Examining Teacher Perspectives on College Readiness: Implications for Theory and Practice

• In Event: 14.022 - Exploring the Lived Experience of College Access and Readiness Through Qualitative Inquiry

Abstract

Although college readiness has gained increasing attention in research and policy, confusion persists around what the concept means. Scholarly perspectives vary regarding what constitutes college-ready preparation. Even less is known about the perceptions of K-12 teachers tasked with preparing college-ready students. This study employs qualitative interviewing to explore the perspectives of 78 teachers across 6 early college high schools. We examine teachers’ perceptions of college readiness, the theoretical assumptions underlying their perceptions, and the implications for teacher practice and school policy. We highlight the need for uniform, school-wide college readiness goals and practices to better prepare underrepresented students for higher education.

Authors

• Julia Cassman Duncheon, The University of Texas - El Paso

• Isela Pena, The University of Texas - El Paso