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 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: mwhitener@liberty.edu
Chapter 1: Introduction
Overview
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 (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. Comment by Drew Van Dam: Why is this capitalized?
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 located in Monroe County and serves students from various backgrounds (white, black, low-income). It has 524 students from the 9th to 12th grade, ranking it the 76th in West Virginia and 10416th nationally (James Monroe high school, n.d). Comment by Drew Van Dam: cite Comment by Drew Van Dam: Just author or organization here, if there isn’t an author name or an organization, then italicize. It looks like High Schools would be used as the organization name that provided this info. Comment by Drew Van Dam: Include information regarding the administration. What about guidance counselors or even a college readiness program at the school?
Introduction to the problem
The problem at the school was that 28% of the low-income and underserved students were ready for college at James Monroe High School 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). Comment by Drew Van Dam: What are the long term effects of this problem on your school, city?
Significance of the Study
Solving low college readiness gaps at James Monroe High School will promote public confidence in the school. Secondly, it will promote the relationship between the neighboring communities and James Monroe High School. Lastly, the study will help the school administration develop school-specific parameters to measure college readiness (Leeds & Mokher, 2019).
Purpose Statement
The purpose of this applied study was to provide recommendations for solving 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 and observation. Participants were students, teachers, and community members.
Central Research Question
How can low college readiness rates among students from diverse backgrounds at James Monroe High School be reduced?
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)
References
Durham, R. E., Bell-Ellwanger, J., Connolly, F., Robinson, K. H., Olson, L. S., & Rone, T. (2015). University–District Partnership Research to understand college readiness among Baltimore City Students. Journal of Education for Students Placed at Risk (JESPAR), 20(1-2), 120–140. https://doi.org/10.1080/10824669.2014.987278
James Monroe high school. High Schools. (n.d.). Retrieved July 8, 2022, from https://high-schools.com/directory/wv/cities/lindside/james-monroe-high-school/540096000768/
Leeds, D. M., & Mokher, C. G. (2019). Improving indicators of college readiness: Methods for optimally placing students into multiple levels of postsecondary coursework. Educational Evaluation and Policy Analysis, 42(1), 87–109. https://doi.org/10.3102/0162373719885648
Vogel, D., & Heidrich, L. (2020). Make Connections–ask questions. Sprachsensible Schulen im Internationals Network for Public Schools in New York. Bremen: Universität, Fachbereich 12. Arbeitsbereich Interkulturelle Bildung
