College Readiness System

College students mostly get nervous about all the sudden work load that they face and may fail in many steps throughout their college life. They might end up needing help and professional advice on how to get good grades and survive their college. John Langan in “Three Keys to Doing Well in School” says (that) the three most important factors to a student’s success in college are attitude toward learning, good study skills and involvement with reading. Langan emphasizes on these three main points, sharing his opinion on how these keys are important and says that one should have much self-respect and determination to earn the reward by hard work rather than relying on luck. Furthermore, Writing and taking notes is another major key when it comes to enhancing study skills. Also, being organized and having a schedule setup for almost everything helps an individual to work on time and complete the assigned work ahead of time too. Reading is also an important step to better performance in school or college as it helps you think well, increases your vocabulary and helps you become a more successful person. These factors are some of the most important characteristics that a student should develop throughout his life to succeed in life as it helps build and strengthen the future of the student.

Kanno & Kangas, 2014), rigorous college preparation begins in middle school, when students must take the prerequisite classes to advanced high school courses. By the time students reach high school, advanced placement courses may be out of reach for those who have not taken the preparatory classes (Kanno & Kangas, 2014). Given that a rigorous secondary school curriculum seems to predict college success (Flores et al., 2012), ensuring that former ELLs enroll and succeed in high-level classes is integral to promoting equitable college readiness. Indeed, students who take advanced coursework tend to develop more higher-level thinking skills, analytical abilities, and positive attitudes than students who take basic courses (Kanno & Kangas, 2014). Most recently, Flores et al. (2012) analyzed student data from Texas and found that taking high-level and dual-credit courses is a strong predictor of immediate college enrollment for all students regardless of ELL

New studies show that our current remedial classes may be hurting students instead of helping them. Currently, students are spending their tuition and scholarship money on remedial classes instead of classes that would help them earn their degree (BigFuture, 2017). While the remedial classes are there to help students pass their credit-bearing classes, colleges might want to consider pairing them with the credit-bearing classes that they are supposed to be helping the students pass. Four years of data have shown that those who were placed in higher-level

As a result, students and parents are starting to prepare for college much later than researchers recommend (Bell et al., 2009; Gibbons et al., 2006). According to research from Bell et al. (2009), students who attend schools with personnel dedicated to college guidance are more likely to feel confident about and familiar with the college application process. This finding is particularly significant, as first-generation college students report lower positive outcome expectations related to attending college, which can in turn impact their intentions, interests, and goals. Furthermore, with prospective first-generation college students reporting greater barriers related to college going, it is essential that counselors dedicated to college access are available to help raise positive expectations, as well as challenge negative expectations for this population (Gibbons & Borders, 2010). Although 65 percent of first-generation college students expressed interest in attending a four-year university in Gibbons et al.’s (2006) research, just 53 percent of all prospective first-generation college students were enrolled in college-preparatory courses. As a result, some counselors have started to realize how the rigor of classes is a systemic barrier

Geoffrey Maruyama begins his article by discussing the importance of a college education and the importance of helping students prepare for college by assessing their college readiness. While acknowledging that the ACT does predict some college readiness the author discusses the problems that arise with just using threshold scores to determine college readiness. The author uses reputable research to support his claim that socioeconomic status, demographics (such as gender), family social class, racial background, and especially grades are important predictors of college readiness. Maruyama argues that a new college-readiness definition is needed and then suggests seven

We intentionally focus on students who are underrepresented and successfully and not successfully completing college but research shows that students who enroll in school that did their academic credentials they are more likely to complete college. After this the

Public education has historically attempted to educate more people and make higher education more accessible to all students. Thus local school districts, higher education institutions, states, and the U.S. federal government are increasingly dealing with funding issues. Faced with decreases in additional funding, our focus must be on channeling existing resources toward practices that increase the probability of student success. This includes best educational practices and viewing schools and higher education institutions that affect student performance as part of an inter-related system, not as separate institutions. Today, educators acknowledge that there is no straight line to earning college

