Can You Answer This Question ?

Recommendations for Solving Low Rates of College Readiness at James Monroe

High School, West Virginia

Michael Whitener

School of Education, Liberty University

In partial fulfillment of EDUC 887

Author Note:

Michael Whitener

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Michael Whitener

Email: [email protected]

Chapter 1: Introduction

Overview

The purpose of this study was to provide Recommendations for solving low college readiness rates at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This chapter of the report presents the Organizational Profile, an Introduction to the problem, the Significance of the Research, the Purpose Statement, the Central Research Question, and the Definitions for this research.

Organizational Profile

The education site for this study was James Monroe High School in West Virginia. Its mission is to educate its student population with a rigorous, multifaceted curriculum that empowers students to express personal histories, build meaningful connections to the outside world, and become lifelong learners. Its vision is to motivate every student to achieve academic and personal success through a dynamic academic program, personalized relationships, and meaningful connections to the outside world. The school is in Monroe County and serves students from various backgrounds (white, black, and low-income). It has 524 students from the 9^th to 12th grade, ranking it the 76^th in West Virginia and 10416^th nationally (James Monroe high school, n.d).

Introduction to the problem

            The problem at the school was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). College readiness indicators at the school include placement tests and GPA, among others. States can establish school-specific standards to measure college readiness rates (Leeds &Mokher, 2019). The total minority enrollment is 3%, and in terms of National Rankings, it is ranked at 9379 according to how well they prepare its students for college, graduation, and performance. College readiness can be compared to the rate at which students enroll at college and in each grade. Students’ enrollment rate by grade in Monroe high school decreases as they proceed to the next grades. The slight decline was reported to be taking rigorous courses in high school such as mathematics as their advanced courses, which decreases from 3% to 1% and likewise to science courses.

Unequal distribution of college readiness among students raises questions about teaching approaches and discrimination at West Virginia schools. Some students from majority groups have advantages over their peers from low-income families. Consequently, James Monroe High school must find ways of balancing different students’ needs which appears to be the major cause of the current performance gaps. Boyce et al. (2020) analyzed the effects of educational attainment and income on students’ performance in urban schools. Their results showed that ethnicity and racial groupings affected students’ performance. Black students and those whose parents had low academic attainment performed dismally. Based on their findings, family issues could also prompt low performance. As more diagnosis is undertaken in the school setting, understanding children’s experiences with their families through the quantitative survey will be crucial.

Significance of the Study

Solving low college readiness gaps at James Monroe High School will promote public confidence in the school. College readiness impacts students’ academic success as they proceed to post-secondary education, as shown in a longitudinal study to determine how readiness to take college classes affects post-secondary performance and completion rates (Jackson &Kurlaender, 2013). The researchers found that college readiness was an important predictor of post-secondary completion (Jackson &Kurlaender, 2013). College-ready students are more likely to complete their college education than those unprepared for college. When students from a secondary perform well in college, the school receives a higher public trust from parents and surrounding communities. However, when students from a school cannot complete college studies, the school loses public trust. Therefore, finding solutions to low college readiness rates at the school will make it more effective.

Secondly, it will promote the relationship between the neighboring communities and James Monroe High School. High college readiness among high school students can help eliminate income gaps between ethnicities in degree completion (Leeds &Mokher, 2019). All students have the potential to perform excellently at college when they are well-equipped for the challenge. As they move to the job markets, the students from the school will have an equal chance of getting employed. Lastly, the study will help the school administration develop school-specific parameters to measure college readiness (Leeds &Mokher, 2019). College readiness can be measured using many variables, some of which favor learners while others work to their disadvantage. The research will help the school identify the specific challenges underperformers experience and integrate them into college readiness evaluations to enhance college readiness.

