Comment by LASLEY, BOBBY: Need to focus on creating subheading in this section to more clearly define and organize your synthesis of literature. Start with the historical aspects, move to causes of the problem, then prior solutions. That might help better organize and create a better narrative. After that work, please check citations to ensure they are formatted correctly. I have marked a few.

Theoretical Framework

J.P. Das et al. (2021) created the PASS (Planning, Attention-arousal, and Simultaneous-success) Theory of Intelligence. Choosing the appropriate course of action in the face of a challenge or unknowable circumstances requires planning. The ability to selectively ignore some stimuli while attending to others is known as attention arousal, which is the brain’s first functional unit. Simultaneous processing calls for the capacity to incorporate various stimuli and data into our knowledge base as a whole. The capacity to logically arrange incoming inputs and data is necessary for successful processing (Asari et al. 2020). Comment by LASLEY, BOBBY: You have already given this abbreviation. Correct? Comment by LASLEY, BOBBY: Comma per APA.

The idea is based on four basic processing systems: planning, attention-arousal, simultaneous, and successive (PASS). The frontal lobe function is planning. It is one of the key skills that sets humans apart from other primates and is more precisely connected to the prefrontal brain. The prefrontal cortex is essential for setting goals and objectives as well as for creating the action plans needed to achieve them. It chooses the cognitive abilities necessary to carry out the plans, coordinates these abilities, and applies them correctly. The prefrontal cortex is also in charge of determining if our activities were successful or unsuccessful in relation to our aims.

Low degree of college readiness observed at James Monroe High School in West Virginia necessitate the implementation of a comprehensive strategy aimed at enhancing students’ readiness for post-secondary education. Gaining insight into the cognitive mechanisms and neural mechanisms linked to attention arousal, simultaneous processing, successive processing, and planning can establish a theoretical foundation for formulating efficacious interventions to tackle this matter. The concept of attention arousal refers to the process by which individuals become alert and engaged with stimuli in their environment.

One essential cognitive process is attention arousal, which encompasses the capacity to deliberately concentrate on specific stimuli while effectively disregarding irrelevant information. Optimal cognitive functioning and responsiveness to the environment are of paramount importance. Individuals diagnosed with attention deficit disorder (ADD) may encounter difficulties in sustaining attention and concentration, thereby impacting their preparedness for college. In order to effectively address this issue, it is advisable to employ strategies that facilitate the stimulation of attention. These strategies may encompass the integration of captivating pedagogical approaches, interactive educational encounters, and the establishment of a stimulating academic milieu in order to augment students’ capacity to discerningly concentrate on pertinent information while disregarding extraneous stimuli.

Simultaneous processing is a significant cognitive process employed by the brain. The process entails the integration of various stimuli and informational components in order to establish a cohesive entity, thereby enhancing our knowledge framework. The occipital and parietal lobes are integral in the process of simultaneous processing. In order to cultivate the ability to engage in simultaneous processing and foster preparedness for higher education, it is recommended to integrate instructional approaches that facilitate this cognitive process. For instance, the implementation of visual aids, interactive group activities, and problem-solving tasks that necessitate the integration of diverse information has the potential to facilitate the cultivation of simultaneous processing skills.

Successive processing refers to the cognitive ability to systematically arrange and combine information in a sequential manner. This cognitive skill is crucial for various tasks, including the acquisition of numerical concepts, mastery of alphabetic symbols, and execution of mathematical operations. The cognitive process in question is primarily associated with the temporal lobe. In order to enhance the development of successive processing skills and promote college readiness, it is advisable to incorporate instructional strategies that prioritize sequential ordering and logical reasoning. These could encompass organized practice exercises, methodical problem-solving strategies, and systematic learning activities that build upon previously acquired knowledge.

Planning is a cognitive process that is closely linked to the functioning of the frontal lobes within the human brain. The process entails establishing objectives, formulating strategies to attain them, and anticipating the potential consequences of said strategies. Proficiency in planning is crucial for effectively managing challenges and accomplishing tasks with favorable outcomes. In order to bolster the capacity for effective planning and enhance preparedness for higher education, it is crucial to integrate methodologies that foster the development of executive functions. These strategies encompass the instruction of goal-setting techniques, the provision of guidance on the formulation of effective study plans, and the facilitation of opportunities for students to engage in decision-making and problem-solving within authentic contexts.

