College Readiness Research Articles

Preparing students for success

With increased demand for skilled professionals in science and technology, universities are broadening entry requirements resulting in students entering these specialised degrees with potential knowledge gaps. This presents an opportunity to uplift student capability through personalised learning journeys, enhancing their university readiness. This report details the Monash College's new maths uplift program, which uses skills analysis tools and self-assessment processes to determine “where students are” on their learning journey, both at entry to the Monash College and through to their first year of university. Mapped to the maths requirements of their chosen degree, this program comprises three key components: (1) a comprehensive Teaching and Learning progression that maps the learning trajectory via six core domains of mathematics, (2) a set of skills analysis tests aimed at different entry and exit points in mathematics, and (3) a large set of self-paced online learning modules recommended to students based on the outcomes of their individual skills analysis tests. The three key components work together to provide a tailored educational experience supporting students towards their destination degrees. This paper reports on the development of this uplift program and presents preliminary findings indicating positive impacts on student preparedness and engagement.

Shaping Career Development Through College Readiness at the High School Level

Career and College Readiness (CCR) generates higher levels of persistence, grit, motivation, and competencies in performing work- or school-related tasks among learners during post-secondary life. One primary limitation defining the present scholarship on CCR is the authentic analysis of the on the ground or field practices high schools perform to increase learners’ CCR competencies. The inadequate research on actual CCR practices in high schools motivated this study. To learn more about how high schools prepare students for post-secondary life, 16 principals from high schools provided detailed narratives on CCR practices in their institutions. Principals completed interviews of one to two hours using Microsoft Teams, supplying the researcher with specific information and examples of how their institutions equip students for future careers and higher education. Manual qualitative thematic analysis of the entire transcript guided the organization and interpretation of the findings, allowing the presentation of meaningful themes supported by a plethora of illustrations. Six themes representing 18 distinct CCR practices emerged, and the themes were rigorous curriculum, content knowledge, key academic behaviors, key cognitive strategies, multiculturalism, and citizenship development. Results partially supported the pervasive CCR model based on Conley’s readiness index. Increasingly, diversity and citizenship learning have defined high schools’ CCR work in preparing learners to become effective local and global citizens. The current investigation paves the way for future observational and field research uncovering whether schools truly prepare students or not, and such preparation varies across community, country, and institutional characteristics.

College Preparation of U.S. High School Students, the Dual Enrollment/Early College Program Model, and Impact on Educational Administration and Stakeholders

College Preparation of U.S. High School Students, the Dual Enrollment/Early College Program Model, and Impact on Educational Administration and Stakeholders

Апробация методики определения готовности университета к проведению профессионального (демонстрационного) экзамена для выпускников программ подготовки педагогов-психологов

<p>The article describes a methodology for determining the readiness of a university to conduct a professional (demonstration) exam for graduates of training programs for educational psychologists. The methodology includes collecting the opinions of different subjects of the site for conducting a professional (demonstration) exam at pedagogical universities: the head of the site, heads of departments, undergraduate students (future educational psychologists). The questionnaires contain two sets of questions: the conditions for practical training of educational psychologists, the readiness of pedagogical universities to introduce a professional (demonstration) exam for graduates of educational psychologists. The results of testing the methodology at MSUPE were presented, in which the following participants took part: the head of the site, three heads of departments, 61 fourth-year undergraduate students of full-time study in the direction of 44.03.02 Psychological and Pedagogical Education. The results obtained allow us to say that the university has created organizational, methodological, personnel and material and technical conditions for organizing and conducting a professional (demonstration) exam for undergraduate students. Students mastered each studied area of ​​activity (labor function) of an educational psychologist, both separately in the elements of a professionally oriented module (disciplines, practice) and in the module as a whole. Students have experience passing such an exam in the form of an intermediate certification before the state exam.</p>

FROM RESISTANCE TO READINESS: A ULTIDIMENSIONAL ANALYSIS OF E-LEARNING IN HIGHER EDUCATION

In the face of rapid digital transformations within the higher education sector, assessing the readiness of educational institutions to adopt e-learning systems has become crucial to ensure the success of these initiatives and avoid potential challenges that may hinder implementation. This study aims to explore the effectiveness of the ADKAR model components (awareness, desire, knowledge, ability, and reinforcement) in assessing the readiness of Algerian universities to adopt e-learning in digital education systems. The study also addresses the role of motivation and satisfaction in influencing the personal and behavioral aspects of 530 students and academics. The results reveal that 90% of the participants demonstrated a strong readiness and desire to integrate e-learning. Notably, the ADKAR model has proven to be highly effective in assessing the readiness of higher education institutions to adopt e-learning, as all variables showed significant effects. Desire was the most influential element, followed by knowledge, then awareness, ability, and finally reinforcement of change. Additionally, the study highlights that satisfaction and motivation were also found to have positive and significant effects. This study provides crucial insights that can greatly contribute to guiding policy makers, educational officials, and academics interested in implementing e-learning systems in the context of higher education.