Purpose Statement

This applied study aimed to provide recommendations for solving the problem of low college readiness gaps at James Monroe High School in West Virginia. Qualitative and quantitative methods were used to collect data. These methods included semi-structured interviews, a quantitative survey, and focus groups. Participants were students, teachers, and community members. The researcher interviewed seven James Monroe High School teachers during the interview, which was done using a face-to-face approach. Most interview questions focused on school programs, performance indicators at the school, application of data analytics, and school-community relationships. The second approach, a quantitative survey, involved developing objective questions to gain insightful information from participants on a given research topic. Fifteen participants participated in the quantitative survey, five teachers and ten students. The quantitative survey questions also focused on the school environment and how students’ background affected their performance. The quantitative survey forms were sent to participants through emails. The observation method involved collecting information at the school by looking at the student-teacher interactions, student-to-student interactions, and other aspects such as timetabling. The researcher will sit in five of the classrooms at the school and observe the events that will take place.

Central Research Question

How can the problem of low college readiness gaps at James Monroe High School in West Virginia be solved?

Definitions

1. College readiness – Possession of skills, behaviors, and knowledge required from high school students before enrollment in their first year of college (Durham et al., 2015)
2. College readiness indicators- Parameters used to determine whether high school students are ready for college. Indicators may include high school GPA and course taking (Durham et al., 2015)
3. Underserved communities- Populations traditionally faced barriers to accessing employment, equal political representation, etc. Examples include the elderly, illiterate, low-income families, and people living with disabilities (Durham et al., 2015)

Chapter 2: Literature Review

Literature Review Overview

This study recommends solving low college readiness rates at James Monroe High School, West Virginia. The problem is that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Hines et al., 2021). This section presents the Narrative Review, the Theoretical Framework, and the Summary.

Related Literature

The objective of the literature review is to assess relevant research and appreciate the subject matter. This evaluation was conducted to comprehend a recent study concerning low college preparedness rates at James Monroe High School. This literature covers college readiness at the state and federal levels, systematic approaches to college readiness, federal legislation in college readiness, and the recommendations such as creating bridging programs, Pass Theory, and other possible policies to solve the low college readiness rates at James Monroe High school (Hofer, 2020).

College readiness at the state and federal level

Legislators at the federal and state levels in the United States are appropriately empowered to define policy problems through legislation and regulation and choose the instruments that will be utilized to implement policy solutions. The inability of the federal government to have a clearly defined role in educational policy limits its ability to influence education policy, practice, and resources (Leeds &Mokher, 2019).

Systemic approaches to college readiness

The federal government has tried for some time to encourage and even compel college preparedness. In 1998, the Higher Education Act of 1965 was amended to incorporate the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) initiative. This statute was intended to aid in the college preparation of children from low-income and minority backgrounds (Durand et al., 2022).

Federal legislation on college readiness

By creating bridge programs between high school and university, the state government seeks to solve the issue of unprepared pupils for college. According to the Education Commission of the States, 38 states have established P-16 or P-20 councils to help students transition from primary school to higher education. Curriculum, standards, and measured competencies leading to the reduction of preparation deficits are the focus of planned K-16 reforms(Vogel &Karakaşoğlu, 2021).

Policy networks aiming at college readiness

Policy networks are the complex connections between interdependent actors which frequently result in policymaking. Diverse non-profit educational groups, university institutes and centers, testing companies, and state policymaking associations have significantly influenced how policymakers define college preparation (Bragg, 2018).

Mandating college readiness

Much of what is known about preparing pupils for college is, at best, incomplete, with proposed solutions to the problem being more prevalent than actual requirements. Everyone interested in educational governance appears to concur that the achievement gap between high school graduates and first-year college students is untenable (Floyd et al., 2022).

A Different Exposition of Incremental Validity

A test is said to have differential validity if its correlation coefficient varies between samples. Heller (2022) estimated the correlation between SAT scores and HSGPA and FYGPA by subgroup to test for differential validity.

The ability of high school students to think abstractly and the outcomes of their studies

Extensive research has been performed to ascertain the predictive and differential validity of the SAT. For instance, Ramist et al.  (1994) investigated the differential validity and predictive ability of the SAT using data from 46,379 students in the first-year classes of 1982 and 1985 from 45 different colleges and institutions (Boyce et al., 2020).

