A Perspective on College Readiness From Schools Where Most Students Take Multiple College Courses

• In Event: Approaches to Turnaround and Engagement in Learning

Abstract

This paper examines how the staff of early colleges conceptualize college readiness. The early college staff has a unique perspective because they both prepare all their students for and observe them taking college level courses while students are still in high school. By engaging in this work, teachers and staff receive immediate feedback on the success of their strategies to prepare students for college classes. In this paper, we analyze two aspects of college readiness concept: (1) the range of components and (2) the relative importance of these components as perceived by staff. Additionally, the paper looks in depth on how maturity and motivation, rendered as very important components, are defined by early college staff.

Authors

• Nina Arshavsky, University of North Carolina - Greensboro

• Karla C. Lewis, University of North Carolina - Greensboro

• Beth Thrift, Univeristy of North Carolina at Greensboro

• Julie A. Edmunds, University of North Carolina - Greensboro