المؤلفون: Brian Holzman, Horace Duffy, Annenberg Institute for School Reform at Brown University

المصدر: Annenberg Institute for School Reform at Brown University. 2024.

Peer Reviewed: N

Page Count: 57

Descriptors: College Enrollment, College Readiness, Educational Indicators, Predictor Variables, Grade 9, Blacks, Males, African American Students, Economically Disadvantaged, Hispanic American Students, At Risk Students, Identification, High School Students

مستخلص: As states incorporate measures of college readiness into their accountability systems, school and district leaders need effective strategies to identify and support students at risk of not enrolling in college. Although there is an abundant literature on early warning indicators for high school dropout, fewer studies focus on indicators for college enrollment, especially those that are simple to calculate and easy for practitioners to use. This study explores three potential indicators of college readiness that educational leaders may consider using as part of an early warning system for college enrollment. Using district administrative data, our analysis shows that an indicator based on attendance, grades, and advanced course-taking is slightly more effective at predicting college enrollment than indicators based on course failures or standardized test scores. However, the performance of these indicators varies across different student demographic and socioeconomic subgroups, highlighting the limitations of these measures and pointing to areas where they may need to be supplemented with contextual information. Through event history analysis, we demonstrate that the ninth grade is a particularly challenging year for students, especially those who are male, Black, Hispanic, or economically disadvantaged. These results suggest that educational leaders ought to consider identifying and targeting students at risk of not attending college with additional resources and support during the freshman year of high school.

Abstractor: As Provided

المؤلفون: Nebraska's Coordinating Commission for Postsecondary Education

المصدر: Nebraska's Coordinating Commission for Postsecondary Education. 2024.

Peer Reviewed: N

Page Count: 360

Descriptors: Higher Education, State Government, School Statistics, Enrollment, Educational Attainment, High School Graduates, Graduation Rate, College Graduates, College Preparation, College Entrance Examinations, Scores, Gender Differences, Racial Differences, Lunch Programs, College Readiness, Benchmarking, College Bound Students, College Freshmen, Out of State Students, Student Financial Aid, College Applicants, Academic Persistence, Outcomes of Education, Credentials

مصطلحات جغرافية: Nebraska

Assessment and Survey Identifiers: ACT Assessment

مستخلص: The 2024 Nebraska Higher Education Progress Report is the 18th annual progress report designed to provide the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving three key priorities for Nebraska's postsecondary education system. These priorities were developed by the 2003 LR 174 Higher Education Task Force and described in detail in a 2004 report published by the Coordinating Commission. They are: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who enroll and successfully complete a degree; and (3) Reduce, eliminate and then reverse the net out-migration of Nebraskans with high levels of educational attainment. This report is a comparative analysis that measures and evaluates performance in respect to each priority. [For the "2023 Nebraska Higher Education Progress Report," see ED627820.]

Abstractor: ERIC

المؤلفون: Shuqiong Lin (ORCID 0000-0002-1198-6616), Megha Joshi (ORCID 0000-0001-7936-076X), Kate Caton (ORCID 0000-0002-4588-5450), Joseph Patrick Wilson (ORCID 0000-0001-9758-8469), American Institutes for Research (AIR)

المصدر: American Institutes for Research. 2024.

Peer Reviewed: N

Page Count: 30

Descriptors: Females, Womens Education, Summer Programs, Program Effectiveness, Computer Science Education, Postsecondary Education, High School Students, LGBTQ People, Majors (Students), Student Characteristics, Student Interests, Minority Group Students, Gender Differences, Equal Education, Disproportionate Representation, College Readiness, Career Readiness, Coding

مستخلص: The American Institutes for Research® (AIR®) partnered with Girls Who Code (GWC) to conduct an independent study evaluating the effectiveness of two GWC summer virtual programs, the Summer Immersion Program (SIP) and the Self-Paced Program (SPP), on promoting the pursuit of Computer Science (CS)-related postsecondary education for high school female and non-binary students. Employing a quasi-experimental design with inverse propensity score weighting technique, this study compared SIP and SPP participants with similar students who were waitlisted on the likelihood of majoring in a CS-related field. By analyzing publicly available National Student Clearinghouse data and GWC program records for the years 2020--2022, the study yielded two key findings. First, on average, both SIP and SPP participants were significantly more likely to major in a CS-related field (by 13.2 percentage points and 11.5 percentage points, respectively) than comparison students. Second, both SIP and SPP consistently demonstrated positive effects on majoring in a CS-related field across most of the student groups examined, including White, Black or African American, and Hispanic or Latinx students; students who are historically underrepresented in computing; and students with little to no prior CS knowledge. To enhance program outcomes, the study proposed to recommendations: (a) exploring supplementary feedback mechanisms to gather insights from participants, including program exit interviews, focus groups and long-term alumni surveys; and (b) establishing a comprehensive evaluation system to track the program's impact on various outcomes by including additional mid-term outcomes, such as enrollment in CS-related Advanced Placement courses and successful completion of these courses. This paper includes appendices detailing the technical aspects of the study and additional findings from In-Person SIP summer programs and a pilot program previously implemented by GWC before the introduction of the virtual programs.