SAT: Scholastic Aptitude Test

Scholastic Aptitude Test (GSAT) is a standardized test used in South Africa to measure pupils’ general intellectual aptitude. The GSAT is a comprehensive revision of past group intelligence tests. Under specific conditions, test scores can be interpreted as intelligence quotients (Breves, 2021).

HSGPA: High School Grade Point Average

The significant positive correlation between our students’ high school grade point average and graduating academic achievement indicates that our school admission system, depending on the high school grade point average, is good (Heller, 2022). Instead of focusing on the final product, you should focus on the student’s learning process and specific needs. Based on 6 how students interact with eLearning courses, generate personalized reports illustrating the amount of learning that has occurred. For consistency and discrepancy studies to be significant, the self-reported HSGPA and the school-reported HSGPA must be measured on the same scale.

PASS: Planning, Attention-arousal, Simultaneous, and Successive

The PASS (Planning, Attention-arousal, and Simultaneous-successful) Theory of intelligence was developed by J.P. Das et al. (2021). Planning: The ability to select the best course of action when faced with a problem or unknown conditions is decision-making. Attention arousal: This is the initial functional unit of the brain, and it entails the ability to attend to specific stimuli while ignoring others selectively. Simultaneous processing: This requires the ability to integrate diverse stimuli/data into our knowledge system as a coherent whole. Successive processing demands the ability to organize incoming inputs and data logically (Asari et al. 2020).

Summary

The purpose of this study was to provide recommendations for solving the low college readiness rates at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to the 84% overall college readiness rate (Hall & Kelly, 2021). This chapter presented the Narrative Review and the Theoretical Framework.

Chapter 3: Procedures

Overview

The purpose of this study was to provide recommendations for solving low college readiness rates at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate (Vogel & Heidrich, 2020). This research chapter presents interview procedures, quantitative survey procedures, and focus group procedures.

Interview Procedures

The first approach used to collect information during this study was semi-structured interviews. The interviews were written first before being presented to the participants. Interviews are helpful when gathering information that can help address research questions or offer more insights on a particular topic. All questions presented in the interviews were developed from numerous literature sources on college readiness. The interview involved seven participants, who were all teachers at James Monroe High School in West Virginia. Convenience sampling was used to select the participants. The seven teachers comprised the school principal, two teachers from the examination department, and four teachers who taught students from 9th to 12^thgrade.

The interviews were conducted face-to-face in one of the school’s new halls for teaching and learning. The participants were required to communicate when they felt ready for the interview. An interview session with each participant took between fifteen to twenty-five minutes. Each session with participants was recorded before being transcribed, for coding, to identify common themes related to college readiness at the school. Through coding, the researcher read responses from the participants and identified themes that were cut across. The codes and themes table will be used to provide evidence of how they were identified. In responding to the question, how can low college readiness rates among students from diverse backgrounds at James Monroe High School be reduced? Data was collected qualitatively using ten semi-structured questions.

Interview Questions

1. What parameters/indicators are used to determine whether a student is college-ready or not?

The question aimed at identifying whether the participants were aware of the factors that determined college readiness among the students at JMHS. According to Leeds &Mokher(2019),using placement tests to assign students to developmental courses results in frequent misplacement.

2. How are college readiness metrics incorporated into the curriculum at the high school level?

The question was intended to help the researcher determine whether the JMHS curriculum was designed to help the learners prepare for college education. Castellano et al. (2016) studied the effects of Programs of Study (POS) on preparing students for college and careers. Using a structural data analysis method, they found that enrollment in POS increased the graduation rate among the learners and led to high retention.

3. What are the possible causes of low college readiness for students from low-income and underserved communities?

The purpose of the question was to understand learner or school-specific dynamics contributing to poor college preparedness for high school students JMHS. They noted that relying on metrics like test scores can lead to poor preparedness and misplaced (Leeds &Mokher, 2019).

4. What current problem in your school or educational setting would you like solved?

The question was intended to help determine whether the teachers at the school recognized low college readiness rates as a problem. The information could help to delve deeper into what the school was doing to mitigate the challenge after it was identified (Leeds &Mokher, 2019).