A preliminary study of educational experiences that promote perceptions of college readiness in individuals from lower socioeconomic backgrounds interested in pursuing a career in science, technology, engineering, math, or medicine (STEMM)

IntroductionCollege readiness encompasses many different domains, including content knowledge, metacognitive skills, communication skills, learning strategies, and transitional knowledge. College readiness impacts academic achievement; moreover, student perceptions regarding college readiness impact their behavior and decision to attend college. High-achieving students from lower socioeconomic status (SES) areas possess grit and intelligence, but systemic barriers and inequities can interfere with the achievement of academic success in part due to reduced college readiness.MethodsIn this study, we explore if educational opportunities, such as outreach and pathway programs (OPP), Advanced Placement and International Baccalaureate, and college dual enrollment, impact perceptions of college readiness in a nationwide sample of 339 matriculating college students who wish to enter into Science, Technology, Engineering, Mathematics, and Medicine (STEMM) related fields.ResultsOPPs (p = 0.005) and dual enrollment (p = 0.002) are predictive of higher perceptions of college readiness. When individuals are partitioned into low and high SES by a median-split, OPPs (p = 0.015) and dual enrollment (p < 0.001) are predictive for students from low SES areas only.ConclusionThis work indicates the importance of educational opportunities in improving perceptions of college readiness for students from low SES areas and potentially how resources may be better allocated in the future.

J48 and Naive Bayes Algorithm Approach for Marketing Communication Strategy Analysis and Predicting Interest of New Students

Investment in the world of higher education is a part that supports marketing strategies in marketing efforts in higher education. In the first year of admitting new students, odd and even periods have become a trend for universities to see the enthusiasm of incoming students in selecting study programs that are trendy and in demand. The research objective is to apply the 8P marketing strategy in developing the potential readiness of universities in accepting new students. The J48 algorithm can process discrete and continuous data, and can handle missing attribute values. Naive Bayes algorithm carries out data mining classification which can be used to provide possible results that will occur in the future from the classification results. The results obtained through a series of trials showed that Naive Bayes had an accuracy rate of 75.8% and the J48 algorithm 98.0%. The marketing strategy is suitable for using the highest level of accuracy approach.

Contribution of Counseling Assistance Services in the Support of the Students’ Acquisition of Life Skills among Public Secondary Schools in Moshi Municipality

The researcher aimed to investigate the extensiveness of counselling assistance services in supporting students’ selected life skills among public secondary schools in Moshi municipality. This study is anchored in Rational Choice Theory. The study utilized a mixed methods approach with a convergent design, focusing on a target population of 1516 individuals, including 1232 students, 17 teacher counselors, 249 teachers, 17 heads of schools, and 1 District Secondary Education Officer. The sample size was 131 respondents, comprising 1 District Secondary Education 5 heads of schools, 5 teacher counselors, and 120 students. Data collection methods included questionnaires, interview guides, and documentary analysis, with two schools used for pilot testing. The research instruments were validated, and the questionnaires had a Cronbach's Alpha reliability coefficient of 0.781. The quantitative data was analyzed using descriptive statistics using SPSS, while the qualitative data was analyzed thematically, with the findings presented using words and verbatim quotes. The researcher adhered to ethical principles, including confidentiality, anonymity, and protection from harm, and the APA 7th edition format was used for referencing. The study found that counselling assistance services contribute to students self-directed and control with a total mean score of 4.2. In conclusion, the study has provided compelling evidence that counselling assistance services significantly contribute to students' self-directedness and control. The study recommended that students should take full advantage of individual and group counselling sessions offered by their schools. Teacher counselors should continue to offer and expand workshops on a range of topics, including career exploration, college preparation, and life skills, to equip students with the knowledge and tools they need for future success

Peningkatan Kesiapan Kuliah Santri Pesantren Zainul Hasan Melalui Pendekatan Konseling Karir Trait and Factor

