High School Students and Their Lack of Preparedness for College: A Statewide Study

Abstract

In this study, the authors examined the college-ready graduate rates of all students ( n = 1,099 high schools) in the State of Texas for the 2006-2007 school year. Data were analyzed for students’ scores in reading, in math, and in both subject areas combined. Approximately one-third of all students were determined to be college-ready in both subject areas. Statistically significant and practically relevant differences, reflecting moderate to large effect sizes, were present in reading, math, and both subjects among Hispanic, African American, and White students. Concerns are expressed about the lack of preparedness of students for college and about the presence of strong achievement differences as a function of ethnicity. Implications of these findings are discussed.

Advanced Placement English Exam Scores

“…In addition, the overall scores obtained by these groups of students generally declined during this 16-year period. The results of this study mirror the conclusions of Klopfenstein (2010) and Moore and Slate (2011). In contrast, Klopfenstein (2010) and Moore and Slate (2011) argued that AP course-taking alone may not affect time to degree.…”

“…Specifically, dramatic increases in the number of Hispanic students who took AP English exams in each of the three states were documented in the current study. In contrast, Klopfenstein (2010) and Moore and Slate (2011) argued that AP course-taking alone may not affect time to degree. Some researchers (e.g., Dounay, 2006;Eyring, 2011;Palaich et al, 2006;Santoli, 2002) have suggested that accelerated learning options such as AP courses allow students to graduate from college in less time and thereby save money on college tuition.…”

Faculty Perspectives on Underprepared Students

“…It is essential for both postsecondary institutions and high schools to establish collaborative efforts for student success. Collaborative efforts would create an environment that enhances student preparedness by aligning academic and social expectations required by postsecondary institutions (Moore et al, 2010). Today, school counselors are overwhelmed with an extensive workload and are unable or unwilling to persuade students away from college.…”

Student–adult mentoring relationships: experiences from a Scottish school-based programme

“…The argument in favour of adults from business and industry supporting school students through mentoring programmes is partly attributable to the observation that most secondary students graduate from school ill-prepared for FE/HE or the world of work (Hall 2003;Moore et al 2010). This is because a considerable proportion of a secondary teacher's time is spent teaching specific discrete academic subjects, rather than supporting the development of the whole person (Reid 2002).…”