5. What is the best way to solve this problem?

The question was asked to the participants to understand further how much they knew about each intervention. Morin (2021) mentions collaboration between teachers and parents and allowing parents to visit JMHS as some solutions that can help improve students’ performance.

6. What role will data play in solving the problem?

Data is crucial in schools. JMHS teachers can compare their school performance with state and federal averages. Moreover, students’ performance can be compared across the year to identify common patterns. The question aimed to identify whether the school used data to improve teaching and learning (Leeds &Mokher, 2019).

7. What do you know about assessments and test scores and their influence on college readiness?

Teachers and government officials can use school assessments to make education reforms (Tillerman et al., 2011). Also, these items are used to determine JMHS students’ abilities in various subjects and streamline instructions to address their weaknesses.

8. What comes to mind first when you think of performance gaps and why?

The question was crucial in understanding the reasons for the gaps in college readiness between JMHS students from low-income and underserved communities and those from wealthy families (Castellano et al., 2016).

9. How do you relate with the parents of students who perform poorly?

Using this question, the researcher would understand the relationship between parents and teachers at James Monroe High School (Morin, 2021).

10. What external support does the school need to solve this problem?

The question would help the researcher understand whether the local, state, and federal governments had also contributed to low college readiness at the school (Leeds &Mokher, 2019). External support would help the school provide more learning resources for students and offer financial support for those from vulnerable communities.

Quantitative Survey Procedures

The second method that was used to collect data was quantitative surveys. The survey involved fifteen participants, ten teachers, three continuing students, and two alums. Each participant took the survey at their convenient time, with data being collected through the phone. Participants were notified seven days before the researcher conducted the first survey, and participation was voluntary. The ten participants were selected through purposeful sampling, and the data collected was analyzed using descriptive statistics. Demographic and non-demographic questions were included in the survey. The data collected were analyzed using thematic analysis, where dominant themes were identified in the responses. Questions with choices were analyzed using averages and frequencies.

Survey Questions

Part A: Demographic Questions

Instructions: Choose one response only for each question with multiple choices

1. What is your annual household income?
2. Less than $25,000
   B. $25,000 – $50,000
   C. $50,000 – $100,000
   D. $100,000 – $200,000
   E. More than $200,000
   F. Prefer not to say

The question would help the researcher develop a correlation between socioeconomic factors and performance gaps.

2. Which languages are you capable of speaking fluently?
3. English
4. Spanish
5. Other
6. Prefer not to say

The question would help the researcher determine whether students speaking different languages were at James Monroe High School. Additionally, it would help dig deeper into the student/teacher language-affected college readiness.

3. Where were you born?
4. the United States
5. Europe
6. Africa
7. Asia
8. Other
9. Prefer not to say

The question was intended to help the researcher assess the relationship between students’ birth country and college readiness.

4. On a scale of 1 to 5, how does JMHS incorporate diversity when employing staff?

      The question was intended to help the researcher understand how the school values the issue of diversity in its staff.

5. How Would You agree with the ratio of black students to white at James Monroe School?

This demographic question was linked to question 4. The enrollment pattern should reflect the school’s neighboring community. Thus, the question was to help the researcher to identify whether equity gaps began manifesting from enrollment or originated from the school. Also, college readiness should reflect students’ enrollment figures (Leeds &Mokher, 2019).

6. How satisfied are you with the average age of students transitioning to college from JMHS?

Age is an instrumental factor in students’ success as it can affect their motivation to learn and their interactions with other students and teachers (Navarro et al., 2015). The question helped the researcher determine whether college readiness is linked to students’ age or whether age and performance were independent indicators. The researcher will use the information obtained to recommend the correct age for learners to be taken to

7. Are there differences between students from underserved and low-income families and those from wealthy backgrounds?
8. Yes
9. No
10. I don’t know

The purpose of the question was to help the researcher dig deeper into JMHS’s perception of their students (Leeds &Mokher, 2019). By understanding how different students are treated, the researcher could offer recommendations for improving performance at JMHS.