Abstractor: As Provided

المؤلفون: Matthew N. Atwell, Andrew Tucker, Collaborative for Academic, Social, and Emotional Learning (CASEL)

المصدر: Collaborative for Academic, Social, and Emotional Learning. 2024.

Peer Reviewed: N

Page Count: 19

Sponsoring Agency: Pure Edge, Inc.

Descriptors: Career Readiness, College Readiness, State Action, Futures (of Society), High School Students

مصطلحات جغرافية: Nevada, North Carolina, Utah, Washington, Pennsylvania

مستخلص: This report examines state portraits of a graduate and how state strategies for development and implementation can support future readiness. It also provides recommendations for state education agencies to consider to lift up the importance and visibility of these portraits. Several states have begun the process of developing a "portrait" or "profile of a graduate," which is a holistic look at the skills and competencies students need to master to thrive in work, postsecondary educational opportunities, community, and their personal lives. To better understand how states are utilizing the portrait of a graduate to prepare students for career and college, we conducted a scan of all 50 states to see which states had developed state-wide portraits of a graduate or visions of a high school graduate. The results inform the findings and recommendations of this report, including the skills states are highlighting as essential for students' future success and how states are making this vision actionable in service of cultivating future-ready graduates. As this review indicates, states are keenly aware that today's students will be called on to meet the growing challenges of the 21st century, as among the top skills are critical thinking and problem- solving, social awareness skills, and being an active citizen. Moreover, states deeply understand it is necessary to develop students' social and emotional skills and competencies. This report delves deeper into how states are implementing their portrait of a graduate to help students meet these expectations.

Abstractor: As Provided

المؤلفون: Sarah Ruth Morris, Sarah Mckenzie

المصدر: Journal of School Administration Research and Development. 2024 9(1):1-11.

Peer Reviewed: Y

Page Count: 11

Descriptors: High School Freshmen, Grades (Scholastic), Socioeconomic Status, School Location, Grade Point Average, College Preparation, Academic Achievement, Enrollment, College Readiness, Predictor Variables, Academic Ability, Economically Disadvantaged

مصطلحات جغرافية: Arkansas

مستخلص: Prior research underscores the pivotal role high school freshman grade-point averages (FGPA) play in college enrollment, with a focus predominantly on urban settings. This study broadens this perspective, employing a diverse Arkansas sample (n = 33,207), spanning rural, suburban, and urban high school students and filling a notable literature gap. Utilizing a logit analysis, we found that high school students with an A FGPA were 23% more likely to enroll in college than B FGPA peers. Those failing a course in their high school freshman year were 13% less likely to enroll in college. Among similar academic ability students, economically disadvantaged students were 15% less likely to enroll in college. Locale classifications showed no significant enrollment variations. We conclude that FGPA and socioeconomic status (SES) are stronger enrollment predictors than locale classifications, finishing with intervention recommendations for lower-SES students in exploring college options.

Abstractor: As Provided

المؤلفون: Kentucky Council on Postsecondary Education (CPE)

المصدر: Kentucky Council on Postsecondary Education. 2024.

Peer Reviewed: N

Page Count: 14

Descriptors: Introductory Courses, College Students, College Readiness, College Mathematics, Freshman Composition, School Holding Power, Equal Education, Achievement Gap, Partnerships in Education, Academic Support Services, Academic Achievement, Public Colleges, Community Colleges

مصطلحات جغرافية: Kentucky

مستخلص: Gateway courses are foundational, college-level courses that apply to a student's program of study or to a college's general education requirements. These courses are typically considered first-year or lower-division courses and serve as a basis for more advanced studies. Research has demonstrated that completing gateway courses in two key disciplines--mathematics and English composition--are positively correlated with completing a degree or credential. Completing gateway courses during the first year of a student's enrollment can generate momentum toward degree completion, but far too many students do not complete these foundational courses during their first year, or at all. This report examines challenges and proposed solutions around gateway course success at Kentucky postsecondary institutions. [This report is written in collaboration with the Kentucky Student Success Collaborative.]

Abstractor: ERIC

URL الوصول: https://www.cpe.ky.gov/data/publications.html

المؤلفون: Pia Tscholl (ORCID 0000-0002-0285-5059), Florian Stampfer (ORCID 0000-0003-4980-4272), Tobias Hell (ORCID 0000-0002-2841-3670)

المصدر: European Journal of Science and Mathematics Education. 2024 12(1):38-59.

