Recommendations For Solving Low Rates Of College Readiness ✓ Solved

Recommendations For Solving Low Rates Of College Readiness At

Recommendations for solving low rates of college readiness at James Monroe High School, West Virginia. This paper will explore various factors that contribute to the low rates of college readiness among students at James Monroe High School. It will provide an overview of the issues, related literature, recommendations, and a summary of findings.

Overview

The concept of college readiness refers to the preparation a student needs to succeed in postsecondary education. Factors influencing college readiness can range from academic preparedness to socio-economic background. At James Monroe High School, the observed low rates of college readiness necessitate a thorough investigation into the underlying issues that impact student performance. This paper aims to suggest practical recommendations based on a review of scholarly literature.

Related Literature

Recent studies have highlighted various internal and external factors that contribute to student readiness for college. According to Kapur (2018), significant influences include the teaching methods employed, the home environment, parental support, and student attitudes towards learning. These components are critical in shaping the overall preparedness of students for college-level coursework.

Kudari (2017) also elucidates internal and external academic performance influencers, pinpointing the importance of recognizing these factors to enhance learning outcomes. A qualitative study by Hadi et al. (2018) identified challenges in students' higher order thinking skills as a key obstacle to college readiness. Moreover, Suleiman et al. (2017) provide insights into the implementation of teaching strategies that focus on developing these skills within science education.

In the realm of mathematics education, Santoso et al. (2017) emphasize the need for effective instructional models aimed at improving problem-solving skills, which can directly influence a student’s performance on standardized tests critical for college admission. Retnawati et al. (2018) support this by suggesting that teachers' understanding of higher-order thinking skills significantly affects student learning and readiness.

Interestingly, economic factors also play a prominent role in college readiness. For instance, Dixon-Roman et al. (2018) investigated how family income correlates with SAT performance, proposing that lower income levels can impede readiness due to a lack of resources and support systems. Furthermore, cultural factors as examined in the study by Mattern et al. (2018) illustrate the disparities in educational outcomes based on socio-economic backgrounds.

Recommendations

Based on the reviewed literature, several actionable recommendations can be proposed to improve college readiness at James Monroe High School:

• Enhancing Teacher Training: Implement comprehensive professional development programs for teachers to deepen their understanding of higher-order thinking skills and effective pedagogical strategies.
• Mentoring Programs: Establish mentorship initiatives pairing students with college students or professionals to provide them with guidance and support regarding college readiness.
• Parental Engagement Workshops: Host workshops that help parents understand the college application process and how they can support their children academically.
• Resource Allocation: Increase access to tutoring services and academic support resources specifically targeting students exhibiting lower readiness levels.
• Data-Driven Approaches: Regularly analyze student performance data to identify trends and adjust teaching methods accordingly to address specific learning gaps.
• Extracurricular Opportunities: Promote involvement in extracurricular activities that enhance soft skills and provide leadership experiences, essential for success in higher education.

Summary

Low rates of college readiness at James Monroe High School can be attributed to various factors identified in the literature, including academic preparation, economic disparities, and even educational strategies. To combat these issues, targeted recommendations focusing on teacher training, parental involvement, and resource allocation have the potential to create significant improvements. By adopting a multi-faceted approach that addresses both internal and external factors influencing student readiness, James Monroe High School can make strides towards enhancing its students' college readiness.

References

• Alhassora, N. S. A., Abu, M. S., & Abdullah, A. H. (2017). Inculcating higher-order thinking skills in mathematics: Why is it so hard? Man in India, 97(13), 51-62.
• Apino, E., & Retnawati, H. (2017). Developing instructional design to improve mathematical higher-order thinking skills of students. Journal of Physics: Conference Series, 812, 1-7. doi:10.1088//812/1/012100.
• Comeaux, E., & Sánchez, H. (2020). Report of the UC Academic Council Standardized Testing Task Force (STTF).
• Dixon-Roman, E., Everson, H., & McArdle, J. (2018). Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance. Teachers College Record, 115.
• Hadi, K., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. (2018). The Difficulties of High School Students in Solving Higher-Order Thinking Skills Problems. Problems Of Education In The 21st Century, 76(4).
• Kapur, R. (2018). Factors Influencing the Student’s Academic Performance in Secondary Schools in India.
• Kudari, J.M. (2017). Survey on the Factors Influencing the Student’s Academic Performance. International Journal of Emerging Research in Management and Technology, 5(6).
• Mattern, K., Shaw, E., & Kobrin, J. (2018). An Alternative Presentation of Incremental Validity: Discrepant SAT and HSGPA Performance. Educational and Psychological Measurement.
• Retnawati, H., Djidu, H., Apino, E., Kartianom, K., Anazifa, R.D. (2018). Teachers' knowledge about higher-order thinking skills and their learning strategy. Problems of Education in the 21st Century, 75(2).
• Santoso, D. A., Farid, A., & Ulum, B. (2017). Error analysis of students working on word problem of the linear program with NEA procedure. Journal of Physics: Conference Series, 855, 1-8. doi:10.1088//855/1/012043.
• Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementing of higher-order thinking skills in the teaching of science: A case study in Malaysia. International Research Journal of Education and Science, 1(1), 1-3.