Part B: No ndemo graphic Questions

Instructions: Choose one response only for each question with multiple choices

1. The school administration regularly organizes meetings with parents.

The question was intended to help the researcher determine whether parent-teacher collaboration was regularly occurring at James Monroe High school. This would further help determine whether collaboration was an issue at the school. The response to the question would help the researcher recommend proper strategies to solve the college readiness gaps between students from low-income and underserved families and those from wealthy backgrounds at the school. The college attainment rate is expected to be high in schools collaborating with parents. Likewise, low performances were expected when parents were less engaged in learning. If most respondents strongly agreed the school administration held meetings with parents frequently, then the problem was not associated with parent involvement in their children’s learning process. However, if respondents disagreed that meetings were held frequently, a lack of collaboration could inform the disparities in performance between various student groups. Thus, the researcher would dig deeper to identify the barriers to parent involvement in the learning process at the JMHS (Morin, 2021).

2. Does the school regularly uses data in designing teaching plans and strategies?

The question aimed at identifying the role of data analytics at James Monroe High School. The information would also be used for comparison with data from the interviews. Data is an essential component in the teaching and learning process. Data use enhances a robust evaluation of the current and past school programs. Performance data at JMHS indicated that students from underserved and low-income communities had the lowest college readiness compared to affluent families (Garner, 2019). If most respondents agreed with the statement, the researcher would conclude that the performance gap did not result from a lack of data utilization. However, if many respondents disagreed with the statement, the researcher would conclude that the problem in the school could partly be due to a lack of data utilization. Therefore, the researcher would recommend that the educators use data to address each student’s unique needs and reduce the college readiness gap. State and national data could also be recommended for use in rating the school’s college readiness performance with other schools.

3. Students have equal access to the learning resources at the school based solely on their race.

Learning resources are crucial for the success of any student and, thus, can affect college readiness. Learning materials resources may include books, libraries, classrooms, and educators. The performance disparity is very low for students with equal access to learning materials, while it is very high among students with unequal access to learning resources. The question is intended to assist the researcher in determining whether college readiness disparities were solely based on race. If many respondents agreed with the statement, then discrimination did not exist in the school, and the achievement gaps emanated from other factors. However, if many respondents disagreed, the researcher would conclude that JMHS discriminated against students (Morin, 2021).

4. On a scale of 1 to 5, how satisfied are you with the learning environment of JMHS?

The question was designed to help the researcher to understand whether disparity gaps emerged from the school environment or students’ family backgrounds. For instance, if most students agreed that the learning environment at the school was perfect, it would be probable that low college readiness among students from low-income and underserved communities resulted from their family background or student-specific challenges. However, if most learners said that the learning environment was unwelcoming, the implication was that the school created an unfavorable learning environment. The researcher would then recommend a better action based on the response (Morin, 2021).

5. Do the instructors play their role in helping the students set their goals?

Teachers are instrumental in the students’ goal-setting process. The main aim of setting goals is to focus on what to achieve. The question would help the researcher assess whether educators were involved in their students’ goal-setting process as they can offer critical help. If educators help learners set their goals, most will likely discover what they need to do to succeed (Elias, 2019). The responses to the question helped the researcher comprehend whether low college readiness among low-income and underserved communities is also contributed by poor goal-setting skills.

6. Academic performance can contribute most to higher college readiness rates at JMHS.

The question was intended to help the researcher identify what participants considered vital activities that supported their academic performance. Some activities within the school can positively impact performance, while others can lower performance. The responses would help the researcher compare what participants think as important variables and what JMHS has identified as key performance indicators (Mokher& Leeds, 2019).

7. A teaching/learning strategy can solve the low college readiness gaps at JMHS.

The question was intended to help the researcher navigate various teaching/learning techniques at JMHS. It required the participants to think about various teaching strategies during the learning process. They could range from student-centered, teacher-centered, collaborative, providing feedback, and inquiry-guided instruction. Some students may have probably benefited from one teaching approach more than the other (Mokher& Leeds, 2019). Moreover, some teaching approaches may have excluded some students leading to poor performance. The researcher would use the responses from the participants to identify the best teaching strategy that the JMHS administration can implement to deal with low college readiness gaps.