The COVID-19 pandemic has had a significant impact on education, particularly reducing the readiness of high school students to enter higher education due to the limited availability of career counseling services. This has led to an increasing number of mismatches in university program selections, including among high school students in Islamic boarding schools (pesantren). Therefore, an effective strategy is required to prepare high school students for higher education, especially within the context of the Merdeka Belajar Kampus Merdeka (MBKM) framework. The College Readiness training was conducted at the Zainul Hasan Islamic Boarding School by applying the Trait and Factor counseling approach. A total of 31 high school students were trained to enhance their readiness to enter college, with an additional focus on orienting them to become peer counselors. This blended method training was implemented through five stages: (1) design development, (2) preparation of materials, (3) socialization and pre-test, (4) training implementation, and (5) evaluation and closing. The training materials included topics such as (1) recognizing personal potential, (2) understanding the MBKM program in higher education, (3) recognizing assignment patterns in tertiary institutions, (4) selecting the appropriate major, (5) learning motivation, (6) time management, and (7) coping with exam anxiety. The pre-test and post-test results indicated a significant increase in the students' readiness to enter higher education following the training. Given its importance, it is recommended that counseling teachers engage actively in career guidance to prepare students for higher education within the MBKM framework. Alumni of this training can also be involved in helping other students improve their preparedness for entering higher education.

College 101: Supporting College Readiness Skills Among Students With Intellectual & Developmental Disabilities

Abstract Date Presented 03/22/24 The Summer Institute is a weeklong college prep program for transition-age students with intellectual and developmental disabilities (IDD). This poster will highlight how the program increased college readiness skills and self-determination in students. Primary Author and Speaker: Lindsay Marie Seidel Contributing Authors: Meghan Blaskowitz, Zack Hulings, Christa Fisher

Academic Skills Used by College Students Without Brain Injury: A Validation Study

Purpose: The purpose of this study was to develop a brief, ecologically valid measure of academic-related skills used by students in both in-person and online higher education. Method: Twelve undergraduate ( n = 7) and graduate ( n = 5) college students without brain injury participated in a pilot study followed by focus group semistructured interviews. Next, preliminary normative data were collected from a larger sample of undergraduate ( n = 152) and graduate ( n = 73) students without brain injury, ages 18–35 years. Participants were asked to rate the cognitive, communicative, and academic skills they used for in-person and online instruction. The students completed a 27-item scale (Likert, 1 = strongly disagree to 6 = strongly agree ). Results: Following an exploratory factor analysis, seven distinct factors were retained creating the final instrument in the population without brain injury. These included sustained attention, metacognition, working memory, problem solving, reading comprehension, selective attention, and processing speed. Conclusions: Responses from college students without brain injury helped to validate items on the College Readiness After Mild Traumatic Brain Injury scale. Undergraduate and graduate students identified the skills they used in both online and in-person academic learning environments. Future plans include the recruitment of students with mild traumatic brain injury returning to higher education to investigate the sensitivity of the scale.

Brexit and the fintech revolution in Europe: lessons from the Bulgarian digital finance sector

Purpose This paper aims to investigate the drivers of the resilience of the fintech sector in emerging Europe (EU) by analyzing the performance of 128 Bulgarian fintech companies in the period around the Referendum for Brexit in 2016. The Referendum was followed by a rapid growth of the Bulgarian fintech sector at a moment when venture capital funding was limited, which challenged firms to improve their fundamentals. Design/methodology/approach This empirical paper uses descriptive and panel data analysis based on the firm balance sheet and income statement data at the annual level. Findings The results show that larger and better-capitalized firms, which outsource their non-core activities and focus on their main competitive strengths, tend to have higher operating income and profit. The authors also find positive real-economy effects as these companies hire more actively to maintain growth. The results are primarily driven by the post-Brexit period of 2016–2019 when the authors find a tighter link between performance and firm fundamentals. These results have important managerial and policy implications and provide interesting directions for future research. Practical implications The findings have important management and policy implications. The authors argue that the flexibility of the Bulgarian fintech cluster, including the practice of Bulgarian fintech startups to outsource non-core activities; the readiness of universities to open new master programs to address firm demand for skilled labor and the startup-friendly environment in the main cluster hotspot, Sofia, has contributed to the resilience of the sector and can explain the drivers behind our findings. Fintech firms are very efficient in utilizing external services to foster their performance and growth, which may suggest that public policies that provide financial support for cloud services and outsourcing for startups during downturns or crises may improve economic growth and may have positive externalities for the supporting sectors that provide these services. Originality/value This paper fulfills an identified need to study the drivers of Fintech performance to identify best practices for managerial actions during economic or political crises, as well as government policy recommendations. To the best of the authors knowledge, this is one of the first empirical academic studies that examine the impact of Brexit on the European Fintech sector and real economy. The identified managerial strategies for ensuring regional resilience to economic crises and political shocks can be applied in various settings within and outside the EU.