Peer Reviewed: Y

Page Count: 22

Descriptors: STEM Education, Ability, Study Skills, College Readiness, Secondary Education, Foreign Countries, College Freshmen, Mathematics Education, Exit Examinations, Mathematics Tests, Standardized Tests, Student Participation

مصطلحات جغرافية: Austria

مستخلص: Since 2015/16, a standardized written final examination in mathematics or applied mathematics has been compulsory for nearly all pupils at the upper secondary level in Austria. While this standardized competence-oriented maturity examination is intended to increase pupils' subject-related study ability, empirical research in this regard is scarce. Therefore, the subject-related study ability for six partially different control and experimental groups containing between 11 and 17 first-year STEM students is compared using a one-tailed two-sample Wilcoxon rank sum test. No significant differences in the subject-related study ability are detected between the control groups, comprising first-year Austrian STEM students who did not participate in the standardized written final examination in mathematics, and the experimental groups, comprising first-year Austrian STEM students who did participate in the standardized written final examination in mathematics. However, post hoc power analyses show that the sample sizes for each of the six sample cases would have to be much larger to prove significant results with a power of at least 80%. Additionally, no evidence for teaching-to-the test practices could be found in the experimental groups.

Abstractor: As Provided

المؤلفون: Mark A. Speckien, Heng-Yu Ku

المصدر: Journal of International Students. 2024 14(1):152-170.

Peer Reviewed: Y

Page Count: 19

Descriptors: Foreign Countries, High School Students, Student Attitudes, College Readiness, Western Civilization, Foreign Students

مصطلحات جغرافية: Burma

مستخلص: The purpose of this study was to examine the perceptions of high school students associated with a United States-based preparatory school located in Myanmar regarding their readiness for college in Western society. In this two-stage study, quantitative data were collected using a 100-item 5-point Likert-scale survey focusing on college and international readiness completed by 49 participants, and qualitative data were gathered from 14 participants who participated in focus group interview sessions. Quantitative results yielded a mean of 3.42 (SD=1.08, N=49) for college readiness and a mean of 3.73 (SD=1.09, N=49) for international readiness. The qualitative findings showed the emergence of four themes: (a) mixed feelings on transitioning to independence, (b) concerns about adapting to a new culture, (c) lack of preparedness for college-level academics, and (d) unconcerned about making friends. These results indicated that the participants felt generally prepared to transition to a postsecondary setting in a Western country.

Abstractor: As Provided

المؤلفون: Tian Qin, Jon Mcnaughtan

المصدر: Journal of International Students. 2024 14(1):38-57.

Peer Reviewed: Y

Page Count: 20

Descriptors: Foreign Students, High School Students, High School Graduates, Dual Enrollment, Partnerships in Education, Student Attitudes, Research Universities, Student Adjustment, College Students, Program Effectiveness, College Readiness, Foreign Countries, English (Second Language), Interpersonal Relationship, Cultural Awareness, Barriers, Student Motivation

مصطلحات جغرافية: Brazil

مستخلص: The purpose of this study is to understand the experiences of international students engaged in partnership programs between their high school and a destination college. Specifically, this study focuses on the experiences and perceptions of a group of Brazilian international students who graduated from a dual diploma high school program prior to arriving at a four-year research university in the United States to complete their postsecondary education. The study is guided by a conceptual model based in the literature around challenges of international students, Tinto's (1975) academic and social integration theory, and the four primary types of social interactions (Rose-Redwood & Rose-Redwood, 2013). We utilize a case study method centered on six interviews which investigated students' college experiences during their social and academic integration processes. The findings provide insight into how participation in the dual diploma high school program benefited international students in their college integration. [The publication year on the PDF is incorrect. The publication year is 2024.]

Abstractor: As Provided

المؤلفون: Firat Keskin (ORCID 0000-0002-6183-8849), Sevda Küçük (ORCID 0000-0002-2679-5177)

المصدر: Journal of Educational Technology and Online Learning. 2024 7(1):17-33.

Peer Reviewed: Y

Page Count: 17

Descriptors: Electronic Learning, College Readiness, Teaching Methods, College Freshmen, Foreign Countries, College Preparation, Student Characteristics, English (Second Language), Second Language Learning, Inquiry, Social Behavior, Cognitive Processes, Student Attitudes, College Students, Second Language Instruction

مصطلحات جغرافية: Turkey

مستخلص: This study aims to investigate university students' readiness and presence towards online teaching in the context of various variables. The study is designed as survey research, one of the quantitative models. The sample of the study consists of 318 preparatory and firstyear university students studying at a university in the Eastern Anatolian Region of Turkey. The data were obtained using the "Readiness for Online Learning Scale" and "The Community of Inquiry Model " scale. Descriptive statistics and inferential were used in the analysis of the data. As a result of the study, it was revealed that university students' readiness levels for online learning and their social, cognitive and teaching presence were high. In addition, it was determined that university students' readiness levels and perceptions of presence differ statistically according to age, gender, education level, monthly income of the family and connection device. The implications were discussed in terms of theoretical insights and administration for online learning.

Abstractor: As Provided