In conclusion, a comprehensive understanding of the cognitive processes of attention arousal, simultaneous processing, successive processing, and planning, as well as their corresponding brain regions, can provide valuable insights for educators and stakeholders in devising specific strategies to tackle the issue of inadequate college readiness at James Monroe High School in West Virginia. The implementation of strategies aimed at enhancing attention arousal, simultaneous processing, successive processing, and planning skills has the potential to enhance students’ cognitive abilities and enhance their preparedness for higher education, thereby increasing their likelihood of achieving success in this academic context.

Summary

Chapter Three: Procedures

Overview

Interview Procedures Comment by LASLEY, BOBBY: Should be in present tense. Please correct throughout.

Semi-structured interviews were the first method of data collection in this study. Prior to presenting the interviews to the participants, they were initially drafted. When acquiring data that can answer research questions or provide additional insights on a certain topic, interviews are useful. All of the interview questions were created using a variety of college preparedness reading sources. Seven instructors from James Monroe High School in West Virginia took part in the interview. The participants were chosen via convenience sampling. The seven teachers comprised of the school principal, two teachers from the examination department, and four teachers who taught students from 9th to 12th grade. The choice of the school principal was since the principal is the decision-maker in the school. Their participation was required in resolving the problem. The teachers from the examination department would be effective when implementing strategies to help in correcting the problem. Comment by LASLEY, BOBBY: through Comment by LASLEY, BOBBY: This sentence is confusing.

Face-to-face interviews were performed in one of the school’s brand-new classrooms. When they felt ready for the interview, the participants had to let the interviewer know. Each participant had a fifteen to twenty-five-minute interview session. Prior to transcription and coding, each session with participants was recorded in order to discover recurring themes regarding college readiness at the school. The researcher examined participant replies and discovered themes that cut across them using coding. To show how they were discovered, the codes and themes table were used.

Interview Questions Comment by LASLEY, BOBBY: Bold

1. What criteria or indicators are utilized to assess a student’s readiness for college?

The purpose of the inquiry was to ascertain whether the participants were aware of the elements that affected JMHS students’ preparation for college. Leeds & Mokher (2019) assert that utilizing placement tests to place students in developmental courses frequently leads to misplacement.

2. How are measures of college preparedness included in the high school curriculum? Comment by LASLEY, BOBBY: Confusing question. Please reword.

The purpose of the inquiry was to enable the researcher to ascertain whether or not the school’s curriculum was created to assist students in preparing for higher education. The impact of Programs of Study (POS) on preparing students for college and careers was examined by Castellano et al. in 2016. They discovered that enrolling in POS increased learners’ graduation rates and resulted in good retention using a structural data analysis method. Comment by LASLEY, BOBBY: Need citation.

3. What are the potential reasons why students from underserved and low-income neighborhoods are less prepared for college? Comment by LASLEY, BOBBY: Leading question. Please reword. See chapter 5 in the textbook.

Understanding learner or institution-specific variables that contribute to high school pupils’ inadequate college readiness was the question’s main goal. They stated that depending on test scores and other indicators can result in students being underprepared and misdirected (Leeds & Mokher, 2019).

4. What current problem in your school or educational setting would you like solved? Comment by LASLEY, BOBBY: What impact does this question have on solving college readiness?

The question was intended to help determine whether the teachers at the school recognized low college readiness rates as a problem. The information could help to delve deeper into what the school was doing to mitigate the challenge after it was identified (Leeds & Mokher, 2019).

5. What is the best way to solve this problem? Comment by LASLEY, BOBBY: What problem?

The question was asked to the participants to understand further how much they knew about each intervention. Morin (2021) mentions collaboration between teachers and parents and allowing parents to visit JMHS as some solutions that can help improve students’ performance.

6. What role will data play in solving the problem? Comment by LASLEY, BOBBY: What problem?

Data is important in education. The academic achievement of JMHS students can be compared to national and state averages. Additionally, typical patterns in pupils’ performance can be found by comparing them throughout the year. The question sought to determine if the institution used data to enhance instruction (Leeds & Mokher, 2019).

7. What is your knowledge of test results and assessment results in relation to college readiness?

School assessments can be used by teachers and government representatives to implement educational improvements (Tillema et al., 2011). Additionally, these tests are utilized to evaluate the proficiency of JMHS students in various topics and to simplify education to strengthen their areas of weakness.

8. What outside assistance is required by the school to address this issue? Comment by LASLEY, BOBBY: What issue? Comment by LASLEY, BOBBY: Need at least 10 questions.

