College Readiness Case Study

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College readiness was defined by Conley (2007) as the stage wherein students are capable of entering a college classroom, without remediation, and successfully fulfill entry-level admission requirements. In order for students to be college-ready, there are certain skills, subject matter knowledge and desired competencies that must be mastered before leaving high school.
The core areas associated with college readiness are the ability to think critically and solve problems in the context of varied circumstances and situations, efficient reading and comprehension, coherent writing, and clever mathematical skills that are essential for all college programs and the ability to deal effectively with people. Furthermore, according to Conley et al (2007), college readiness operationally defined as the preparation stage a student needs to enroll and succeed–without remediation–in a general education course at a higher education that offers a baccalaureate degree program. In addition to this, Conley (2008) formulated four stages of college readiness
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Primarily, the researchers believe that there is a need to increase awareness of the students’ achievements that predict their eventual success to assist them in enhancing their college readiness skills. The objective of the author’s bulletin is to highlight student-level indicators in both the high school and middle school that predict college accomplishment. In this study, predictors are divided into three categories: test scores (e.g., SAT exam scores), transcript attributes (e.g., course difficulty), and supplementary indicators (e.g., attendance) that affect academic performance and achievement of students. Comprehension of these indicators can facilitate administrators and educators working to determine whether students are attaining improvement toward achieving academic proficiency in the college
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