Transitioning from high school to college is a very important stage in a young adults life. It is an exciting, nerve racking, and sometimes frightening experience leaving home for the first time and essentially living on your own. Not having your immediate family around you for months at a time definitely affects students differently. Some students embrace the opportunity and strive while others do not make it past the first semester. However, research shows there are factors that increase the likelihood of becoming the student that strives rather than the student that does poorly. Factors

Early alert intervention programs can be beneficial to colleges to assist them with identifying students who are at risk of not being academically successful (Tampke, 2012-2013; Bryan & Simmons, 2009). Equally important, students entering college for the first time encounter significant changes from those encountered in high school as the academic demands are usually more rigorous. In addition, some freshman students struggle with academic success, which impacts persistence; therefore, early intervention programs should be considered. According to Vanthournout, Coertjens, Donche, and Van Petegem (2012), student academic persistence is an expected outcome of early intervention programs.

College education has changed dramatically over the last decade. For a long time, the common perception of how colleges prepared students involved, teachers providing lectures, students doing various homework assignments and then being evaluated. Students either passed or failed. Each individual’s success was considered to be a direct reflection on how much time and effort they put into their studies. Colleges did not often bear the burden of responsibility for poor student outcome statistics. In recent years, the responsibility of student success has begun to fall more heavily on the schools. According to Grubb and Associates’s article, “From Black Box to Pandora’s Box. Evaluating Remedial/Developmental Education”, as the shift in responsibility has

graduates not being properly prepared for entry level college courses. Recent national figures in the United States show only 8 percent of high school students take the needed foundational courses that prepare them to be col lege and career ready. Unfortunately, these figures are not just isolated to the United States. They are visible in numerous countries around the world. In a quantitative research study created by the University of Notre Dame Australia, Fermantle campus, it was hypothesized that the reason why students could not qualify for college entrance is because they lacked the needed experience with extended reading writing task. In response to this hypothesis, they created a “primer” course which was essentially and intervention program designed to close academic gaps in reading, writing, and mathematics, so that students could meet the minimum college standards for entrance. Since this issue has be adequately researched outside of the United States, there may be some benefits to

Young Adults and Higher Education by Thomas Brock focuses on issues in our postsecondary education system. Brock believes that modifications need to be made to colleges and argues that there are three areas in need of a transformation for students to succeed in college. According to Brock the three areas in need of the most attention is remedial education, student support services, and financial aid. If changes are made in each of these areas, improvements will be shown in students. He believes that changes will result in an improvement in student’s attendance, persistence, and completion.

Attention Students! The American College Testing exams are soon. College readiness assessment is a standardized test for high school achievement and college admissions, also known as the ACT. Here at Chino Hills High School the admission board allows an astonishing opportunity for all students, we allow several dates to either retake the test or take it when you are ready. Here are the upcoming dates; October 22, 2016, December 10, 2016, February 11, 2017, April 8, 2017, and June 10, 2017. The staff, parents, and many alumni encourage you as students to be independent and responsible and study hard to achieve an outstanding grade on this exam. To be successful in life, you will have to strive for your ultimate goal and do not give up until

An (2015), compared high school students with dual enrollees through data provided by the WNSLAE. Researchers found that a main factor in academic performance is the level of preparedness and motivation of the student. Many students enter college unprepared, which affects their performance in college courses. However, it was found that students who were dually enrolled in both high school and college performed better in college courses because dual enrollment students enter post-secondary school with pre-existing college standards (An, 2015). They already know what college courses and professors expect because they already had their transition period during high school. Motivation was said to play an important role in academic success and performance. Dual enrollees have the intrinsic motivation in wanting to learn versus having to learn information. To support that dual enrollment increases academic performance, dual enrollees have already developed organization skills, study habits, and are already exposed to the college experience prior to starting post-secondary school (An, 2015).

The current study examined participation in a rigorous high school curriculum and the corresponding outcomes related to college enrollment, persistence, and graduation. Because participation in high rigor college preparatory courses is related to college success, it is expected that students participating in courses with high rigor would also have a greater likelihood of enrolling in college immediately after high school, persisting in college through the second year and graduating from college within six years after graduating from high school as compared to