An Investigation of College and Career Readiness Indicators for Six Districts

• In Event: 58.077 - District-Driven Problems of Practice: What Can Practitioner-Scholars Learn and How Do Districts Benefit?

Abstract

Objectives

Six school districts requested this research; the objective was to provide literature on the contributing indicators to college and career readiness, including kindergarten readiness, ninth grade credit attainment, and the college enrollment process. Understanding the contributing factors that lead to success in school, as well as those that led to higher drop-out rates, would allow the district to target and refine strategies to help students succeed in school and beyond.

Perspectives

This literature review investigated specific contributing indicators as identified by the district and determined to what extent, based on current research, they were accurate measures of college and career readiness. College and career readiness means a student can succeed in entry-level college courses or career-oriented training without remediation (Conley, 2012). With growing concern over student success from “cradle to college and career,” an analysis of which factors, including kindergarten readiness, third grade reading, high school graduation, and postsecondary completion, are most indicative of failure was necessary, so schools and community programs can provide early interventions.

Methods & Data Sources

The methods utilized to conduct this literature review included exploring databases such as Education Source, ERIC, psycINFO, Social Sciences Abstracts, and SocINDEX. Many of the topics within the community-wide indicators were related to sociology, psychology, and economics, such as unemployment rates among youth and availability of prenatal care centers in certain communities. Search terms included: college success indicators, high school graduation predictors, and career readiness.

Substantiated Conclusions

Research shows that several factors of a child’s demographic profile can indicate but not predict her college and career readiness. One variable that was repeatedly significant in empirical research was socio-economic status; over time, the cumulative negative effects of poverty increase with each grade level (Connolly & Olson, 2012; Morrisey, Hutchison, & Winsler, 2014). Further research revealed that students of color account for disproportionate discipline and lower academic achievement (Balfanz, Herzog, & MacIver, 2007). Data collected on gender revealed that, while females have a higher success rate in high school, their male counterparts have better outcomes in postsecondary achievement (Ellison & Carbonaro, 2005). One of the most significant findings was that community-school partnerships, strong social academic networks, and high quality adult-student relationships were all strong predictors of college and career readiness (Romero, 2009; Ellison & Carbonaro, 2005; Hill & Wang, 2015).

Significance

This broad review of literature regarding college and career readiness provided an opportunity for Ed.D. students to explore research related to a number of school success indicators. Possibly the most valuable benefit for research students, especially in regards to long-term impacts for a doctoral student, was the opportunity to investigate various methodologies, instruments, and data analysis of such a wide collection of reports. This research revealed a variety of intentions, processes, and conclusions that would not have been exposed in a typical literature review, providing a unique research opportunity. Additionally, the broad nature of the literature review also provided challenges, including potential cursory generalizations, abbreviated timelines, and the limitations of potentially misleading or incomplete information on topics.

Author

• Marla Doughty, University of Portland