If the local, state, and federal governments had also contributed to the school’s low college preparation, the researcher would be better able to comprehend that (Leeds & Mokher, 2019). The school might use outside assistance to expand the learning resources it offers pupils and to provide financial aid to those who come from underprivileged backgrounds.

Second Data Collection Method Procedures Comment by LASLEY, BOBBY: Heading should be Quantitative Survey Procedures

The second data collection method was the use of a quantitative survey. There were sixteen participants in the survey: eleven teachers, three current students, and two alumni. Data was gathered by phone while each participant completed the survey at their convenience. Before the researcher performed the first survey, participants were informed seven days in advance, and participation was optional. The sixteen participants were chosen through deliberate sampling, and descriptive statistics were used to examine the data that had been gathered. The poll asked both demographic and non-demographic questions. Thematic analysis was used to evaluate the data obtained, identifying recurrent themes in the responses. The analysis of multiple-choice questions used averages and frequencies.

Survey questions

Part A: Demographic Questions Comment by LASLEY, BOBBY:

Instructions: Choose one response only for each question with multiple choices

1. What is your annual household income? Comment by LASLEY, BOBBY: Do not bold questions. Fix throughout.

A. Less than $20,000 B. $20,000 – $50,000 C. $50,000 – $80,000 D. $80,000 and above

E. Prefer not to say.

The question would help in finding the correlation between socioeconomic factors and income.

2. Which languages are you capable of speaking fluently?

A. English

B. Spanish

C. Other

D. Prefer not to say.

The inquiry would enable the researcher to ascertain whether James Monroe High School had any students who spoke other languages. It would also aid in exploring how student/teacher language impacts preparedness for college.

3. What is your race or ethnicity?

A. White

B. Black

C. Hispanic

D. Asian

E. Other

F. Prefer not to say.

The inquiry would enable the researcher to assess the relationship between students’ race or ethnicity and college readiness.

4. Do you believe there are differences between students from underserved and low-income families and those from wealthy backgrounds?

A. Yes

B. No

C. I don’t know.

The inquiry was meant to aid the researcher in learning more about how the school views its students (Leeds & Mokher, 2019). The researcher could provide suggestions to enhance performance at JMHS by comprehending how various kids are handled.

5. Do you agree with the ratio of black students to white at James Monroe School?

Agree

Neutral

Do not agree

The issue of diversity has been previously mentioned as one of the causes of the low rates of college readiness at the school. The question would aid the researcher in learning more about any gaps in the enrollment of students.

6. Does the school administration regularly organize meetings with parents?

A. Yes

B. No

C. I don’t know.

The purpose of the inquiry was to assist the researcher in ascertaining whether parent-teacher collaboration took place frequently at James Monroe High School. This would aid in determining whether there was a problem with collaboration at the institution. The answer to this query will aid the researcher in formulating appropriate recommendations for initiatives to close the college readiness gaps at the school between students from low-income and underprivileged households and those from wealthy homes. In schools that work with parents, there should be a high rate of college attendance. Low performance was also anticipated when parents showed less interest in their children’s education. If the majority of respondents firmly concur that the school administration regularly held meetings with parents, the issue was not related to parental involvement in their children’s educational process.

7. Do teachers use data in designing teaching plans?

A. Yes

B. No

C. I don’t know.

The goal of the inquiry was to determine the data analytics function at James Monroe High School. The data would also be compared to information from the interviews. Data is crucial to the process of teaching and learning. The utilization of data improves a thorough assessment of past and present educational initiatives. When compared to children from wealthy homes, JMHS performance statistics showed that students from underserved and low-income communities were least prepared for college (Garner, 2019). The researcher would come to the conclusion that the performance disparity was not caused by inadequate data use if the majority of respondents agreed with the assertion. However, if a large number of participants disagreed with the assertion, the researcher would draw the conclusion that the issue in the school might in part be caused by a lack of data utilization.

8. Do all the students have equal access to learning resources?

A. Yes

B. No

C. I don’t know.

Any student’s success depends on their access to learning resources, which has an impact on their preparedness for college. Resources for learning materials can include books, libraries, classrooms, and teachers. When students have equal access to learning resources, there is relatively little performance inequality, but there is significant performance inequality when students have unequal access to learning resources. The goal of the question is to help the researcher determine whether racial gaps in college preparation are the only explanation. If a large percentage of those surveyed agreed with the claim, discrimination was not present in the school and the success inequalities were caused by other factors. However, the researcher would come to the conclusion that JMHS discriminated against students if a large number of respondents disagreed (Morin, 2021).

