Recommendations For Solving Low Rates Of College Read 355467

Recommendations For Solving Low Rates Of College Readiness At James Mo

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 850 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] According to Kapur (2018), there are notable factors that influence the performance of students on performance and readiness. The findings revealed that fundamental factors such as school, environment teaching methods, learners' attitudes, and parental support are critical. The article's findings will be effective in providing significant attention to the factors influencing the performance towards success, solving low Rates of College Readiness at James Monroe High School, West Virginia.

Consequently, Kudari (2017) provided an in-depth result to investigate factors influencing students’ academic performance and learning attitude. The study revealed that there are internal and external factors that impact a student's performance. Importantly, the literature will be relevant in highlighting factors influencing solving low Rates of College Readiness at James Monroe High School, West Virginia. In a qualitative research method, Hadi et al. (2018), provides a substantive study to investigate the difficulties of high school students in solving higher-order thinking skills. The results indicated that students have problems in solving higher-order thinking skills, processing, and codding respectively. The study will be critical in identifying the problem with high school learners at solving low Rates of College Readiness at James Monroe High School, West Virginia. In a study, Suleiman et al (2017) offer a significant study on how to implement high- order thinking skills in teaching sciences. The study revealed that there is a significant need to incorporate strategic planning, processing, and coding to achieve better results in teaching and performance in the sciences. Similarly, the study provided significant suggestions that are relevant to the topic by offering a practical solution to the problems in solving low Rates of Gennifer Miller Please see Chapter 11 of the textbook for the example of what this should look like.

You are missing the specific headings of "Literature Review", "Overview", "Related Literature", and "Summary", as well as the information that goes with those headings. The entire assignment should have consistent line spacing and be double-spaced. Please model your work after the example in Chapter 11. College Readiness at James Monroe High School, West Virginia by offering a significant platform for students in solving higher-order thinking skills and readiness. Santoso et al (2017) investigated fundamental error analysis of students working on word problems of the linear program with NEA procedure. The findings revealed that effective and practical management of the problems with students’ readiness and performance needs analytical and critical approaches. Similarly, the findings of the study will be relevant in identifying possible recommendations for the solution to low Rates of College Readiness at James Monroe High School, West Virginia. Retnawati et al. (2018) investigated the effectiveness of teachers' knowledge of higher- order thinking skills and their learning strategy that are critical in providing the solution to the students’ abilities and readiness. The outcomes demonstrated effective teachers’ knowledge and strategies are vital for managing problems in the higher-order thinking skills and learning strategies.

Thus, the article's information will be relevant for formulating recommendations on the topic solving low Rates of College Readiness at James Monroe High School, West Virginia. In the article, Alhassora et al. (2017) investigated significant presentations on incorporating and encouraging higher-order thinking skills in mathematics. The study indicated that providing an effective platform for higher-order thinking skills in mathematics is relevant in creating learners' performance in and college readiness and managing notable problems. Thus, the findings in the article will provide a platform to encourage higher-order thinking skills in SAT as a notable solution to the Problem of solving low Rates of College Readiness at James Monroe High School, West Virginia.

In a research study, Apino and Retnawati (2017) studied how developing an instructional model can improve mathematics performance. The results demonstrated that an effective instructional model is relevant for performance among learners. Admittedly, the result information will be effective in developing instructional models to solve low Rates of College Readiness at James Monroe High School, West Virginia. In a report of the Academic Council’s Standardized Testing Task Force (STTF), the authors presented notable recommendations for managing performance among the students (Comeaux & Sà¡nchez, 2020). Notably, suggestions such as developing new assessment strategies, expanding students' support services, and expanding eligibility and local context were identified in the report. Similarly, the report's recommendations will be necessary for offering suggestion in solving low Rates of College Readiness at James Monroe High School, West Virginia. In research to investigate An Alternative Presentation of Incremental Validity: Discrepant SAT and HSGPA Performance (Mattern et al. 2018) conducted an effective study for practical implications. The study revealed that cultural and socioeconomic factors, gender, and race play a significant role in SAT performance. Similarly, the study information will be relevant in the study to incorporate external factors in offering recommendations in solving low Rates of College Readiness at James Monroe High School, West Virginia.

Dixon-Roman et al. (2018) investigated notable articulations on the association of family income with SAT performance. The results suggested family income posited a significant impact on SAT performance. Thus, the outcomes in the study will provide effective expansion on family economic consideration increasing recommendations for effective management of the Problem low Rates of College Readiness at James Monroe High School, West Virginia. Finally, in a study to determine the cognitive ability of students in readiness and performance in areas such as SAT and how such an important aspect in learning and performance, there was significant evidence that accommodating general cognitive ability in education research policies was critical. The results revealed that increasing those individual- level measures of cognitive ability posted a bidirectional relationship with performance college students’ performance. Therefore, such solutions and suggestions will resonate with the studies' possible solutions in solving low Rates of College Readiness at James Monroe High School, West Virginia. 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., & Sà¡nchez, H. (2020). Report of the UC Academic Council Standardized Testing Task Force (STTF). report.pdf 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, 2018 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 21stcentury, (76)4, 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), . Kapur, R. (2018). Factors Influencing the Student’s Academic Performance in Secondary Schools in India. t: Mattern, K., Shaw, E., & Kobrin, J. (2018). An Alternative Presentation of Incremental Validity: Discrepant SAT and HSGPA Performance. Educational and Psychological Measurement –662 Gennifer Miller See previous comment. Gennifer Miller This reference does not meet the requirement of being published in the last five years (2018 or later). Gennifer Miller See previous comment. 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, R. 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. Wai, J., Brown, M., & Chabris, C. (2018). Using Standardized Test Scores to Include General Cognitive Ability in Education Research and Policy. J. Intell. 2018, 6, 37; DOI:10.3390/jintelligence Gennifer Miller See previous comment. Gennifer Miller See previous comment.