Justice-oriented assessment in immigrant serving schools: a critical ethnographic case study of the elements of performance assessment

This critical ethnographic case study explores the impact of Performance-Based Assessment Tasks (PBATs) on high school dynamics and instructional practices, particularly in schools serving immigrant communities. PBATs, considered alternatives to standardized testing, have shown promise in enhancing student engagement, critical thinking, and college readiness. Drawing on interviews and fieldwork at four International High Schools, the study investigates how PBAT adoption influences day-to-day operations, teacher-student interactions, and school culture. Results reveal that PBAT implementation requires early investment in skill development and mentorship, transforming educators into facilitators and students into active learners. Moreover, the oral presentation aspect fosters multilingual proficiency. Despite challenges, PBATs offer a pathway to equitable assessment practices and educational transformation. Framed within a justice-oriented framework, this research highlights the potential of PBATs to create inclusive and empowering learning environments for immigrant and marginalized students.

Beyond the model minority myth: Student–counselor interactions and college enrollment of Asian American students

AbstractDue to the model minority myth, scant attention has been given to the college preparation of Asian American (AA) students. Using the national sample of High School Longitudinal Study of 2009–2013, this study examined associations among student–counselor interactions, school connectedness, and college enrollment of AA students. The results of the structural equation modeling indicated that school connectedness fully mediated the association between student–counselor interactions and college enrollment. The findings from the current study suggest that when AA students interact with school counselors in the 9th grade, they tend to feel more connected to their school, which, in turn, leads to increased college enrollment decisions in the 12th grade. Implications for helping professionals in schools are discussed.

Students speak: Academic, career, and sociocultural experiences of African American college students

This manuscript presents the outcomes of a qualitative research investigation centered on the experiences of African American college students in terms of their preparation for high school, college, and careers within a Predominantly White Institution (PWI) situated in rural southeastern Wisconsin. At the time of this research, the comprehensive public university had an undergraduate enrollment of 10,196 students. Among these students, 82.1% self-identified as White, 7.8% as Hispanic or Latinx, 5.4% as African American, 3.2% as Asian or Southeast Asian, and 0.9% as American Indian or Alaskan Native. Using semi-structured interviews with willing student participants, the primary objectives of this study were twofold: (1) to recognize the sociocultural and institutional elements that influence the career trajectories of African American students attending the institution and (2) to effectively capture the educational and career viewpoints and voices of these students as they navigate the complex sociocultural and institutional landscape. Key findings from the research highlight the students’ perspectives on the substantial connections between their high school experiences, particularly those in and around a major urban center in the Midwest, and their subsequent college and career paths. Additionally, the study underscores the challenges these students encounter while navigating the physical and social spaces on a rural PWI campus. Recommendations are made for creating a more welcoming space for African American students and for supporting those engaged in the work.

Educational outcomes of GEAR up over two decades: A systematic review

Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a federally funded college readiness program developed to minimize the inequalities in pursuing postsecondary education. This is a systematic review that analyzed 13 studies on the educational outcomes of GEAR UP and identified activities that are positively correlated with educational outcomes. The results showed that included among the studies observed were positive contributions of GEAR UP on academic, behavioral, social, and employability outcomes. Further, academic and community activities such as tutoring and college tours were positively associated with college-going expectations, college-readiness assessment scores, and high school grade point average (GPA). Additional studies are urgently needed to include different subgroups of historically underrepresented groups and to investigate how GEAR UP continues to influence college persistence.

