Modeling the Determinants of College Readiness for Historically Underrepresented Students at 4-Year Colleges and Universities

Abstract

College readiness is a national policy priority in the United States, yet relatively little is known from large national samples about the factors and experiences that determine college readiness for historically underrepresented minorities at 4-year colleges and universities. The purpose of this study is to identify the factors and experiences that influence various measures of college readiness for historically underrepresented or underserved minorities (URMs) at 4-year colleges and universities using data from the Education Longitudinal Study (ELS:2002). Using multivariate statistics and hierarchical linear regression techniques, the author examines the following questions: (a) Are there differences among historically underrepresented groups in their level of college readiness? and (b) What factors significantly predict URMs’ college readiness as measured by high school GPA, 12th grade National Assessment of Educational Progress (NAEP) standardized math score, and 12th grade highest math level? Implications for future policy, practice, and research are highlighted.

Accelerating Pathways to College

“…The literature increasingly shows that non-cognitive and psychosocial knowledge and skills are important indicators of college readiness and success (Byrd & Macdonald, 2005;Conley, 2005Conley, , 2012Sedlacek, 2004;Strayhorn, 2010Strayhorn, , 2014, and this may be especially true for students of color and low-income students whose experiences prior to college do not adequately provide them with the cultural and social capital needed to transition into and be successful in college. Dual credit programs and courses would better support students of color and low-income students if designed with these factors in mind.…”

Summer bridge programs : the impact on historically underserved students' first semester experiences

“…High-SES students also receive early messaging about the importance of attending college and they have the social and cultural capital for early educational resources and networks that support college readiness. These factors enhance their college aspirations, which are affirmed by their college educated parents (Strayhorn, 2014).…”

“…Educational researchers have also identified preparedness for college as another challenge that low-income students face (Saunders & Schuh, 2004). Strayhorn (2014) has conducted a research study to evaluate college readiness differences among socio-economic status groups and found some statistically significant differences. Results indicated that students in the highest economic quartile consistently outperformed their lower socio-economic status peers in college readiness based on standardized reading scores, math scores, and college preparation.…”

“…The experience of going to college for first-generation students can often be a difficult one as they attempt to traverse a new culture, language, and history that their parents did not experience. Students whose parents went to college already possess this cultural and social capital and benefit from their parents' experiences, such as understanding what a syllabus is and the importance of connecting with faculty early in the semester (Strayhorn, 2014). A firstgeneration student is one for whom neither parent nor guardian graduated post-secondary education with a four-year bachelor's degree (U. S. Department of Education, 1996).…”

Work in Progress: Analyzing Student Outcomes to Inform First-Year Advising Practices and Policies at Northwestern University's McCormick School of Engineering

“…Mathematics itself has been the subject of much study related to first-year student outcomes. Researchers have attempted to model students' readiness for engineering programs by looking at high school math coursework and standardized test scores (Tyson 2011, Strayhorn 2014, Veenstra 2009. Calculus is present in the first or second year of most engineering curricula and success in these courses is positively correlated with retention in engineering and higher grades in engineering courses (Brown, 2015).…”