Maruyama Assessing College Readiness Summary

William G. Tierney, Zoë B. Corwin, Julia E. Colyar, (2005), Preparing for colleges, pp 200-264

High schools do not focus enough on college readiness. “Our findings suggest that high schools have prioritized credit accrual necessary for graduation over knowledge and skill development that would prepare students for

San Jose Mercury News Editorial, authors of “Remedial costs are too high for CSU to bear” highlight the San Jose State University policy that took place in 2009. The policy is about Freshmen students who are required to take remedial classes since their math or English basic college-level aren 't good enough.To notice these students that need help ahead of time CSU created the Early Assessment Program . Even though CSU created the voluntary Early Assessment Program, which has an essay and two dozen questions that are included in standardized tests given to juniors, many students didn 't pass it. Those students who don’t take the Early Assessment Program or aren 't qualified will have to take online tutorials and remedial classes which take a year to study. Sadly, there’ll be no repeat chances for those students who don 't pass their remedial courses. They may have to hire tutors or take courses off campus to gain the basic knowledge "they should have received in high school," as the authors said. The author assume that it 's both students and their high school 's responsibility for college readiness, and I strongly agree with the authors ' aurgement. College readiness shouldn 't be CSU. However, College readiness is high schools obligation , and students duty as well.

The purpose of this proposal is to examine current and future Iowa State University admissions decisions processes. At the present time most colleges, including Iowa State use a combination of standardized test scores, high school class rank, high school grade point average, and essays to make decisions on admissions. All of the above are good determinants of a student’s possible success in college, except standardized test scores. Standardized tests discriminate against minorities and are not a good overall indicator of a student’s potential. For these reasons and others, Iowa State should not use standardized test scores when making admissions

Higher education can help people improve their social class and income. As the core reading The Lesson by Toni Bambara, Miss Moore showed the poor young girl a new world that higher education could offer. People like the young girl in the story want to get into good education facilities for a better life. Standardized tests are the stepping-stones to universities. Standardized tests score are often used to evaluate students’ performance.

First of all, the state wide definition of College and Career Readiness (CCR) is “level of preparation students’ needs to enroll and succeed in a credit-bearing, entry-level college courses (ACT, 2015).” The statics of Hispanics high school students passing math and reading is 22% (Moore, 2010). Hispanics students have a higher percentage when looking at the subjects individually with 37% in reading and 39% in math but this is not a true indicator demonstrating college completion (Moore, 2010). The overall degree attainment in Texas, was 32% of the total population of which only 16% were of Hispanic or Latino origin (Education, 2011). By no means was language a barrier nor performance deficits, leaving their white counter parts preforming at 53% in reading, 58% in math, and 40% overall in both subject areas (Moore, 2010). The downfall of this study is that the reporting system Texas uses is a multivariate in which factors cannot be separated individually in order to assess College Readiness standards (Moore, 2010). “Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Public Law 109-270) and CCR agenda focus on ensuring students are prepared for college and beyond (Achieve, 2013).” Of the ten policies, that institution of higher education has not been able to align the transferability of coursework since each school is truly unique in the composition and excicution of coursework being taught. This change CCR standards has lead to the, revamping of the

Determining college readiness is an essential part in determining who will qualify as a good candidate for admission into a college or a university. The last thing that colleges want is for students to qualify for admission and drop out, this affects drop out rate and graduation rate. According Robin Chait and Andrea Venezia (2009),

Higher education in America is facing many challenges, i.e., low retention, low graduation rates and less funding. Postsecondary institutions are scrambling to remain a competitive entity within society. In order to do so, students must remain in school (Talbert, 2012). The Office of the White House states (2014), educational attainment is critical to our county’s economic success. In essence, the work force is creating more jobs requiring more education and a higher level of skill than was previously achieved. Individuals with only a high school diploma will not make into the middle class sector because of

Even the ACT’s sponsors and test makers acknowledge that a candidate’s record from high school remains a superior predictor of performance in college than the ACT (Zhao). Taking the ACT and doing well on the ACT does not determine whether or not someone will do well in college. To do well in college students need to put in a fantastic deal of effort and students need to focus on their studies. Students in college need to develop a college plan, identify their goals and priorities, prepare financially for college, manage their time, practice good money management, ask for advice, and see their academic advisor, get around roadblocks, and enjoy the college experience in order to be successful in

Student achievement is one of the driving factors in education and, quite possibly, the most important. Educators strive to help students improve achievement through quality instructional practices and safe and effective learning environments, but this does not always correlate to adequate performance on standardized testing used to evaluate college or career readiness. One of the measures utilized to evaluate student achievement is the ACT test. Historically, the ACT has provided a measure of college readiness and one that became very serious for Kentucky schools as it is now part of the state accountability

Throughout history, college has been a staple for people in America. Young high school graduates continuing their education to guarantee themselves a successful future in a career they feel passionate about. College helps build and expands one’s mind. Not only do students learn more in classes, the build social skills and critical thinking. Students attending college grow in all aspects of the mind. For most students in the 21st century, it has become somewhat of a norm to apply and continue education after high school. Every student wants to push themselves to achieve greatness. The rush of college applications includes a lot such as: writing essays, applying for scholarships, and taking the SATs. The SAT is a worldwide recognized test that

After being up all night working on your third paper this week, you walk into an auditorium that is packed to the brim with hundreds of other students. Over the past few years in your old high school, that averaged fifteen to twenty students per classroom, the teachers told you that they had prepared you for college. However, in a survey carried out by campustechnology.com, most college professors find high school graduates unready for college. According to the United States Department of Education, the United States is home to almost thirty thousand high schools, however, they are all useless if they do not adequately prepare our students for college and the journey that awaits them.

However, the study indicated that first-term academic performance had the strongest relationship to retention, followed by student receipt of financial aid. As a result of that study, Hoyt (1999) emphasized the need for interventions that focus on the academic needs of students and for strengthening financial aid programs, particularly for high-risk students. Hennessy (1990) found that students who successfully completed a reading improvement course were more likely to be successful in college classes. Hennessy speculated two possible causes for their success. One possible factor was that participation in the reading course led to student success, or the second possibility that Hennessy (1990) raises is that those “who heeded their counselor’s advice to enroll in a reading course may have had different goals, attitudes, or motivation than students in other groups” (p. 117). In other words, individual student characteristics upon entry into college may have contributed to student success. College Student Characteristics and Behaviors

Getting into college is a very stressful time in a senior’s life. It’s a time full of deadlines, tests, and apprehension about the next chapter of life. It’s a time of college visits, college applications, scholarship applications, essays, and interviews. Students have the pressure of completing their senior year with strong grades, thinking about what career path they may choose, where they might like to attend college, how is it going to get paid for, and in addition to all that, they have the worry of how high their SAT score is. As it stands now, “the SAT has become such an important and memorable test in students’ lives that many adults still remember their scores decades after taking it.”(MPRnews) They remember the agony of at least

Quantitative research is a powerful and versatile tool for educational research. However, I am mostly interested in the study of college readiness and college admissions, as it can help our school counselors, students, and their parents, understand the challenges and opportunities in admissions to the colleges of their dream. Although there are some resources that could be of great help, some of the students’ parents simply do not have the knowledge and/or English to take