Paper For Above instruction

Introduction

Improving college readiness remains a crucial goal for educational institutions, especially at the high school level where foundational skills can significantly impact post-secondary success. James Monroe High School in West Virginia has faced challenges with low college readiness rates, which impede students' transition to higher education and their subsequent academic and career achievements. Addressing this issue requires a multifaceted approach that encompasses curriculum reform, instructional strategies, socio-economic considerations, and targeted student support services. This paper aims to evaluate current literature and propose comprehensive recommendations to enhance college readiness among students at James Monroe High School.

Literature Overview

Research by Kapur (2018) emphasizes the influence of various factors—school environment, teaching methodologies, learner motivation, and parental engagement—on students' academic performance and readiness. Kudari (2017) further explores internal and external determinants, noting that socio-economic backgrounds and attitudes toward learning significantly affect student outcomes. Studies by Hadi et al. (2018) and Suleiman et al. (2017) highlight specific cognitive challenges, such as deficits in higher-order thinking skills (HOTS), which are essential for college-level competencies. These studies suggest that students often struggle with analytical, evaluative, and problem-solving skills required for college success. Consequently, effective strategies must prioritize developing these skills to elevate college preparedness.

Related Literature

In-depth analysis by Santoso et al. (2017) on students' problem-solving abilities in linear programming underscores the importance of critical thinking and analytical skills. Their findings advocate for improved assessment strategies that emphasize higher-order thinking. Retnawati et al. (2018) demonstrate the critical role of teachers’ knowledge of HOTS and their instructional strategies in fostering student achievement. Enhancing teacher training and curriculum design to incorporate HOTS activities can drive improvements in college readiness. Furthermore, research by Alhassora et al. (2017) advocates for integrating HOTS explicitly into mathematics education, which can translate into better problem-solving abilities, thus boosting college-level preparedness.

Additional recommendations stem from the work of Apino and Retnawati (2017), who focus on developing instructional models tailored to improve content mastery and cognitive skills in mathematics. The consideration of socio-economic factors, as discussed by Dixon-Roman et al. (2018), highlights the importance of addressing disparities linked to family income, race, and gender, which influence SAT performance and overall readiness. The report by Comeux and Sà¡nchez (2020) advocates for innovative assessment strategies and expanded student support services, emphasizing a holistic approach that encompasses both academic and socio-economic support.

Summary

Overall, the literature indicates that improving college readiness at James Monroe High School requires an integrative approach combining curriculum enhancement, targeted skill development, and socio-economic support. Emphasizing higher-order thinking skills within teaching practices, offering robust assessment mechanisms, and providing socio-economic support services are vital strategies supported by recent research. Moreover, addressing external factors like family income and cultural background is critical to creating equitable opportunities for all students. Implementing these recommendations can close the readiness gap and facilitate smoother transitions into higher education.

Recommendations

Based on the synthesis of current literature, the following strategic recommendations are proposed to Enhance college readiness at James Monroe High School:

  1. Curriculum Enhancement: Integrate explicit training in higher-order thinking skills (HOTS) within core subjects, especially mathematics and sciences. Teachers should incorporate problem-based learning, case studies, and critical thinking activities aligned with college expectations (Alhassora et al., 2017; Suleiman et al., 2017).
  2. Teacher Professional Development: Invest in ongoing professional training focusing on HOTS instructional strategies and formative assessment techniques that promote analytical and evaluative thinking (Retnawati et al., 2018).
  3. Assessment Innovation: Develop and implement assessment tools that measure higher-order cognitive skills rather than rote memorization. These assessments should emphasize problem-solving, reasoning, and application skills reflective of college-level work (Comeaux & Sà¡nchez, 2020).
  4. Socio-economic Support Programs: Establish scholarship programs, mentorship initiatives, and family engagement activities tailored to students from socio-economically disadvantaged backgrounds. Supporting the socio-economic development of students increases their college readiness (Dixon-Roman et al., 2018; Mattern et al., 2018).
  5. Parental and Community Engagement: Foster partnerships with parents and community organizations to bolster support networks for students, emphasizing the importance of college aspirations and preparation (Kapur, 2018).
  6. Data-Driven Monitoring: Use data analytics to monitor student progress in HOTS and overall college readiness measures, enabling targeted interventions and resource allocation (Wai et al., 2018).
  7. Extracurricular Academic Support: Develop programs such as summer bridge courses, peer tutoring, and college preparatory workshops to reinforce essential skills and boost confidence (Hadi et al., 2018).

Conclusion

Addressing low college readiness at James Monroe High School demands a comprehensive, evidence-based strategy that emphasizes cognitive skill development, instructional quality, socio-economic equity, and continuous assessment. By aligning curriculum practices with research insights and fostering collaborations among educators, families, and community stakeholders, the school can enhance its students’ preparedness for post-secondary success. These recommendations, rooted in recent scholarly findings, provide a framework to bridge the gap and cultivate a culture of academic excellence and college success.

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. https://doi.org/10.1088///812/1/012100
  • Comeaux, E., & Sà¡nchez, 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.
  • Mattern, K., Shaw, E., & Kobrin, J. (2018). An alternative presentation of incremental validity: Discrepant SAT and HSGPA performance. Educational and Psychological Measurement, 78(4), 662-679.
  • Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, R. S. A. (2017). Implementing 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.
  • Wai, J., Brown, M., & Chabris, C. (2018). Using standardized test scores to include general cognitive ability in education research and policy. Journal of Intelligence, 6(4), 37.

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