An In-Depth Examination of Writing Assessment Literacy Among University Preparatory Students in Turkish Higher Education

As a nascent research domain, there is a scarcity of research studies that examine the levels of assessment literacy, perceptions, beliefs, and practices among students concerning their Student Writing Assessment Literacy (SWAL). To address this research gap, the present study adopts a mixed-methods design, incorporating the Scale of SWAL (Xu et al., 2023) alongside semi-structured interviews. 134 students answered the scale, while an additional twelve students volunteered to participate in the interviews. Student responses from the scale were subjected to analysis through descriptive statistics, revealing a notable correlation between students’ comprehension of assessment objectives and the manifestation of positive attitudes towards learning. Nevertheless, a misalignment was noticed between their theoretical understanding and beliefs and their pragmatic implementation regarding written assignments. Interview data underwent analysis through thematic analysis, elucidating four main themes: (1) feedback valuation, (2) scoring criteria awareness, (3) feedback delivery preferences, and (4) alternative assessment avoidance. Implications emphasise the importance of involving students in the assessment process and advocate for teacher training initiatives to enhance SWAL. Future research could broaden their scope to reach diverse academic levels and integrate grades as a variable. Overall, the present study provides valuable insights into SWAL, shedding light on assessment practices at the tertiary level.

Pengembangan Layanan dan Pengenalan Akademik di Lingkungan Kampus berbasis Aplikasi Chatbot bagi Calon Mahasiswa Baru

Technology has a crucial role in information dissemination, creating a need for interactive and user-friendly communication tools. One of tools that can be used in this research is chatbot. Chatbots serve as effective intermediaries in the information exchange process, providing a simple and interactive interface. This research aims to develop a Button-Based Chatbot using the Smojo AI platform, with an easy-to-use interface for delivering college preparation information to prospective students. The development of the chatbot employs the SDLC Waterfall method. The chatbot is named "KaKa: Campus Companion" and it provides information on interest tests recommendations, effective study methods, admission pathways to public universities, and scholarship recommendations. The results of this research demonstrate the successful development of a chatbot that delivers simple and interactive information. The implementation of the SDLC Waterfall method in chatbot development ensures a well-structured and coordinated approach, focusing on each menu within the chatbot. Based on the test results, which have been carried out both white-box and black-box testing, the application can run correctly 100% and UAT testing with an accuracy level of 91%.

Evaluating teaching readiness using the TPACK model: factor, reliability and validity analyses for Indonesian economics teacher candidates

Introduction. The preparedness of future economics teachers matters as it affects the quality of education, student results, workforce training, critical thinking abilities, global mindset, college prep, and adjustment to shifting economies. The future generation needs educated people to act as members of society and the world economy; hence, it requires a cadre of trained economists and teachers and is significantly shaped by intrinsic factors such as technological, pedagogical, and content knowledge (TPACK). This study refines and validates a measurement instrument to reliably and validity assess the essential competencies of these teachers, tailored to meet the evolving standards of economics education. Materials and Methods. The study used an online questionnaire with a purposive sample of 100 pre-service economics educators from Indonesia for Explanatory Factor Analysis (EFA) and 389 samples for Confirmatory Factor Analysis (CFA), all of whom had completed their teaching practicums. Then, statistical analysis was conducted using EFA in SPSS and CFA in AMOS. The EFA was employed to determine how well the instrument’s items capture the components of the TPACK framework and their relevance to the prospective teachers’ readiness for professional practice post-graduation. The CFA is Performed to guarantee that each variable analyzed has the validity of the configuration and the reliability of the construct as needed and is used to establish the extent to which the measured variable may represent the construct or variable that has previously been considered. Results. This study first developed seven factors, namely Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological, Pedagogical and Content Knowledge (TPACK), consisting of 39 items. However, four items were removed because their factor loading was below 0.50. As a result, 35 items were retained as the factor loading was significantly greater than .50. The Cronbach's alpha value for each item of the TPACK construct was > .60 and met all the criteria of goodness of fit index, which means that it meets the requirements and can measure the TPACK construct in measuring job readiness of prospective teachers in Indonesia. As this study fulfills the requirements of validity and reliability of the constructs that lead to TPACK, the results of this study will help prospective teachers prepare themselves to become professional economics teachers. Conclusion. The teaching readiness of prospective teachers can be assessed using valid and reliable tools such as EFA in pilot testing and CFA in large-scale analysis assessments of the TPACK construct with 35 question items.

The Gender Wage Gap: Skills, Sorting, and Returns

There is a large gender wage gap among college graduates. This gender gap could be partially driven by differences in college major and prior skills. We use Swedish register data to study how much of the gender gap can be explained by differences in majors, skills, and skill prices. College majors explain 60 percent of the gender wage gap, but large gaps remain within majors. We find that within-major wage gaps are driven by neither differences in multidimensional skills nor returns to these skills. In fact, women are positively selected in terms of college preparation and skills in almost every major.