8. Do co-curricular activities contribute to the overall performance as a student?

When at school, students participate in co-curricular and curriculum activities. These activities can contribute to better classroom performance or not. The researcher used the question to investigate whether students at JMHS participated in extra-curricular activities and how it affected their performances.

9. Therea difference between students from underserved communities and those from affluent families?

The response to the question was intended to help the researchers assess whether low college readiness rates were associated with how the students were treated at the school.

10. On a scale of 1 to 5, how would you agree with the interventions the school pursues to address any possibility of discrimination or inequality?

Discrimination may manifest in school unintentionally, and thus, there should be some specific policies to address these possibilities. The question was intended to help the researcher understand how JMHS sealed any possibility of discrimination.

Focus Group Procedures

The researcher’s third method of collecting data from the school was using focus groups. The participants in the focus group were selected randomly. The researcher prepared a focus group related to college readiness at JMHS. Eight people were selected to participate in the focus group session, which was conducted at the school’s dining hall after classes. Among the eight participants, three were currently teaching at JMHS, while one was a former teacher at the same school. Two participants were alumnus at JMHS, while two others were neighboring community members who also happened to be parents at JMHS. The researcher analyzed data collected using the thematic data analysis method, which followed the step outlined below:  Step 1: familiarization. Step 2: coding. Step 3: generating themes. Step 4: Review themes. Step 5: Defining naming themes. Step 6: Write up the themes. The above process identified common themes from the focus group questions.

Focus Group Questions

1. What causes low college readiness gaps at JMHS?

This is intended to help the researcher collect different views on college readiness gaps at James Monroe. Different responses to this question would assist the researcher in narrowing down to causes of performance gaps at the school.

2. What is the student-teacher ratio at JMHS?

The teacher-student ratio is a key determinant of performance. The question helped the research to determine whether JMHS had enough teachers. A lack could inform the problem of low college readiness rates of enough teachers.

3. Who influences how students perform at the JMHS?

The question aimed to help the researcher to know where to focus when recommending solutions to improve college readiness. Parents, students, or the neighboring community could have a massive impact on how the students at the school perform.

4. What is the relationship between students and teachers at JMHS?

The question was intended to help the researcher understand whether the interaction between students and instructors was strained. The responses to the question would contribute toward developing the right recommendations.

5. What do you know about assessments and test scores and their influence on college readiness?

Teachers and government can use school assessments to make education reforms (Tillema et al., 2011). The question was intended to help the researcher evaluate whether educators were using GPA to prepare the students for colleges

6. How does racial composition at JMHS affect how students are treated?

The question was intended to help the researcher understand racial composition and college readiness. Responses to the question would help assess whether the largest student racial group at JMHS received special treatment compared to the minority race.

7. How do you use data to improve teaching/learning experiences and performance?

Data is important in every sector, including education. The question was included to help the researchers assess how JMHS used data. The same question was also included in the interview, and the responses will be compared.

8. What type of data is considered critical at JMHS?

The question was related to question seven. While it is important to use data, the type of information used is also relevant. The responses to the question assisted the researcher in determining whether the school needed to change the data type being used.

9. What is the average number of students per grade?

Student population per classroom is important when it comes to teaching effectiveness. The number of students in each classroom can affect how they perform. The responses to the question assisted the researcher in assessing whether class size was to be changed.

10. How can parents be involved in the learning process?

Parents are core to the success of students. The question was intended to get parents’ and teachers’ perspectives on how JMHS parents should be involved in their children’s learning process.

Summary

The purpose of this study was to provide Recommendations for Solving Low Rates of College Readiness at James Monroe High School, West Virginia. The problem was that 28% of the low-income and underserved students were ready for college compared to an 84% overall college readiness rate. This report chapter presented interview procedures, quantitative survey procedures, and focus group procedures.

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