9. The teachers play their role in helping the students set their goals (pick one).

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

The process of defining goals for kids is greatly aided by teachers. Focusing on what to do is the primary goal of goal setting. Since educators can provide crucial assistance, the question would enable the researcher to determine whether educators were active in their students’ goal-setting processes. Most students will probably figure out what they need to do to achieve if instructors assist them in setting their goals (Elias, 2019). The answers to the question let the researcher determine whether poor goal-setting abilities are also a factor in low college preparation among low-income and neglected groups. Comment by LASLEY, BOBBY: See the textbook example. There should be demographic questions and they the survey questions. Please correct to separate. The same format should be used for each survey question. Such as Always, Often, Sometimes, Rarely, Never or another format.

Third Data Collection Method Procedures Comment by LASLEY, BOBBY: Title is Focus Group Procedures.

Focus groups were the researcher’s third strategy for gathering information from the institution. The focus group’s participants were chosen at random. A focus group about JMHS students’ readiness for college was arranged by the researcher. The focus group session, which was held in the school’s dining hall after classes, only accepted eight participants. Three of the eight participants were currently employed as teachers at JMHS, while one had previously worked there. Two participants were JMHS alumni, while the other two were neighbors who also happened to be JMHS parents. Following the steps mentioned below, the researcher examined data obtained using the thematic data analysis approach. The steps included Step 1: familiarization. Step 2: coding. Step 3: generating themes. Step 4: Review themes. Step 5: Defining naming themes. Step 6: Write up the themes.

Summary

References Comment by LASLEY, BOBBY: Need hyperlink for each reference if can be found online. Make the hyperlinks live.

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A ppendices

Appendices 1

Ranking Factors

National

State

College Readiness Index Rank

10, 750

College Curriculum Breadth Index Rank

10, 003

State Assessment Performance Rank

12, 252

State Assessment Performance Rank

7,211

Graduation Rate Rank

4,212

Appendices 2

James Monroe High School 142 James Monroe Dr Lindside, WV 24951 Comment by LASLEY, BOBBY: This needs to be the actual letter that is scanned into the document.

Phone: 304-753-5182

June 15 2023

Michael Whitener

9531 Farrow Rd

Columbia, SC 29203

Dear Mr. Whitener,

RE: Permission Granted for Research on College Readiness at James Monroe High School

I am writing to formally notify you that your request to conduct a research study on college readiness at James Monroe High School has been approved. We acknowledge and value your expressed interest in tackling the issue of insufficient college preparation gaps within our institution and your proposal of recommendations aimed at improving this aspect.

The research study employs a mixed methods approach integrating qualitative and quantitative methodologies, with a specific emphasis on conducting interviews, surveys, and focus groups. The findings of this study hold the potential for identifying the factors contributing to inadequate college readiness and proposing strategies to enhance college preparedness among our strident cohort. The significance of this search and its potential to yield benefits extends beyond James Monroe High School, encompassing other educational institutions grappling with similar challenges.

We acknowledge and value your dedication to upholding ethical principles and safeguarding the rights of participants. Ensuring that all parties involved encompassing the principal, teachers, students, and parents are treated with respect and confidentiality is imperative. You are expected to comply with the informed consent procedure, which entails granting participants the option to withdraw from the study at any given point.

Research protocols must be effectively implemented within a secure and conducive environment to prioritize the safety and welfare of all individuals involved. We also acknowledge and value your dedication to anonymizing and securely storing the collected data, thereby safeguarding it against unauthorized access.

We strongly believe that the discoveries derived from your research study will contribute significantly to our educational community and extend further into other domains. By adopting the strategies outlined, it is anticipated that substantial advancement can be made in improving the rates of college readiness at James Monroe High School. This will result in expanded educational prospects and future accomplishments for our students.

On behalf of James Monroe High School, I hereby provide official authorization for implementing your research study within our educational institution. We appreciate your commitment and anticipate collaborating closely with you and the school community throughout this undertaking. If there are any additional questions or concerns, please feel free to contact me or the relevant personnel.

We appreciate your inquiry, Michael. We express our attitude for your proactive approach and acknowledge the potential beneficial effects that your research may bring to our educational institution. We extend our sincerest wishes for success in your research endeavor.

Sincerely,

Angie Mann, Principal

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